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

AFR 302M • Numbering Race

30115 • Irizarry Murphy, Yasmiyn
Meets TTH 11:00AM-12:30PM 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 303 • Introduction To Black Studies

30120 • Gordon, Edmund
Meets TTH 11:00AM-12:30PM FAC 21
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This course provides students with an introduction to Black Studies. The first section of the course is devoted to a history of Black Studies in the U.S. using the integration and development of Black Studies here at the University of Texas, Austin as a case study. We will then turn to considerations of the historical construction of Africa, the Black Diaspora and the idea of Blackness. Building on this foundation the course provides students with the analytical tools to critically explore canonical Black Studies literature, themes, and theories. This section of the course interrogates race, gender, class, sexuality, and their intersections as well as culture, power and politics. The second section of the course will focus in on the expression and use of Black Studies in the areas of: Critical Black Studies; Education, Psychology, and Mental Health; Government, Law and Public Policy; Expressive Culture, Arts, Music, Sports; and Africa and its Diasporic Cultures.

AFR 310K • Introduction To Modern Africa

30125 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as HIS 310, WGS 301)
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This course introduces students to the history of Africa since 1800 to the present. The course is divided into four parts: Part I – an overview of African life before 1800. Part II – an overview of the partition of Africa and the upheavals to economic, political, cultural, and social institutions. Part III – an over view of colonial histories, the struggles for freedom, and the euphoria of independence. Part IV – an overview of the legacies and disappointments of colonialism, and the post-colonialism. Because the continent is so vast, its history complex, and the time period so wide, each part will have a case study to illuminate each section of the course more concretely, giving students both depth and breadth in a subject for which they have little or no prior knowledge. The readings augment the lectures and allow students to follow their interests from the topics covered. This is a great course to take before “that trip to Africa!” The class will also utilize feature films and documentaries to illustrate the historical issues more vividly. Karibu! Welcome!

AFR 311C • Perf/Femin/Socl Change

30129 • Ayobade, Oladotun
Meets TTH 12:30PM-2:00PM GAR 1.126
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This course is an exploration of the ways that engaged performance and feminist practice generate space for social change in the United States and Africa. The course builds on the basic principle that social transformation requires individual awareness, and that awareness necessitates a rigorous examination of race, gender, class, nation and sexuality. Students will create solo, impromptu and ensemble work that illustrate different units of the course. As a result of this course, students will develop tools for productive self-reflexivity; will understand the role of positionality in collaborating across identity markers and cross-culturally; and will acquire writing and performance skills from a wide array of genres from dance and spoken word to theatrical jazz.

AFR 317D • Intro To African Amer Hist

30130 • Berry, Daina
Meets TTH 12:30PM-2:00PM CLA 0.130
(also listed as HIS 317L)
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This course is largely designed to introduce students to the major themes, issues, and debates in African American history from its African origins until today.  It serves as a general introduction to the historical literature by providing lower division undergraduate students with an overview of the African American experience through readings, lectures, film, and music.  Some of the specific topics covered include African antecedents, colonial and antebellum slavery, the abolition movement,  the free black experience, the Civil War, emancipation, Jim Crow segregation, racial violence, black culture, the modern freedom struggle, popular culture, political movements, and the contemporary experience. Ultimately, students should gain an understanding of how enslaved and free African Americans lived, worked, socialized, and defined themselves in American society.

Course Objectives:

Students will have the opportunity to write essays and take multiple-choice and short answer exams in this course.  Using this combination of testing strategies, one goal of the class is to facilitate students’ LEARNING of African American history rather than the memorization of relevant names, dates, and events.  The professor recognizes the importance of knowing key figures and events; however, the primary objective is to help students develop a solid understanding of the political, social, economic, and personal lives of African Americans from their arrival through today. 

This course carries the flag for Cultural Diversity in the United States

Fikenbine, Ray ed. Sources of the African American Past: Primary Sources in American History  (2nd Edition), 2003.

Moody, Anne. Coming of Age in Mississippi.  New York: Random House, 1968.

Painter, Nell Irvin. Creating Black Americans: African American History and Its Meanings 1619-Present. New York: Oxford University Press, 2007.

White, Deborah Gray.  Ar’n’t I a Woman?: Female Slaves in the Plantation South  (2nd Edition). New York: W. W. Norton and Company, 1999.

Response Papers                                 20%

Mid-Term Examination                                   25%

Historical Movement Assignment       20%

Final Exam                                          35%

AFR 317D • Mlk Jr: A Moral Obligation

30135 • Burt, Brenda
Meets TTH 9:30AM-11:00AM GWB 2.206
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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 317F • African American Lit And Cul

30150 • Wilks, Jennifer
Meets TTH 2:00PM-3:30PM MEZ 1.102
(also listed as E 314V)
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E 314V  l  1-African American Literature and Culture


Instructor:  Wilks, J

Unique #:  34815

Semester:  Spring 2017

Cross-lists:  AFR 317F

Restrictions:  n/a

Computer Instruction:  No


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


Description:  This course will survey the importance of place and community in African American literature from the Harlem Renaissance to the present.  We will consider how the community in which characters live or move—from neighborhood to island—influences their conceptions of race, gender, and identity.  As this is a writing-intensive course, we will pay particular attention to the form as well as the content of our texts. Discussion will also play an integral role in the course.


Texts:  Readings may include the following: Zora Neale Hurston, Their Eyes Were Watching God; James Baldwin, Notes of a Native Son; Toni Morrison, Sula; Colson Whitehead, Zone One.


Requirements & Grading:  Two short papers (4 pages each): 40%; Final critical essay (5-7 pages): 25%; Rough draft (4 pages): 10%; Presentation: 10%; Reading responses and class participation: 15%.


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

AFR 317F • African American Lit And Cul

30145 • Woodard, Helena
Meets MW 11:30AM-1:00PM MEZ B0.302
(also listed as E 314V)
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E 314V  l  1-African American Literature and Culture


Instructor:  Woodard, H

Unique #:  34810

Semester:  Spring 2017

Cross-lists:  AFR 317F

Restrictions:  n/a

Computer instruction:  No


Prerequisites:  E 603A, RHE 306, 306Q, or T C 603A.


Description:  This course is an introduction to selected African-American literature—slave narratives, novels, poetry, and plays—from slavery to the present.  The course historicizes issues pertinent to the African-American literary tradition, such as slavery, double consciousness or the struggle for self-identity, as well as class, racism, and sexism.  It thematizes these issues through stylistic forms, including the oral vernacular tradition, folk culture, double discourse, and chiasmus.


Primary Texts:  Henry Louis Gates, Jr., ed. Classic Slave Narratives (Signet Classics); Zora Neale Hurston, Their Eyes Were Watching God (Boston: Houghton-Mifflin, 1974); Gwendolyn Brooks, Maud Martha (New York: Harper, 1953); August Wilson, The Piano Lesson (New York: Penguin, 1990); Harryette Mullen, Sleeping With the Dictionary (Berkeley: U of California Press, 2002); Jesymn Ward, Salvage the Bones (New York: Bloomsbury, 2011).


