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

AFR 301 • African American Culture

30505 • Walter, Patrick
Meets MWF 2:00PM-3:00PM GEA 114
CD (also listed as AMS 315, ANT 310L)
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This course surveys African American cultural production from the 1600s to the present. Topics cover the circumstances and responses of blacks during North American enslavement, the Civil War, Reconstruction, Great Migration, The Harlem Renaissance, The Civil Rights Movement, and in contemporary contexts. Class sessions will reflect our reading of primary and secondary texts that embody a wide range of African American religious, political, social and artistic thought and production. The class will fill gaps in students’ knowledge about African American culture and history and provide a foundation for future Black Studies course work.


AFR 303 • Intro To Black Studies-Wb

30510 • Wint, Traci-Ann
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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 304 • Intro To The Study Of Africa

30515 • Adelakun, Abimbola
Meets TTH 12:30PM-2:00PM GDC 2.210
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This course is an introduction to African Studies, which reflects the social, cultural, political and economic diversity of the African continent. You will become familiar with a wide range of disciplinary perspectives and approaches to the study of historical and contemporary Africa. It will engage the disciplines of history, economies, cultural studies, gender studies, and religious studies. It strives to provide a foundation to the study of Africa whether it be global health or economic strategy.

AFR 310K • Introduction To Modern Africa

30520 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.134
GC (also listed as HIS 310)
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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

30524 • Franklin, Maria
Meets TTH 12:30PM-2:00PM WCP 4.174
GC (also listed as ANT 310L)
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This course will introduce you, via archaeology, to the social & cultural institutions, politics & everyday life ways of people of African descent. As an entry-level course, it’s not my intent to provide a comprehensive survey of the field; there’s simply too much to cover adequately in one semester. Instead, we’ll explore a number of case studies across the U.S. dating from the colonial era of slavery to the early 20th century so that you’ll have a working knowledge of archaeology and its contributions to Black history. The course is organized chronologically, and some of the major topics will include slavery & resistance, social life, race and racism, cultural practices, household economies, gender roles, Black communities, heritage & politics of the past. You’ll learn about the kinds of evidence that archaeologists rely on to interpret the past, including artifacts, the built environment, the WPA ex-slave narratives, and oral histories.


AFR 317E • Liberation In Afr Diaspora

30539 • Makalani, Minkah
Meets TTH 11:00AM-12:30PM RLP 0.104
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AFR 317E • Race, Sex, And Tourism

30525 • Wint, Traci-Ann
Meets MWF 12:00PM-1:00PM MEZ 1.120
EGC (also listed as ANT 310L)
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AFR 317E • Special Topics In Afr Diaspora

Meets MWF 1:00PM-2:00PM PAR 208
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AFR 317F • African American Lit And Cul

30540 • Byrnes, Delia
Meets MWF 1:00PM-2:00PM JES A207A
CDWr (also listed as E 314V)
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E 314V  l  1-African American Literature and Culture


Instructor:Byrnes, D

Unique:  34965

Semester:Spring 2020

Cross-lists: AFR 317F.1


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


Description: This course will engage with African American literary and cultural traditions from plantation slavery through the contemporary moment, tracing the ways in which the past informs the present. In addition to reading poetry, fiction, creative nonfiction, and critical texts, we will also listen to music, watch films, and explore Black visual media. Throughout the semester, we will pay particular attention to subjects including racial formation, gender, and sexuality, and to how Black writers, artists, and activists respond to structural injustice.


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


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


Tentative Texts: Frederick Douglass, Narrative of the Life; Claudia Rankine, Citizen; Jordan Peele, Get Out(film).


Requirements & Grading: Close-Reading Essay 15%; Contextual Essay 15%; Final Research Essay, including peer-reviewed draft and annotated bibliography (30%); Three discussion posts & three responses (15%); Creative Critical Presentation and Statement (15%); Participation, including brief homework & in-class assignments (10%).

AFR 317F • Music Of African Americans

30545-30570 • Carson, Charles
Meets MWF 12:00PM-1:00PM MRH 2.608
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AFR 357D • African Amer Hist Since 1860

30610 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 1.126
CD HI (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)                  30

AFR 372C • Latinx Sexualities

30615 • Rosas, Lilia
Meets MW 2:30PM-4:00PM PAR 103
CDIIWr (also listed as AMS 370, MAS 374, WGS 335)
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AFR 372C • Race/Capitalism/Environment

30620 • Vasudevan, Pavithra
Meets MW 2:30PM-4:00PM CMA 5.190
CDGC (also listed as GRG 356T, WGS 340)
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AFR 372D • Exploring Uk Education-Gbr

30630 • Reddick, Richard
GC (also listed as ALD 379, ELP 395K, T C 358)
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Maymester Program - Application Deadline November 15, 2019

More information here!

