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

AFR 302M • Numbering Race

30435 • Irizarry, Yasmiyn
Meets TTH 11:00AM-12:30PM RLP 1.402
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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).

Essays

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

30440 • Gordon, Edmund
Meets MW 11:30AM-1:00PM
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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

30445 • 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 317E • African Diaspora Archaeology

30450 • Franklin, Maria
Meets MW 1:00PM-2:30PM SAC 4.118
(also listed as ANT 310L)
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This course is a comprehensive survey of African diaspora archaeology, an interdisciplinary field that emerged during the late 1960s. As the civil rights and Black power movements fueled the founding of Black studies programs, so too did they influence this pivot in Americanist archaeology toward, initially, the study of slavery. Early research questions focused on the survival of African worldviews and practices, or Africanisms, within the context of plantation slavery. In recognizing the inherent biases of the historical record, archaeologists excavated the material remains that enslaved Africans and blacks left behind in order to write histories from “the bottom up.” The field has since expanded rapidly, as practitioners conduct excavations across the Americas and the Caribbean, with related studies on West African societies within the global context of the trans-Atlantic slave trade. With growth, the discipline has also diversified in terms of its questions, theoretical frameworks, lines of evidence, and political agendas. Students will first learn the basics of archaeology: how we conduct fieldwork, where we dig and why, and the various kinds of evidence we work with. The readings, lectures, etc, that follow will introduce students to how we use artifacts, architecture, the remains of plants and animals, and other evidence to interpret African diasporic societies and cultures in the past. The majority of the case studies will focus on African Americans (since most of this research takes place in the U.S.), although we will cover Canada, Brazil, Jamaica, the Bahamas, and research in other nations. Some of the major topics we’ll consider include: - the role that the material world plays in identity formation and inequality, especially with respect to race, gender and class. - the ways in which landscapes serve to naturalize power relations, and how African-descended peoples have used them as sites of resistance - Black cultural production from slavery through emancipation and beyond - Post-emancipation Black consumer practices, and social and economic mobility - the politics of the past, and the role of heritage preservation and archaeology in contemporary life


AFR 317E • Black Queer Art Worlds

30455 • Gill, Lyndon
Meets TTH 5:00PM-6:30PM PAR 206
(also listed as ANT 310L, WGS 301)
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Exploration of over two decades of work produced by and about black queer subjects throughout the circum-Atlantic world. Provides an introduction to various artists and intellectuals of the black queer diaspora, as well as an examination of the viability of black queer aesthetic practice as a form of theorizing.


AFR 317F • Music Of African Americans

30460-30485 • Carson, Charles
Meets MWF 12:00PM-1:00PM MRH 2.608
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AFR 321L • Sociology Of Education

30504 • Fulton, Kelly
Meets MW 10:00AM-11:30AM GDC 2.502
(also listed as SOC 321L, WGS 345)
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Decription

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.

 Evaluation

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

Class participation is a component of the final grade.


AFR 345C • History Of West Africa

30505 • Falola, Oloruntoyin
Meets TTH 11:00AM-12:30PM UTC 3.134
(also listed as HIS 359R)
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This course examines the history of West Africa from around ca. AD 1000 to the present. The approach focuses on key themes within a chronological framework. The syllabus is divided into four major eras: States and State Formations till 1800; the Nineteenth Century; Colonial period; and the Post-colonial. The course emphasizes key regional innovations generated by women, farmers, political leaders, and others. As many of the events took place in the concept of a "global world", the connections between West Africa and other parts of Africa, Europe and the Americas are woven into the weekly lectures. West Africa operated but at the regional level, but also as part of a larger African continent and the Atlantic World. Local and regional events are treated in relations to global events and their consequences.
 
Course Objectives:
    1    To learn how to assess historical materials (their relevance to a given interpretative problem, their reliability and their importance) and to determine the biases present within particular scholarship. These include not only historical documents, but literature and films as well.
    2    To identify and discuss the main themes in West African history.
    3    To recognize the dynamic nature of African history and culture, and to apply new knowledge of the different agencies that have impacted upon the region.