Requirements & Grading: Three critical essays (six typed pages each, double-spaced) - 70%; Reading quizzes / Class participation / Oral and written (group) presentations, TBA - 30%.


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. Upon your fifth absence, you will be notified of your failure of the course, and you need not return to class.  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 Stylebook for all papers.  Type papers on white, 8.5" x 11" paper, using one side only. Bind pages with a paper clip.


Policies:  Absolutely no make-ups for quizzes; however, your lowest quiz grade will be dropped.  Please read the entire assignment by the first day of class discussion for that work.


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 317F • Music Of African Americans

30155-30175 • Carson, Charles
Meets MWF 12:00PM-1:00PM MRH 2.608
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AFR 317F • Performing Blackness

30140 • Thompson, Lisa
Meets TTH 2:00PM-3:30PM CLA 1.104
(also listed as AMS 315, T D 311T, WGS 301)
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This course will consider contemporary performance of blackness in film, art, theatre, literature, television, and music. We will discuss how performances of black life, black identity and black culture are created, consumed and sometimes contradicted by artists and non-artists alike. We will explore themes such as the criteria for black art, the Black aesthetic, racial passing, performances of black masculinity/femininity, and cultural appropriation. The class will culminate in student presentations about black performance based upon individual research.



Evie Shockley, The New Black

George C. Wolfe, The Colored Museum

Jay-Z, Decoded

Suzan-Lori Parks, The America Play and Other Works

Spike Lee, Bamboozled

Awkward Black Girl (webseries)

Kiese Laymon, How to Slowly Kill Yourself and Others in America

Mark Anthony Neal, Looking for Leroy: Illegible Black Masculinities

Nicole Fleetwood, Troubling Vision: Performance, Visuality, and Blackness.

AFR 321L • Sociology Of Education

30180 • Fulton, Kelly
Meets TTH 12:30PM-2:00PM CLA 0.112
(also listed as SOC 321L, WGS 345)
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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. Specific topics include public education; education and the current legislative session; standardized testing; charter schools; and stratification within and between schools with a focus on race, class and gender. 

Required Texts

 ▪ Arum, Richard, Irenee Beattie and Karly Ford (editors), 2015. The Structure of Schooling:Readings in the Sociology of Education, 3rd Edition.  SAGE Publications.

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

▪ A collection of readings available on Canvas.


There will be in-class tests, short papers, and a group project. 

Class participation is a component of the final grade.


AFR 357D • African Amer Hist Since 1860

30190 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 3.116
(also listed as AMS 321F, HIS 357D, URB 353)
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Assessments of the historic experience of African Americans from the Civil War and Reconstruction to the Civil Rights Era and the Second Reconstruction, i.e., the post-Civil Rights Era from the 1970s through 2014, provide the focus of this course.  Emphasis will be placed on the political, economic, including the business activities, as well as social and cultural activities of African Americans. The course begins with assessing the Black American experience during the Civil War and Reconstruction.  In the immediate first post-Reconstruction, the Exodus of 1879 is considered along with the founding and building of Black Towns. Also, legal and extralegal means, including violence, disfranchisement and segregation of Blacks, that is, the rise of Jim Crow, at the turn of the century and the Great Migration of the WWI era are examined. Ideologies of black leaders during that period, W.E.B. Du Bois, Booker T. Washington, Ida B. Wells and Marcus Garvey are compared.

The rise of the black urban ghetto and impact of African American working class as it relates to African American culture provide the focus for examining the twentieth century Black Experience. The Harlem Renaissance and the conditions of blacks in the Great Depression and WWII to the 1954 Brown decision provide an introduction to the Black Freedom Movement of the 1960s. Assessments are made of the riots in the 1960s, ideologies of Black leaders and black organizations, CORE, SNCC, and Black Panthers. Agendas of post-Civil rights era black social, political and business leaders are examined, such as Houston’s Case Lawal, hip hop entrepreneurs and the first two black billionaires, Robert Johnson (BET) and Oprah Winfrey..

Significantly, the course begins with a Civil War, marking an end of slavery and the beginning of black political participation. It ends with the historical phenomenon of the election of Barack Obama, the first African American President of the United States. What does this say about race/racism in America? What about Katrina and Black Reconstruction in New Orleans in 2009 as well as “the $40 Million Dollar slave” 149 years after the 13th Amendment? The course ends with commentaries on retrenchment in affirmative action, commodification of African American culture, and assessments of America’s changing racial demographics on African Americans in the 21st century.

Franklin, John H. and Evelyn Higginbotham,  From Slavery to Freedom,9th ed, paper

Henry, Charles P, Allen, R , and Chrisma, R. The Obama Phenomenon: Toward a Multiracial Democracy

Holt Thomas and Barkley-Brown, E., Major Problems, African American History vol 2 

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

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

Walker, Juliet E. K. The History of Black Business in America -course packet

Exam 1  (Take home)                    30

History Research Paper                 30

Student Panel Presentation           10

Exam  2(Take Home) m                 30

AFR 372C • Beyonce Femnsm/Rihanna Womnsm

30195-30230 • Tinsley, Natasha
Meets MW 11:00AM-12:00PM GAR 0.102
(also listed as WGS 335)
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“Texas. Texas. Texas.” In her musical film Lemonade, Beyoncé—costumed in a spectacularly African-print dress—sings these opening words to “Daddy Lessons” while swaying to a single guitar at Fort Macomb, New Orleans. Departing from the wide-ranging locations of her self-titled album, this shot encapsulates the vision of her current work: an unapologetically black feminism that situates itself in the historical and political landscape of the U.S. South in general, and Texas and Louisiana in particular. In this course, we follow Beyoncé’s invitation to consider the U.S. South as a fertile site for black feminist imaginations and projects. Beginning with close readings of Lemonade and Beyoncé, we enter into conversation with other black feminist texts that engage black women’s aesthetic, spiritual, erotic, and political traditions in Louisiana, Texas, and Alabama. The course provides students with an introduction to media studies methodology as well as black feminist theory, and challenges us to imagine what gender politics look like when black women, and the U.S. South, become central rather than peripheral to our worldviews.

AFR 372C • Black Freedom Movement

30235 • Makalani, Minkah
Meets TTH 9:30AM-11:00AM PAR 101
(also listed as AMS 321, LAS 322)
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It can be said that Black people have engaged in a centuries-long, global struggle for freedom. Some might consider the high tide of this struggle as having occurred in the United States, extending from the 1950s into the 1970s. Others might look to the national independence movements in Africa and the Caribbean, which created a series of autonomous Black nations, as the watermark of black freedom. But the global currency of Black Lives Matter suggests that the quest for freedom continues. This course explores the history of Black people’s twentieth century struggles for freedom, taking as its focus the Civil Rights and Black Power movements, African and Caribbean anticolonial movements, and the more recent Black Lives Matter movement. This course will ask and seek to answer several questions, including: What is freedom? How have Black people thought about freedom? Is there a difference between liberation and freedom? How has this differed from or challenged dominant western notions of the liberal individual? Is it fair to view Black Lives Matter as suggesting black people are not free? This course will examine key historical events and figures in the U.S., Africa, and Caribbean, with particular attention to intellectual currents, organizational formations, and mass political movements. We will also consider how culture, religion, and social deviance inform how we might think about Black political conceptions of freedom.