Required Texts:
Course package, one fiction, and primary documents
 


AFR 360 • Race, Law, And US Society

30515 • Thompson, Shirley
Meets TTH 3:30PM-5:00PM BUR 224
(also listed as AMS 370, HIS 365G)
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This seminar examines the intersection of racial ideology and legal culture in the United States. We will take a broad historical approach that spans the nineteenth and twentieth centuries, but we will also survey a range of contemporary sites where racial discourses permeate American law and conceptions of the rights and responsibilities of citizens. The legal construction of race in America is inextricably bound up with the development and dissolution of the institution of race-based slavery. Therefore, a consideration of laws concerning slavery, segregation, and desegregation will form the backbone of the course. We will pay special attention to Dred Scott v. Sandford (1857); Plessy v. Ferguson (1896)and Brown v. Board of Education (1954), cases that span a crucial century. By considering the long trajectories of race, law, and social transformation, we will begin to see how racial reasoning has informed many aspects of U.S. legal culture for a wide range of ethnic and social groups and how race has influenced the development of property law, family law, immigration law, and civil rights law.

This course will embrace interdisciplinary methods: we will put court cases in conversation with literature, film, social scientific writings, music, and other pertinent material. The goals of this course include 1. exploring the social and legal construction of race at various moments in American history; 2. understanding the intersection of race, gender, class, ethnicity, sexuality, and other markers of identity; 3. examining the interpenetration of law and popular cultural forms; and 4. determining how race has informed American conceptions of a wide variety of issues, such as privacy, property, citizenship, national security, and sovereignty.


AFR 372C • Black Freedom Movement

30520 • Makalani, Minkah
Meets TTH 2:00PM-3:30PM MEZ 1.120
(also listed as AMS 321, LAS 322)
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Description:

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

30525 • Thompson, Lisa
Meets TTH 9:30AM-11:00AM CBA 4.348
(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 • Latinx Sexualities

30529 • Rosas, Lilia
Meets MW 2:30PM-4:00PM PAR 103
(also listed as AMS 370, MAS 374, WGS 335)
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Description
The publishing of Compañeras: Latina Lesbians in 1987 represents a pathbreaking disruption, which works to humanize, demystify, and complicate the narratives of Latina sexualities at the height of the AIDS pandemic. Told from multiple perspectives by intermingling the voices of scholars, writers, poets, and truth-tellers, this text is still a testament to the stories we must continue to research and analyze to underscore the nuances of Latin@/x racialized sexual formations. In this course, students will chart and examine Latinx Sexualities from a historical perspective to comprehend the social, cultural, political, and economic factors, which have shaped these experiences. We also will challenge the simplistic and monolithic notions of sexualities that have plagued dominant discourses about Latinx sexuality. Finally, we will evaluate and reflect upon how Latin@/x communities (across sexualities, queerness, and heternormativity) have defined themselves, resisted repression(s), and participated in their own emancipation of identities, expressions, and desires from their perspectives as indigenous, Afrolatin@/x, and (me)Xican@/x peoples.

Readings (Selections):

  • Asencio, Marysol, ed. Latina/o Sexualities: Probing Powers, Passions, Practices, and Policies. New Brunswick: Rutgers University Press, 2010.
  • Escobedo, Elizabeth Rachel. From Coveralls to Zoot Suits: The Lives of Mexican American Women on the World War II Home Front. Chapel Hill: The University of North Carolina Press, 2015.
  • Findlay, Eileen J. Suárez. Imposing Decency: The Politics of Sexuality and Race in Puerto Rico, 1870-1920. Durham: Duke University Press, 1999.
  • Glave, Thomas, ed. Our Caribbean: A Gathering of Lesbian and Gay Writing from the Antilles. Durham: Duke University Press, 2008.

Course Requirements:

  • Attendance and Participation 15%
  • Reading Journal 10%
  • Reflection Essay 10%
  • Research Proposal and Bibliography 5%
  • Oral Presentation 20%
  • Rough Draft of Final Paper/Project 10%
  • Final Paper/Project 30%

AFR 372C • Race/Capitalism/Environment

30532 • Vasudevan, Pavithra
Meets MW 11:30AM-1:00PM PAR 306
(also listed as GRG 356T, WGS 340)
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AFR 372C • Rethinking Blackness

30535 • Thompson, Lisa
Meets TTH 12:30PM-2:00PM RLP 0.128
(also listed as AMS 321, E 376M, WGS 340)
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Cultural critic Wahneema Lubiano argues that “postmodernism offers a site for African American cultural critics and producers to utilize a discursive space that foregrounds the possibility of rethinking history, political positionality in the cultural domain, the relationship between cultural politics and subjectivity, and the politics of narrative aesthetics.” Other scholars such as Cornel West conclude that the black experience in America is fundamentally absurd. Henry Louis Gates Jr. suggests that, “only a black person alienated from black language-use could fail to understand that we have been deconstructing white people's languages and discourses since that dreadful day in 1619 when we were marched off the boat in Virginia. Derrida did not invent deconstruction, we did!” If postmodernism is characterized by a de-centered human subjectivity then the black condition in the Americas is fundamentally postmodern. Although many writers render the outsider status of African Americans with somberness this course examines texts that re-imagine black subjectivity beyond traditional narratives of suffering and oppression. The authors that we will read present topics sacred to many African Americans such as the Civil Rights movement, slavery, family and blackness, but do so outside traditional African American literary paradigms. We will consider how their treatment of such sensitive issues expands notions of black identity and re-writes assumptions about the African American experience. During the term we will explore texts—some non-canonical others more familiar—from the late 20th century to the present. Class participants will become acquainted with artists working in a variety of genres such as literary satire, rock musical, faux documentary and speculative fiction.

Required Texts:

1. Octavia Butler, Kindred (1979)

2. Katori Hall, The Mountaintop (2011)

3. Andrea Lee, Sarah Phillips (1984)

4. Robert O'Hara, Insurrection: Holding History (1999)

5. Stew, Passing Strange (2008)

6. Lisa B. Thompson, Single Black Female (2012)

7. Baratunde Thurston, How to Be Black (2012)

8. Touré, Whose Afraid of Post Blackness? (2011)

Grading breakdown (percentages):

Essay One (5-7 pages) 15%

Midterm Exam 25%

Group Presentation 10%

Presentation 10%

Essay Two (7-10 pages) 30%

Participation 10%

 


AFR 372C • Social Media/Social Impact

30540 • Foster, Kevin
Meets MW 11:30AM-1:00PM CMA 3.114
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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 372D • Afr Am Fam Hst/Ctm Ctxt-Hon

30545 • Pikus, Monique
Meets TTH 11:00AM-12:30PM CBA 4.342
(also listed as LAH 350, SOC 321K)
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From the time of slavery when their marriages and families were not recognized to the present where many are considered pathological, African American families have been under almost constant attack in the United States. Yet, a close examination of the changing African American family in the United States does not demonstrate its pathology but rather its resilience and adaptability to societal constraints. In this class, we will examine how African Americans managed to maintain a sense of family from the time of slavery to the present trend of mass incarceration. We will analyze how different perspectives on gender, race/ethnicity, social class and the family have been applied to African American families. In addition, we will discuss the importance of single parent and multigenerational households, extended family, fictive kin and the entire community in raising African American children. Finally, we will critique and evaluate the impact of the portrayal of African American families in academic research, politics, and the media.