Sample Texts: 

  • Eric Duke, Building a Nation: Caribbean Federation in the Black Diaspora
  • Françoise Hamlin, Crossroads at Clarksdale: The Black Freedom Struggle in the Mississippi Delta after World War II
  • Chimamanda Negozi Adichie, Half of a Yellow Sun.
  • Kimberly Springer, Living for the Revolution: Black Feminist Organizations
  • Kenanga-Yamahtta Taylor, From #BlackLivesMatter to Black Liberation

AFR 372C • Black Middle Class

30240 • Thompson, Lisa
Meets TTH 12:30PM-2:00PM WAG 201
(also listed as AMS 321, WGS 340)
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During this term we will embark on an interdisciplinary exploration of the African American middle class in the US from 1900 to the present, with a particular emphasis on post-Civil Rights era developments. We will use literature, film, history, theatre, cultural studies, music, television, and sociology to examine how the black middle class has been imagined, defined and represented. By examining the debates within and about the black middle class, we will complicate constructions of race in America. The course is particularly interested in investigating the following: the concept of racial uplift; the construction of the “race man” and “race woman;” the idea of class privilege for a racially marginalized group; conflicts between the black middle class and the working class; the role of the black middle class in policing black sexuality; the notion of middle class rage; the rise of the black nerd; assertions of racial authenticity; the new black aesthetic; and the politics of affirmative action.

AFR 372C • Social Media/Social Impact

30255 • Foster, Kevin
Meets MWF 1:00PM-2:00PM MEZ 1.120
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Course participants will collect and discuss the intellectual work of Black Studies thinkers and professors, and use that material as the basis for a comprehensive new media analysis in the United States. Students will discuss their individual approaches to and understandings of social media. The course is focused on action research and professional development as students develop and implement a personalized philosophy of social media engagement as it relates to the field of Black Studies.

AFR 372C • The US And 3rd-World Feminisms

30245 • Hooker, Juliet
Meets TTH 11:00AM-12:30PM MEZ 2.124
(also listed as GOV 335M, WGS 340)
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GOV 335M


U.S. and Third World Feminisms

This course explores the variety of feminisms developed by women of color and non-western women to critique the racism and ethnocentrism of white-dominated systems and practices, including feminism. It is concerned with theintersections of gender, race, sexuality and social class, an analytical feminist perspective developed by women of color. We begin by examining the dominant approaches to feminist theory that emerged in the West, such as liberal, Marxist, radical feminism, and standpoint feminism. We then focus on the critiques of these traditions developed by U.S. women of color and third world feminists. We examine debates about the politics of sexuality, the role of men in feminism, feminist politics, veiling, etc.



Final grades (using a plus/minus scale) will be assessed based on class participation (20%), short papers (25% each for a total of 50%), and final paper (30%).


Required Texts:

  • bell hooks, Feminism is for Everybody (South End Press, 2000).
  • Nawal El Saadawi, Woman at Point Zero (Zed Books, 2008).
  • Caryl Phillips, Cambridge (Vintage, 1993).
  • Angela Y. Davis, Women, Race, and Class (Vintage, 1983).
  • John Stuart Mill, “The Subjection of Women,” On Liberty and Other Essays (Oxford, 1998), p. 471-472, 502-556.*
  • Frederick Engels, “The Origin of the Family, Private Property and the State,” The Marx-Engels Reader (W. W. Norton & Co., 1978), p. 734-751.*
  • Andrea Dworkin, “Pornography,” and Catharine Mackinnon, “Towards a Feminist Theory of the State,” Feminisms, p. 325-327, 351-358.*
  • The Combahee River Collective, “A Black Feminist Statement,” Home Girls: A Black Feminist Anthology (Kitchen

Table/Women of Color, 1983), p. 272-278.

  • Gloria Anzaldúa, “La Conciencia de la Mestiza: Towards a New Consciousness,” Borderlands/La Frontera: The New

Mestiza (Spinsters/Aunt Lute Book Co., 1987), p. 77-98.*

  • Audre Lorde, "Uses of the Erotic: The Erotic as Power," in Sister Outsider, p. 53-59.*
  • Lama Abu Odeh, “Post-Colonial Feminism and the Veil: Thinking the Difference,” Feminist Review 43 (1993): p. 26-37; 

AFR 372C • Women And Socl Mvmnts In US

30250 • Green, Laurie
Meets TTH 12:30PM-2:00PM UTC 3.102
(also listed as AMS 321, HIS 365G, WGS 340)
show description

This upper-division history course examines women’s participation in both well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements that specifically targeted women’s rights, such as the woman suffrage movement. However, we also consider women’s participation in movements that do not outwardly appear to be movements about women’s rights, such as the Civil Rights Movement.

In addition to exploring the scope and contours of women’s activism, the course will place particular emphasis on four key themes: 1) how cultural understandings of gender may have shaped these movements, 2) tensions between ideas of women’s rights that emphasized equality of the sexes and those that emphasized difference; 3) the question of whether you can write a universal history of women or need to write separate histories along lines such as race, class, region and/or sexual preference; 4) power relations not only between men and women but among women.

SHORT READINGS will be available on Canvas.


Crow Dog, Mary. Lakota Woman.  Reprint edition, Grove Press, 2011.

Moody, Anne. Coming of Age in Mississippi. 1968; reprint edition, Delta, 2004.

Orleck, Annelise. Common Sense and a Little Fire: Women and Working-Class Politics in the United States, 1900-1965. University of North Carolina Press, 1995.

Ruth Rosen. The World Split Open: How the Modern Women’s Movement Changed America. Revised edition. Penguin, 2006.

Marjorie Spruill Wheeler, One Woman, One Vote: Rediscovering the Women’s Suffrage Movement. NewSage Press, 1995.

Attendance                                                   5%

On-time submission of assignments                    5%

5 Lecture/Reading quizzes                                   4% each (20% total)

5 In-class essays                                         10% each (50% total)

Final exam                                                    20%

AFR 372D • Global History Of Disease

30260 • Osseo-Asare, Abena
Meets TTH 9:30AM-11:00AM PAR 301
(also listed as HIS 366N)
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AFR 372D • Lgbtq Oppression: Dialog

30263 • Hogan, Kristen
Meets W 3:00PM-6:00PM CLA 1.102
(also listed as WGS 335)
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This course is the second part of the “Peers for Pride” facilitation program. Lesbian, gay, bisexual, transgender, queer, and asexual people, as well as all people identifying under the queer umbrella (LGBTQA+) on the UT campus face everyday stresses and obstacles created by homophobia, biphobia, transphobia, and acephobia, often in connection with other forms of oppression including racism, sexism, and ableism. In this course students become peer educators and facilitate performance-based LGBTQA+ and racial justice workshops in classes, in dorms, with student organizations, and as open workshops to change the campus climate. Throughout the semester, we continue to build our knowledge of performance-based social justice facilitation in higher education and of LGBTQA+ realities.