AFR 372D • Sociocul Inflncs On Learn-Bil

30550 • Urrieta, Luis
Meets W 9:00AM-12:00PM SZB 344
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AFR 372D • Sociocul Influences On Learn

30555 • De Lissovoy, Noah
Meets T 1:00PM-4:00PM SZB 424
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AFR 372E • Afr Am Lit Snc Harlm Renais

30580 • Wilks, Jennifer
Meets TTH 12:30PM-2:00PM BEN 1.102
(also listed as E 376S)
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E 376S  l  African American Literature since the Harlem Renaissance

 

Instructor:  Wilks, J

Unique #:  35710

Semester:  Spring 2019

Cross-lists:  AFR 372E.5

Restrictions:  n/a

Computer Instruction: No

 

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

 

Description: In his 2011 text What Was African American Literature?, University of Chicago professor Kenneth Warren provocatively speaks of African American literature in the past tense. In meditations on literary and social history, he asks whether it is possible to identify a unified body of literature by Americans of African descent in the wake of the Jim Crow era and the Civil Rights movement it engendered.  Indeed, similar questions have been raised about the larger category of race given the election of Barack Obama as the first African American president of the United States.  Are we ready, however, to speak of the U.S. as a post-racial society?  If not, what does it mean to be “post-black”?  Using fiction, nonfiction, and poetry published since the year 2000, this course will address these questions and examine the thorny complications and rich complexities of black identities in the early 21st century.  These issues, in turn, will be used to develop the critical thinking and writing skills central to class discussion and assignments.

 

Texts: Danielle Evans, Before You Suffocate Your Own Fool Self; Percival Everett, Erasure; Tayari Jones,An American Marriage; Claudia Rankine, Citizen; Colson Whitehead, Underground Railroad.

 

Requirements & Grading: Peer review/Preliminary draft of first short paper (4 pages), 10%; Two short papers (4 pages each), 40%; Final critical essay (6-7 pages), 35%; Reading responses 15%.


AFR 372E • Afro Modernsm Black Pop Mus

30560 • Carson, Charles
Meets MWF 2:00PM-3:00PM MRH 2.610
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AFR 372E • Intro Ethnograph Method-L A

30565 • Jones, Omi
(also listed as ANT 324L)
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AFR 372E • Performance Ethnography-L A

30570 • Jones, Omi
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AFR 372E • Screening Race

30575 • McClearen, Jennifer
Meets TTH 3:30PM-5:00PM CMA 3.116
(also listed as AMS 325)
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AFR 372G • Afr Relig Cultur/Creativity

30590 • Adelakun, Abimbola
Meets TTH 11:00AM-12:30PM RLM 7.112
(also listed as R S 360)
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AFR 372G • African Travel Narratives

30610 • Osseo-Asare, Abena
Meets M 3:00PM-6:00PM GAR 3.116
(also listed as HIS 350L)
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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 • Afro-Latin America

30615 • Jimenez, Monica
Meets TTH 3:30PM-5:00PM PAR 206
(also listed as HIS 350L, LAS 366)
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AFR 372G • Archaeol Of African Thought

30605 • Denbow, James
Meets MWF 1:00PM-2:00PM SAC 4.174
(also listed as ANT 324L, ANT 380K)
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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. 


AFR 372G • Cuba In Question-Cub

30595 • Arroyo Martinez, Jossianna
(also listed as HIS 363K, LAS 328, SPC 320C)
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AFR 372G • Jesus, Africa, And History

30620 • Chery, Tshepo
Meets TTH 12:30PM-2:00PM PAR 101
(also listed as R S 360)
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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 • Science/Magic/Religion

30600 • Crosson, Jonathan
Meets TTH 3:30PM-5:00PM UTC 1.130
(also listed as AMS 327, ANT 324C, R S 373L)
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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?

 

Texts:

  • 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.

 

Grading:

  • 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

30625 • Jones, Omi
(also listed as AFR 387D, ANT 324L, T D 357T, WGS 340)
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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 374C • Daily Life In Ancient Egypt

30635 • Nethercut, William
Meets MWF 11:00AM-12:00PM WAG 112
(also listed as C C 348, MEL 321, MES 342)
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The emphasis of this course, rather than the famous kings and historical narrative of Egypt, lies especially upon what we have learned about the work, lives, entertainment, experiences, families, dress, food, festivals, and religion of this people.  This makes a good follow-up for students who have already taken the Introduction to Ancient Egypt, CC 304 C  (Fall 2014), but can also serve to bring first timers into the main stream of Egyptian culture. The many sources available to illustrate our subject make of CC 348 a rich survey of Egyptian art.

This course carries a Global Cultures flag.


AFR 374C • Mandela: The Man & His Politic

30630 • Chery, Tshepo
Meets TTH 3:30PM-5:00PM RLP 0.104
(also listed as HIS 364G)
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On December 5, 2013, the world mourned the loss of international icon: Nelson Mandela.

As president of the African National Congress and head of South Africa's anti-apartheid movement, he was instrumental in moving the nation toward a multiracial government and majority rule. His story is certainly one that is rooted in South African political history. Yet, his life, especially after enduring twenty-seven years of unjust imprisonment, captivated the world. He was revered as a champion of human rights and racial equality. As the former president of South Africa and a recipient of the Nobel peace prize, he became fixed in public consciousness as a remarkable model of supreme tolerance, generosity, grace, and reconciliation. This course relies on the personal and political history of Nelson Mandela to examine the history of modern South Africa. It seeks to unpack the Mandela as a mythical figure by examining some of the key experiences that shaped him as a man, revolutionary, and respected elder statesman. It will draw heavily on an array of primary evidence ranging from Mandela’s own writings, to government reports, contemporary newspaper articles and books, as well as popular art, films, and music. It critically traces his development across a range of issues from resistant strategies, gender, Pan-Africanism, as well as multiracialism, and nonviolence—hoping to give life to one of the most powerful and inspiring stories of the 20th century.


AFR 374D • African American Politics

30665 • Philpot, Tasha
Meets TTH 9:30AM-11:00AM PAR 1
(also listed as GOV 370K)
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African-American Politics

GOV 370K/AFR 374D

 

 

Description

 

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

 

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

 

Prerequisites

 

Six semester hours of lower-division coursework in government.

 

Required Text Books

 

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

 

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

 

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

 

Grading

 

Exam 1                                                25%

Exam 2                                                25%

Exam 3                                                25%

Quizzes and in-class assignments       25%

 


AFR 374D • African American Religions

30640 • Seales, Chad
Meets MW 10:00AM-11:30AM PAR 306
(also listed as R S 346)
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Course Description:

This course is an introduction to the study of African American religion.  It surveys the history and variety of religion as practiced by Americans of African descent, while giving attention to the social construction of African religion, black religion, and the black church, within the cultural context of the United States.  The course also addresses attempts by African Americans to overcome religion, situating these efforts within secular traditions in the United States.  The course is organized roughly chronologically, moving from the earliest years of the European-African slave trade and transmission of African cultures to the Americas, to the role of religion during antebellum slavery in the United States, to religious movements during industrialization, and religious restructuring within service economies of the late twentieth century to the present. In addition to numerically dominant Protestant Christianity, the course surveys the presence of Judaism, Catholicism, and Islam within African American religious history.

 

Course Goal:

By the end of this course, students should be able to think, discuss, and write critically about African American religions from a religious studies perspective.  Students should be able to identify a range of African religious traditions within the history of the United States, be able to construct a broad historical narrative of African American religions, and situate contemporary examples of African American religious practice within this narrative. 

 

 

Required Texts:

Eddie S. Glaude, Jr., African American Religion: A Very Short Introduction (Oxford and New York: Oxford University Press, 2014).

 

Yaa Gyasi, Home Going: A Novel (New York: Vintage Books, 2017).

 

Sylvester A. Johnson, African American Religions, 1500-2000 (New York: Cambridge University Press, 2015).

 

Additional readings posted on Canvas.