AFR 372D • Medicine In African History

30265 • Osseo-Asare, Abena
Meets TTH 2:00PM-3:30PM MEZ 1.122
(also listed as HIS 350L)
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How do societies understand illness, and how do they restore good health? In this course, we explore how communities have confronted disease throughout Africa’s history. During the first six weeks, we read about the changing role of specialist healers since the 1700s, including shamans, malams, nurses, and drug peddlers. The second half of the course turns to the history of specific health concerns and diseases including malaria, reproductive health, and AIDS through regional case studies. Particular emphasis is placed on pre-colonial healing, medical education, colonial therapeutics, and the impact of environmental change.

This course offers participants a nuanced, historical perspective on the current health crisis in Africa. Staggering figures place the burden of global disease in Africa; not only AIDS and malaria, but also pneumonia, diarrhea and mental illness significantly affect the lives of everyday people. Studying the history of illness and healing in African societies provides a framework with which to interpret the social, political, and environmental factors shaping international health today.

Timothy Burke

Lifebuoy Men, Lux Women: Commodification, Consumption and Cleanliness in Modern Zimbabwe (Duke, 1996)

Steven Feierman, John M. Janzen

The Social Basis of Health and Healing in Africa (California, 1992)

Nancy Rose Hunt

A colonial lexicon: Birth Ritual, Medicalization, and Mobility in the Congo

(Duke, 1999)

John Illiffe

The African AIDS Epidemic: A History

(Ohio, 2006)

Maryinez Lyons,

The Colonial Disease: A Social History of Sleeping Sickness in Northern Zaire, 1900-1940

(Cambridge, 2002)

Malidoma Patrice Some

Of Water and the Spirit: Ritual, Magic, and Initiation in the Life of an African Shaman (Penguin Books, 1995)

Course participants will make two oral and written reports on weekly assignments. There will also be one longer research paper (12-15 pages) on the history of a particular health concern.

AFR 372D • Sociocul Influences On Learn

30270 • Cook, Courtney
Meets T 1:00PM-4:00PM SZB 424
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AFR 372D • Sociocul Influences On Learn

30275 • Logan, Alvin
Meets TTH 2:00PM-3:30PM SZB 240
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AFR 372E • Afr Am Lit Snc Harlm Renais

30305 • Sharp, Ryan
Meets TTH 12:30PM-2:00PM JES A203A
(also listed as E 376S)
show description

E 376S  l  African American Literature since the Harlem Renaissance


Instructor:  Sharp, Ryan

Unique #:  35605

Semester:  Spring 2017

Cross-lists:  AFR 372E

Restrictions:  n/a

Computer Instruction:  No


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


Description:  This course will examine the development of African American literature from the 1950s through the early-twenty-first century.  Our primary focus will be on the common themes woven throughout the texts as well as how the texts reflect, and have helped to shape, what Elizabeth Alexander calls the black interior—a metaphor for “black life and creativity behind the public face of stereotype and limited imagination.”  We will also consider how these conversations work to expand and complicate Black identity, from the New Negro of the Harlem Renaissance to the tensions between post-soul, post-Blackness, and post-raciality in the contemporary moment.


Texts (subject to change):  Ralph Ellison, Invisible Man; Etheridge Knight, The Essential Etheridge; Tony Morrison, Beloved; Elizabeth Alexander, The Venus Hottentot; James Hannaham, Delicious Foods; Claudia Rankine, Citizen.


Trey Ellis, “The New Black Aesthetic”

Langston Hughes, "The Negro Artist and the Racial Mountain"

Touré, Who’s Afraid of Post-Blackness?

Kenneth Warren, What Was African American Literature?


Requirements & Grading:  Peer review/Preliminary draft of first short paper (4 pages), 10%; Two short papers (4 pages each), 30%; Final critical essay (6-7 pages), 30%; Oral presentation, 15%; Reading responses, 15%.

AFR 372E • Black Music/Social Advocacy

30277 • Junker, David
Meets MWF 11:00AM-12:00PM CAL 100
show description

Please check back for updates.

AFR 372E • Black Queer Literature/Film

30310 • Richardson, Matt
Meets MW 1:00PM-2:30PM GAR 0.128
(also listed as E 376M, WGS 340)
show description

In recent years the term “queer” has emerged as an identity and an analytical framework that focuses on non-normative ways of being. This seminar will combine elements of critical race theory and queer theory to investigate the particular experiences and cultural production of Black sexual and gender variant communities. We will analyze written works and films/videos by and about lesbians, bisexual, transgender and gay Black people.  Emphasis will be on understanding the historical and theoretical construction of sexual and gender identities and sexual/cultural practices in Black communities. Special attention will be paid to the construction of race, gender and sexual identities in North America, the Caribbean and the United Kingdom.

Required Texts

Audre Lorde Sister/Outsider & Zami: A New Spelling of My Name

Jackie Kay Trumpet

Melvin Dixon Vanishing Rooms

Sharon Bridgforth Love, Conjure, Blues

Samuel Delaney, Times Square Red, Times Square Blue

Films from various artists including Marlon Riggs, Isaac Julien, Yvonne Welbon and Cheryl Dunye.

Films: Even though these are films are not paper reading material, all films are required texts for the class. Students may be required to watch some films outside of class time. At such times, films will be available at the Fine Arts Library.

Course Reader: Readers are available at Jenn’s Copy on Guadalupe and 21st St.

Course Requirements:

Requirement Breakdown:

Attendance                                     10%

Midterm Paper 4-6pgs                   20%

Presentation Paper 4-6pgs            20%

Presentation/Blog Posts/Abstract   20%

Final Paper (8-10)                          30%

AFR 372E • Danticat And Diaz

30280 • Wilks, Jennifer
Meets TTH 11:00AM-12:30PM PAR 304
(also listed as C L 323, E 349S)
show description

E 349S  l  Danticat and Díaz


Instructor:  Wilks, J

Unique #:  35425

Semester:  Spring 2017

Cross-lists:  AFR 372E, C L 323

Restrictions:  n/a

Computer Instruction:  No


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


Description:  In this course we will study the work of two of the most celebrated contemporary fiction writers in the United States: Haitian American Edwidge Danticat and Dominican American Junot Díaz.  Between them Danticat (b. 1969) and Díaz (b. 1968) have won almost all of the major American cultural and literary prizes, including the MacArthur Fellowship, National Book Award, and Pulitzer Prize; and their work has been consistently published and reviewed in such high profile venues as the New Yorker magazine and the New York Times.  At the same time that their respective works speak to broader questions of American identity, however, Danticat and Díaz also write culturally specific narratives that explore the intricacies of what it means to be Haitian and Dominican, Haitian American and Dominican American, in the late 20th and early 21st centuries.  As a result, in addition to considering the qualities that have resulted in Danticat and Díaz’s elevation to the status of exemplary American authors, we will also examine how issues of gender, migration, history, and race factor into their work.


Texts (subject to change):  

General: C. L. R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution; Frank Moya Pons, The Dominican Republic: A National History; Michelle Wucker, Why the Cocks Fight: Dominicans, Haitians, and the Struggle for Hispaniola.


Edwidge Danticat: Breath, Eyes, Memory (1994); Krik? Krak! (1995); The Farming of Bones (1998); Claire of the Sea Light (2013).


Junot Díaz: Drown (1996); The Brief Wondrous Life of Oscar Wao (2007); This Is How You Lose Her (2012).


Requirements & Grading:  Two short papers (3-4 pages each), 40%; Final paper (5-7 pages), 35%; Rough draft & substantial revision (4 pages), 10%; Reading journal, 15%.

AFR 372E • Fashion And Desire

30283 • Gill, Lyndon
Meets MWF 12:00PM-1:00PM GAR 0.128
show description

Please check back for updates.

AFR 372E • Hip Hop & Globlzation-S F

30285 • Fischer, Dawn
show description

This course is an examination of the cultural emergence and social transformation we call Hiphop. We begin by discussing the complex diasporic flows that came together to produce Hiphop culture in the Bronx in the early 1970s.  We then examine Hiphop’s relationship with culture industries, DJ battles, and other head-on collisions in public and private spaces where black and underserved youth struggle to articulate their values, concerns, and desires in a world that situates them as marginal and criminal.  We examine gendered, sexualized and racialized discourses of domination and empowerment as well as the commodification of Hiphop and its expansion and impact on communities worldwide. We end the course by exploring how a critical engagement with Hiphop culture can produce new ways of looking at history, new conceptions of identity and new forms of social activism.    This course continues to pursue SF State’s history of revolutionary praxis by bringing together community practitioners, scholars, and Hiphop activists who otherwise would remain in isolation by virtue of geography and social context, with students, teachers, and writers interested in the social forces that have shaped the Hiphop generation worldwide.



Chang, J. (2005). Can’t Stop, Won’t Stop: A History of the Hip Hop Generation. New York: St. Martin’s Press

Chang, J. (Ed.) (2006). Total Chaos: The Arts and Aesthetics of Hip-Hop. New York: St. Martin’s Press

Kitwana, B. (2002). The Hip Hop Generation: Young Blacks and the Crisis in African American Culture. New York: Basic Civitas Books.

Mansbach, A. (2005). Angry Black White Boy. New York: Three Rivers.

Rose, T. (1994). Black Noise: Rap Music and Black Culture in Contemporary America. Middletown, CT: Wesleyan University Press.



Introduction Essay & Hiphop Timeline                  100 pts.

Quizzes                                                                       100 pts.

Song of the Week                           400 pts.

Creative Assignments & Community Reflections   200 pts.

Annotated Bibliography                                           300 pts.

Final Presentation of Performance                         500 pts.

TOTAL                                                                        1600 pts.

AFR 372E • Intro Ethnograph Meth-S F

30290 • Jones, Omi
(also listed as ANT 324L)
show description

Course Description

In this course, students will study ethnographic methods including observant participation, interviewing, and oral histories.  Archival research will also be conducted.   Students will apply the techniques they learn toward an investigation of Black out-migration in San Francisco giving particular emphasis to the Fillmore District, Bayview-Hunter’s Point, and the Tenderloin.  This course provides students with skills in critical ethnography by foregrounding the racial politics that shape community-building and policy-making.



Madison, D. Soyini. Critical Ethnography. Thousand Oaks, CA: Sage Publishers, 2012



Research Proposal                            10 pts.

Interview Presentation                    5 pts.

Oral History Presentation                5 pts.

Fieldwork Notebook (I & II)             30 pts.

Research Paper                                 30 pts.

2-minute essay (5/2 pts.)                10 pts.

Participation                                      10 pts.


TOTAL                                                100 pts.

AFR 372E • Performnc Ethnograph-S F

30295 • Jones, Omi
show description

Please check back for updates.

AFR 372E • Toni Morrison

30300 • Woodard, Helena
Meets MW 2:30PM-4:00PM PAR 208
(also listed as E 349S, WGS 345)
show description

E 349S  l  5-Toni Morrison


Instructor:  Woodard, H

Unique #:  35450

Semester:  Spring 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:  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 minues 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 • Intl Development In Africa

30315 • Faria, Caroline
Meets TTH 12:30PM-2:00PM CLA 1.108
(also listed as GRG 356T)
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Please check back for updates.

AFR 372F • Measuring Racial Inequality

30320 • Jorge De Paula Paixao, Marcelo
Meets TTH 11:00AM-12:30PM BIO 301
(also listed as LAS 322)
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Currently, one of the most important issues in the social sciences is the problem of social inequality. The question covers several aspects like the causes of disparities, ethical and normative dimensions, public policies addressing the problem, and tools and methodologies for measuring social inequality.
Nevertheless, the specific matter of racial and ethnic inequality is as important as the problem of social inequality in general. Because it does not only include all the aspects listed above, but because it incorporates new complexities related to the relations and connections between ethnic-racial groups, social classes, and gender; as well as the means for measuring this kind of inequality.
The course Measuring Ethnic-Racial Inequality will cover the following topics: i) social and racial inequality - concepts and theory ii) how to measure ethnic and racial inequality - main methods and limits; iii) sources of statistical information.

AFR 372F • No Matter What: Policing/US

30325 • Burt, Brenda
Meets TTH 11:00AM-12:30PM CMA 3.114
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This course will explore the history of policing in the United States by examining the beginning of American policing.  The course will also include: watch groups; professionalism through reform including community policing and analyzing mass incarceration. The course will incorporate the use of lectures, readings/articles, video, research and extensive class discussions to assist in exploring the impact of policing in the United States.


Course Goals

Students enrolled will

  • Examine the English roots of American policing
  • Understand watch groups and their evolution including the professionalization of the police through reform
  • Examine community policing
  • Analyze mass incarceration




  • Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness, The New Press, 2010


  • Juan Williams, Eyes on the Prize, America’s Civil Rights Years 1954-1965, Penguin Group 1987


  • Manning Marable & Leith Mullings, Let Nobody Turn Us Around, Rowman & Littlefield Publishers, Inc., 2000




  • Kevin R. Hersberger, Mill Creek Entertainment 2011, Up From Slavery, Documentary Series & Black History: A Retrospective

AFR 372F • Sixties Freedom Mvts-S F

30330 • Ferreira, Jason
show description

This course will present an introductory historical and comparative survey of the African American, Chicana/o, Native American, and Asian American protest/liberation movements of the “Long Sixties.” (1945-1975).

The course offers an overview of the origins, ideologies, goals, strategies, and organizations of those movements within the larger context of US politics and history.  More specifically, we will study the changing ways in which people of color viewed their relationship to society.  What, for instance, is the nature of “democracy” in the United States and what will it take to achieve social justice for oppressed communities?  What is the relationship between civil rights and global human rights, between the local and the global?  What are the complex linkages between racism, patriarchy, homophobia, militarism and war, and the dynamics of a capitalist political economy?  To answer these questions, we will critically examine the leading political ideologies (i.e. liberalism, nationalism, feminism, and Marxism) that informed the differing goals and strategies of each movement.  In addition, we will explore the key historical factors, both internal and external, that contributed to the so-called “decline” (though, by no means, disappearance) of social movements from the mid-1970s and on into the 1980s.  In this regard, the course concludes with an analysis of the contemporary struggle for a multiracial democracy in the United States.