AFR 374D • African Americans In Sports

30660 • Harrison, Louis
Meets TTH 9:30AM-11:00AM SZB 104
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AFR 374D • Black Women On Trial

30645 • Farmer, Ashley
Meets MW 10:00AM-11:30AM PAR 206
(also listed as HIS 350R, WGS 340)
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This seminar course provides an overview of race, class, gender, and sexuality constructs in the late 19th and early 20th century using the public trials of women. Students will investigate the trials of women like Rosa Lee Ingram and Angela Davis in the context of their historical moment while also exploring how these women shaped, and were shaped by, contemporaneous definitions of rape, civil disobedience, sexual harassment, and self-defense. Students will examine primary media coverage of the trials along with secondary sources on race, gender, and queer theory to learn how these historical moments shaped and reflected public understandings of womanhood, race, class, and sex. By the end of the course, participants will have a more nuanced understanding of American history and the ways in which race, class, gender, and sexuality shape public opinions of womanhood today.

 


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

30675 • Bhalodia, Aarti
Meets MWF 10:00AM-11:00AM CMA 3.114
(also listed as AAS 330, ANT 324L)
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AFR 374D • Psychol Afr Amer Experience

30655 • Cokley, Kevin
Meets TTH 9:30AM-11:00AM SZB 296
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AFR 374D • US In The Civil Rights Era

30670 • Green, Laurie
Meets TTH 11:00AM-12:30PM UTC 3.124
(also listed as AMS 321, HIS 356P)
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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-
Cone, James H . Martin and Malcolm and America: A Dream or a Nightmare            :
Mankiller, Wilma. Mankiller: A Chief and Her People.
Garcia, Mario T. Blowout! Sal Castro and the Chicano Struggle for Educational Justice
Martin, Waldo E.  Brown v. Board of Education: A Brief History with Documents
Sellers, Cleveland.  The River of No Return: The Autobiography of a Black Militant and the Life and Death of SNCC          
Strum, Philippa. Mendez v. Westminster: School Desegregation and Mexican American Civil Rights.
Takaki, Ronald.  Double Victory: A Multicultural History of America in World War II

Three reading handouts  (5% each, 15% total)
Three in-class exams  (20% each, 60% total)
Five-page essay  (25%)
Regular class attendance (5%)


AFR 374D • Women, Gender & Black Power

30650 • Farmer, Ashley
Meets MW 1:00PM-2:30PM PAR 208
(also listed as HIS 350R, WGS 340)
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The black power movement has not only shaped how we think of American society and race relations, but also how we think about gender roles and gender equality. This course examines the movement through the experiences of African American women activists as well as gender and sexuality constructs that prevailed during the second half of the twentieth century. The class will familiarize students with the history of the black power movement and examine scholarship about how femininity, masculinity, and heterosexuality shaped and were shaped by the struggle. By the end of the course, students will be familiar with the leading female figures of the movement as well as be able to engage in critical debates about the intersection of gender, sexuality, and African American activism.  


AFR 374F • Blueprint Art/Activism-L A

30680 • Bridgforth, Sharon
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AFR 374F • Home In Contemp Blk Fiction

30685 • Young, Hershini
Meets TTH 9:30AM-11:00AM GAR 2.112
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AFR 374F • Music Of African Diaspora

30695-30700 • Moore, Robin
Meets TTH 11:00AM-12:30PM MRH 2.634
(also listed as LAS 326)
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AFR 374F • Producing Activist Art-L A

30690 • Bridgforth, Sharon
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AFR 374F • Twnth-Cen Afr Amer Art

30710 • Chambers, Edward
Meets MWF 12:00PM-1:00PM DFA 2.204
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AFR 375 • Community Internship

30715 • Burrowes, Nicole
Meets TTH 2:00PM-3:30PM PAR 310
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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

30720 • Jimenez, Monica
Meets TTH 12:30PM-2:00PM BIO 301
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A capstone course fpr AFR majors focusing on black intellectual traditions.