It is the central theme and philosophy of this course that “freedom is a constant struggle.”  The movements of the “Long Sixties” have definite unique and identifiable characteristics (which we will investigate); yet, they also firmly fit within the longer and more complicated history of oppressed peoples’ struggle for freedom, social justice, and liberation in the United States.  Therefore, the historic events of “the Sixties” are inextricably bound to earlier struggles of the 1930s and 1940s and (as is evident in the debates over affirmative action, bilingual education, multiculturalism, the prison industrial complex, and immigration) to the political and cultural battles being waged today.  This course, therefore, seeks to bring together a variety of methods and sources – historical, theoretical, cinematic, and literary – in an effort to integrate a discussion of movements and politics frequently viewed in isolation from one another (as a result of race, class, gender, sexuality, or even historical era).  In the end, the objective of our collective discussion and analysis is not merely to better understand an important component of US history but ultimately to use that knowledge in the ongoing struggle for a better and more humane future.  As Karl Marx wrote over one hundred years ago, “The philosophers have only interpreted the world, in various ways; the point, however, is to change it.”

AFR 372G • Archaeol Of African Thought

30355 • Denbow, James
Meets MWF 11:00AM-12:00PM SAC 4.174
(also listed as ANT 324L, ANT 380K)
show description


This course uses archaeological, anthropological and historical works to examine the development and transformation of African societies from the Neolithic through the slave trade and the beginning of the colonial period. The course will discuss the historic and prehistoric foundations of contemporary African societies south of the Sahara, focusing especially on equatorial and southern Africa. The intention is to develop an understanding of the cultural dynamics of African societies and traditions, and their transformations through time. This provides an interpretive framework from which to examine emerging archaeological perspectives on the Atlantic slave trade and the cultural foundations of the Diaspora in the New World. 


download syllabus

AFR 372G • Creole Languages/Speakers

30335 • Hancock, Ian
Meets TTH 8:00AM-9:30AM PAR 310
(also listed as E 364D, LIN 350)
show description


E 364D  l  2-Creole Languages and Their Speakers


Instructor:  Hancock, I

Unique #:  35535

Semester:  Spring 2017

Cross-lists:  AFR 372G, LIN 350-13

Restrictions:  n/a

Computer Instruction:  No


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


Description:  This class in Creole Studies (creolistics) will begin with a general discussion of the nature of pidginized and creolized languages, and the societies and cultures that have emerged supported by them.  No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from.  This will be followed by an account of the development of the field of Creole Studies, from Pelleprat (1649) to the present.  The major approaches—monogeneticist, polygeneticist, relexificationalist, substratist, componentialist, bioprogram—will be dealt with, and the works of their main proponents read and discussed.  This will be followed by an examination of the definitions of the terms pidgin and creole, and of other so-called ‘marginal’ languages (traders’ jargons, cryptolectal varieties, foreigner speech, &c.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages.  This will be followed by a survey of the world’s pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. Initially, particular emphasis will be placed upon Sierra Leone Krio, to provide a template for the examination of further creole languages; there will be particular focus on these languages that are spoken in the Americas, including African American Vernacular (“Black English”), Texas Afro-Seminole Gullah and Louisiana Creole French, as well as the Native American contact languages Yamá and Chinuk Wawa.  Others with a non-European-lexifier include Fanagalo Pidgin Bantu and Juba Creole Arabic.  We will also examine the non-linguistic aspects of creolization, i.e. of identity, cuisine, music and religion (see e.g. Chaudenson, 2001 and Le Page & Tabouret-Keller, 1985 in the reading list below).  The class includes the examination of some publications written in them, and watching some creole-language films from Sierra Leone and Jamaica.


Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies.  We will also look at creolization as it relates to acquisitionist theory, the process of decreolization/metropolitanization, and issues of education and standard language reform.


Proposed texts/readings:  Ammon, Ulrich, Norbert Dittmar and K. Mattheier (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society. Berlin: Walter de Gruyter, 2007 edition, pp. 459-469 • Arends, J., 1995. The Early Stages of Creolization. Amsterdam: Benjamins • Bakker, P., & M. Mous, eds., 1994. Mixed Languages: 15 Case Studies of Language Intertwining. Amsterdam: IFOTT • Byrne, F., & T. Huebner, eds., 1991. Development and Structure of Creole Languages. Amsterdam: Benjamins • Couto, H. do, 1996. Introduciio ao Estudio das Linguas Crioulas e Pidgins. Brasilia: Editora UnB • Edwards, W., & D. Winford, eds., 1991. Verb Phrase Patterns in Black English and Creole. Detroit: Wayne State UP • Escure, G., & A. Schwegler, 2004. Creoles, Contact and Language Change. Amsterdam: Benjamins • Grant, A., 2003. Papers in Contact Linguistics. Bradford: The University Press • Hancock, I., 1979. Readings in Creole Studies. Ghent: Story-Scientia • Hancock, I., 1985. Diversity and Development in Creole Studies. Ann Arbor: Karoma • Holm, J., 2000. An Introduction to Pidgins and Creoles. Cambridge: CUP • Holm, J., 2004. Languages in Contact: The Partial Restructuring of Vernaculars. Cambridge: CUP • Holm, J., & P. Patrick, 2007. Comparative Creoles Syntax: Parallel Outlines of 18 Creole Grammars. London: Westminster UP • Kouwenberg, S., 2003. Twice as Meaningful: Reduplication in Pidgins, Creoles and Other Contact Languages. London: Westminster UP • Lehiste, I., 1988. Lectures on Language Contact. Cambridge: MIT Press • Le Page, Robert, & Annegret Tabouret-Keller, 1985. Acts of Identity. Cambridge UP • Matras, Y., & P. Bakker, 2003. The Mixed Language Debate. Amsterdam: Mouton • Morgan, M., ed., 1994. Language and The Social Construction of Identity in Creole situations. Los Angeles: UCLA • Neumann-Holzschuh, 1., & E. Schneider, eds., 2000. Degrees of Restructuring in Creole Languages. Amsterdam: Benjamins • Polomé, Edgar, 1990. Research Guide on Language Change. Berlin: Mouton-DeGruyter • Romaine, S., 1988. Pidgin and Creole Languages. Harlow: Longman • Sebba, M., 1997. Contact Languages: Pidgins and Creoles. Basingstoke: Palgrave • Singh, I., 2000. Pidgins and Creoles: An Introduction. London: Arnold • Thomason, S., 2001. Language contact: An Introduction. Washington: Georgetown UP.


Requirements & Grading:  You’ll be graded on (a) two closed book, period long, hand in tests and (b) the composition and presentation of a research paper, and (c) on your evaluation of the papers of the others in the class.  Each of you will have a whole period at the end of the semester (half for presentation, half for questions and evaluation by everyone else).  The tests are 10% each, the evaluations 10%, attendance and participation 10% and your paper 60%.

AFR 372G • Cuba In Question-Cub

30340 • Salgado, Cesar
(also listed as C L 323, HIS 363K, LAS 328, SPC 320C)
show description

Restricted to students in the Maymester Abroad Program; contact Study Abroad Office for permission to register for this class. Class meets May 27-June 24. Taught in Havana, Cuba. Students must consult with Study Abroad Program Coordinator as travel and orientation dates may be in addition to these dates.

AFR 372G • Jesus, Africa, And History

30360 • Chery, Tshepo
Meets TTH 12:30PM-2:00PM CLA 0.104
(also listed as R S 360)
show description

Explores the cultural, historical, linguistic, artistic, philosophical, and other intellectual traditions emerging from within Africa and as developed, reinterpreted, or reimagined in diasporic contexts. Exploration of the history of Christianity in Africa, from antiquity to the present, including the ways in which African interpretations and religious expressions of Christianity are presented in this history.

AFR 372G • Linguistic Geog Of Africa

30345 • Jerro, Kyle
Meets TTH 3:30PM-5:00PM CBA 4.346
(also listed as LIN 350)
show description

This course introduces the linguistic study of African languages. With an emphasis on sound patterns and word and sentence structure, the course will focus on the main properties of Africa’s major language families as well as properties of African languages that are rarely found outside of Africa. The course will also touch on issues in sociolinguistics, language contact, and typological and genetic classification.


An Introduction to African Languages by Tucker Childs


Semi-weekly assignments, a final paper, in-class quizzes, and participation

AFR 372G • Science/Magic/Religion

30350 • Crosson, Jonathan
Meets MW 2:30PM-4:00PM WEL 2.312
(also listed as AMS 327, ANT 324L, R S 373)
show description


In this course, we will interrogate the concepts of magic, science, and religion as culturally and historically constructed categories.  We will critically examine how the construction of science and religion, as well as the opposition of empirical knowledge and belief, were central to both the Enlightenment and the formation of the social and natural sciences.  Drawing on recent critiques of these foundational distinctions, we will question common-sense understandings of these categories and their relations, exploring the following questions:

  • How did the experimental sciences emerge out practices of “natural magic” or evidence law?
  • How do our notions of religion and science reflect certain assumptions?  What are other ways of categorizing practices we might deem as religion or science?
  • How have the divisions between science, magic and religion, or between rationality and superstition, undergirded projects of modernity, colonization, and development?



  • Danny Burton and David Grandy.  Magic, Mystery, and Science.
  • George Saliba.  Islamic Science and the Making of the European Renaissance.
  • Helen Verran.  Science and an African Logic.
  • Karol Weaver.  Medical Revolutionaries:  The Enslaved Healers of Eighteenth Century Saint Domingue.
  • Harry West.  Ethnographic Sorcery.



  • Eight Reading Quizzes (35%)
  • Topic, Research Question, and Thesis Statement (5%)
  • Revised Thesis Statement + Draft of Introduction + Outline of Paper (10 %)
  • Final Paper (30%)
  • Participation in Class Discussions (10%)
  • Oral Presentation (10%)

AFR 374C • Community & Social Devel-Gha

30370 • Jones, Omi
(also listed as AFR 387D, T D 387D, WGS 340)
show description

In this course, students will participate in social change strategies that Ghanaians employ to strengthen their individual lives, their communities, and their environment.  These strategies include the work of non-governmental organizations (NGOs), art for social justice, and social service agencies.  The course involves both experiential and classroom learning, with an international-based service learning component that intentionally integrates community service, theatre for social change, academic learning, and civic engagement. This course is offered alongside Texas State University’s “Ghana:  Human Rights and Social Justice Applied” which expands the opportunities for learning from a wide range of faculty and fellow students. During the course, students will work with various non-governmental organizations, arts organizations, social service agencies, schools, and/or community-based organizations to implement small-scale community and/or art projects that will: 1) enhance student learning, 2) meet small-scale community needs and 3) allow students to critically reflect upon their entire study-abroad experience.

AFR 374D • African American Politics

30405 • Philpot, Tasha
Meets TTH 9:30AM-11:00AM MEZ B0.306
(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. (This book is available electronically through the library website for free.)




Exam 1                                             20%

3 Critical Essays                                45%

Exam 2                                            20%

Quizzes and in-class assignments       15% 

AFR 374D • African Americans In Sports

30400 • Harrison, Louis
Meets TTH 9:30AM-11:00AM SZB 104
show description

Please check back for updates.

AFR 374D • Blacks/Asians: Race/Soc Movmnt

30380 • Nie, Phonshia
Meets TTH 5:00PM-6:30PM CLA 1.102
(also listed as AAS 330, ANT 324L)
show description

Flag: Cultural Diversity in the U.S.

Why or why not do Asian Americans support affirmative action? Black Lives Matter? What role did race play in community support for/against Peter Liang’s reduced conviction after killing African American Akai Gurley? What role did race play when African Americans destroyed Korean-owned property and businesses during the LA Riots? How do we explain and overcome racial tensions between African American and Asian American communities?


In this course, we explore answers to these questions by tracing the historical roots of Asian and Black relations in the U.S. We begin by covering topics that are foundational to understanding the racialization of Asians and Blacks in the U.S. Topics include theories of race/racialization, early Afro Asian international connections, and the impact of World War II on interracial relations. We will then navigate key points of conflict and collaboration between Asians and Blacks in history. Topics include the Third World movement/internationalism, Afro Asian feminisms, the LA Riots, the model minority myth, affirmative action, hip hop and rap, and politics. This broad survey of Asian Black relations provides students a solid understanding of the many differences that divide communities of color and encourages students to consider effective strategies for building multiracial alliances.


Grading Breakdown

10 x 2.5% = 25%   In-Class Written Responses/Quizzes

2 x 20% = 40%      Response Papers

35%                      Final Research Paper 

AFR 374D • Community Research & Analysis

30385 • Irizarry Murphy, Yasmiyn
Meets TTH 9:30AM-11:00AM CLA 1.404
(also listed as MAS 374)
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Course Description:

Regardless of the sector, students pursuing careers in community leadership and program development related careers will be tasked with making important decisions that can have huge implications for the populations they serve. Now that we are in the age of big data, students and professionals alike are bombarded with a constant stream of information from a wide variety of sources (e.g., television, the Internet, newspapers, and magazines), which make these decisions all the more challenging. Much of the information we receive comes in the form of or is rooted in statistics, and we are often confronted with contradictory claims based on this statistical information. Knowing how to understand and sort through all of this information---or even better, knowing how to gather and analyze our own information-requires a level of methodological and statistical literacy that many individuals lack. As a result, we tend to either become skeptical of all statistics or only incorporate and utilize statistics that fit our worldview, both of which can lead to poor decision making.

This course is a formal introduction to quantitative methodology and statistical analysis for Latino and Black serving professionals pursuing private, nonprofit, and public sector careers in community and/or organizational leadership. This is also an experiential learning course. In addition to learning about the nuts and bolts of applied quantitative research, including techniques for collecting (or finding), preparing, analyzing, and interpreting quantitative data, we will collectively (as a class) undertake a quantitative research study for a Texas-based organization or community agency. Although no prior knowledge of statistics is assumed, you should have a good understanding of basic algebraic concepts. If you have never had a course in algebra at the high school level or above, you should consider taking one before enrolling in this course.


Proposed Readings: 

1) Nardi, Peter. 2006. Doing Survey Research: A Guide to Quantitative Methods. 2nd ed.

Boston: Pearson.

2) Nardi, Peter. 2006. Interpreting Data (with Research Navigator). Boston: Pearson.


Proposed Grading Policy: 

Problem Sets: 25%   250 points

Academic Reviews:     15%    150 points

Assignments:            30%   300 points

Applied Project:         30%    300 points

AFR 374D • Hist Black Entrepren In US

30390 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 1.122
(also listed as AMS 370, HIS 350R)
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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%


HIS 350R - 39510 - 39-HAMILTON/JEFFERSON IN CNTXT Olwell, Robert

HIS 350R - Alexander Hamilton and Thomas Jefferson in Context

Spring 2017                                                                              Robert A Olwell, Associate Professor

In this course, students will first read and discuss texts written about and by Thomas Jefferson and Alexander Hamilton. They will then work collaboratively to design, research, write, and revise analytical essays (approximately 5000 words in length) that examine some aspect of either or both of these men or the world they lived in.


HIS 356S - 39554 - AMER PRES 1789 TO PRESENT Brands, Henry

HIS 356S - American Presidency: 1789 to the Present

Spring 2017                                                                                                      Bill Brands, Professor


For more than a century, the presidency has occupied the center of American politics. Yet the modern presidency bears faint resemblance to the institution the founders created in the 1780s. This course will examine the presidency and the individuals who have held it, with an eye toward discovering trends of historical and contemporary interest. Topics will include the presidency in the Constitution, the emergence of political parties, the role of the president as diplomat-in-chief, the presidency and the sectional crisis, the president at war, the emergence of the United States as a world power, the president as a celebrity, the family lives of presidents, and the president and the evolving media.


An essential part of the course will be the attempt to understand what goes into presidential decisions. Successful presidents differ from unsuccessful presidents chiefly in their ability to make good decisions: to do the right thing. How does a president know what is the right thing? Whose interests and opinions does he weigh? How does he enact or enforce right decisions? Students will examine case studies of crucial presidential decisions. By close reading of primary historical documents – letters, diaries, speeches, government documents, newspaper accounts – students will reconstruct the presidential decision process. They will make the arguments for and against presidential decisions. They will explain and defend the decisions they would have made in the president’s place.

Required books

George Washington, by James MacGregor Burns and Susan Dunn

Thomas Jefferson, by Joyce Appleby

Woodrow Wilson, by H. W. Brands

Harry S. Truman, by Robert Dallek

Richard M. Nixon, by Elizabeth Drew

Case study materials

Jefferson and the Louisiana Purchase

Lincoln and the Emancipation Proclamation

Theodore Roosevelt and Panama

Wilson and the Lusitania

Truman and the atom bomb

Nixon and the Pentagon Papers


Daily in-class writing assignments (100 words each)

Two book reviews (500 words each)

Three case studies (1000 words each)


Daily writing assignments: 25 percent

Book reviews: 25 percent

Case studies: 50 percent

AFR 374D • Psychol Afr Amer Experience

30395 • Cokley, Kevin
Meets TTH 9:30AM-11:00AM SZB 370
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AFR 374D • Undrstndng Afr Amers/The Media

30387 • Poindexter, Paula
Meets TTH 2:00PM-3:30PM BMC 4.212
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AFR 374F • Diaspora Visions

30423 • Okediji, Moyosore
Meets TTH 12:30PM-2:00PM DFA 2.204
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AFR 374F • Historcl Images Afr In Film

30425 • Falola, Oloruntoyin
Meets T 3:30PM-6:30PM MEZ 1.216
(also listed as HIS 350L, WGS 340)
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            Since the late 1980s, the African film industry has undergone radical changes that reflect an increasingly globalized economy and the impact of structural adjustment policies. This revolution is characterized by the low-budget, direct to video films commonly referred to as Nollywood.  While these films have come under criticism for their low production values and popularization of negative cultural stereotypes, the Nigerian video industry has risen to colossal proportions, sweeping across the continent and throughout the global diaspora.  The purpose of this course is to examine the rise of Nollywood and the genesis of a popular African art form.  Through a combination of films and readings, students will explore how Nollywood, in comparison with the established FESPACO film industry and Hollywood, depicts the society and culture of Nigeria, and Africa as a whole.  Additionally, this course seeks to engage students in a debate about how popular films affect historical imaginations and memory.  While these images have previously been the product of Hollywood and Francophone films, this course will introduce Nollywood as an alternative to how Nigerians and Africa as a whole understand their history. 

Haynes, Jonathan, ed. Nigerian Video Films. Athens: Ohio University Press, 2000.

Rosenstone, Robert A. Visions of the Past: The Challenge of Film to Our Idea of History.

Cambridge: Harvard University Press, 1995.

Saul, Mahir and Ralph A. Austen, eds. Viewing African Cinema in the Twenty-First Century:

Art Films and the Nollywood Video Revolution. Athens: Ohio University Press, 2010.

*There will also be several journal articles assigned throughout the semester.  These will be available through the university library’s online databases and posted to the course documents section of the class Blackboard page.


Assignment                  Due                            Points

Attendance                   Every class session    50

Book/Film Review       Week 6                       100

Conference Report      Week 10                     50

Final Paper                   Week 15                     200

Discussion Posts           See syllabus for deadlines     100

AFR 374F • Music Of African Diaspora

30410-30420 • Wissler, Holly
Meets TTH 11:00AM-12:30PM MRH 2.634
(also listed as LAS 326, MUS 334)
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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" invarious contexts; the notion of hybridity; the uses of African influenced music as a political or oppositional tool; and African ethnicgroups represented prominently in the New World, the traditions they brought with them, and the ways they have been adapted to new ends.

AFR 375 • Community Internship

30432 • Ayobade, Oladotun
Meets TTH 2:00PM-3:30PM GWB 1.130
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Internship in a community organization that facilitates the economic, political, and social development of Austin's African American community. Students participate in research projects under the supervision of a faculty member

AFR 375 • Community Internship

30430 • Ayobade, Oladotun
Meets TTH 3:30PM-5:00PM GWB 1.130
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Internship in a community organization that facilitates the economic, political, and social development of Austin's African American community. Students participate in research projects under the supervision of a faculty member

AFR 376 • Senior Seminar

30435 • Jones, Omi
Meets TTH 8:00AM-9:30AM JES A207A
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A capstone course fpr AFR majors focusing on black intellectual traditions.

AFR 376 • Senior Seminar

30433 • Vargas, Joao
Meets TTH 9:30AM-11:00AM GWB 1.130
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A capstone course fpr AFR majors focusing on black intellectual traditions.