AFR 372D • Sociocul Inflncs On Learn-Bil

30635 • Urrieta, Luis
Meets W 9:00AM-12:00PM SZB 434
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AFR 372D • Sociocul Influences On Learn

Meets T 1:00PM-4:00PM SZB 424
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AFR 372E • Toni Morrison

30655 • Woodard, Helena
Meets TTH 12:30PM-2:00PM PAR 204
CDWr (also listed as E 349S, WGS 345)
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E 349S l 5-Toni Morrison


Instructor:  Woodard, H

Unique #:  35530

Semester:  Spring 2020

Cross-lists:  AFR 372E.1; WGS 345.46


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


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


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


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


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


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


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


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


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

AFR 372F • Geogs Intl Devel In Africa

30665 • Faria, Caroline
Meets MW 1:00PM-2:30PM PAR 1
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AFR 372F • Urban Unrest

30670 • Tang, Eric
Meets TTH 11:00AM-12:30PM RLP 1.104
CDE (also listed as AAS 330, AMS 321, ANT 324L)
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AFR 372G • African Hist Films & Photos

30690 • Falola, Oloruntoyin
Meets T 3:30PM-6:30PM UTC 3.134
GC (also listed as HIS 364G)
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Western exposure to Sub-Saharan Africa has primarily been through stylized Hollywood films which rarely speak to the historical backgrounds of past and present conflicts.  These films can have detrimental effects on popular conceptions of Africa, its peoples, and its plights.  Furthermore, these films can lead to an overwhelming lack of understanding for the complexities of the events in Africa’s recent history.  This course seeks to increase understanding of the social, economic, and political challenges present in the past fifty years of Africa’s history through an examination of several poular films.  Each film will serve a twofold purpose.  First, they will act as a case study used to speak to an issue central to the history of Africa, and second, aid in dispelling many of the misconceptions present in popular portrayals of Africa.  Each film will be accompanied by a text that corresponds with the respective subject matter.  It is the intention of these texts to offer greater analysis and generate critical discussions of the films, their subjects, depictions of characters, and events.  The ultimate goal of these discussions is to enhance students’ knowledge and perceptions of Africa, its societies, cultures, governments, and histories.

    Ukadike, N. Frank.  “Western Film Images of Africa:  Genealogy of an Ideological Formulation.” Black Scholar 21 n. 2 (March-May 1990): 30-48

    Price, Robert M.  The Apartheid State in Crisis:  Political Transformation in South Africa, 1975-1990.  New York and Oxford:  Oxford University Press, 1991.

    Brantley, Cynthia.  The Giriama and Colonial Resistance in Kenya, 1800-1920. Berkeley: The University of California Press, 1981.

    Mamdani, Mahmod. When victims Become Killers: Colonialism, Nationalism, and the Genocide in Rwanda. Princeton Unversity Press, 2001.

    Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier. New York: Farrar, Straus and Giroux, 2007.

Two book reviews of 4-5 pages.


Research paper of 15-20 pages.


Regular class attendance and participation.




Texts (subject to change)

AFR 372G • African Travel Narratives

30685 • Osseo-Asare, Abena
Meets MW 1:00PM-2:30PM PAR 302
GCWr (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 • Nigeria: Hist Of Nat-Bldg

30680 • Falola, Oloruntoyin
Meets TH 3:30PM-6:30PM GAR 0.128
GCWr (also listed as HIS 350L)
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This course focuses on Nigeria to examine the problems of nation building in developing countries.  It is designed to expose students to various materials on (i) the concept of the nation-state; (ii) the complexities of developing formations; (iii) core issues in the nation-building process, notably cultural, political and economic transformations; and (iv) the difficulties of modernization. This course will begin with an overview history of Nigeria. Students are expected to develop an interest in comparative history, theories and ideas of development, culture and nationalism. A well-focused research project teaches students how to conduct an independent study-they are expected to identify specific topics, collect primary and secondary data, and write a creative paper.

AFR 372G • Science/Magic/Religion

30675 • Crosson, Jonathan
Meets MW 2:30PM-4:00PM BUR 130
EGC (also listed as AMS 327)
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AFR 374C • Daily Life In Ancient Egypt

30700 • Nethercut, William
Meets MWF 11:00AM-12:00PM WAG 112
GC (also listed as C C 348)
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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 374D • African Americans In Sports

30725 • Harrison, Louis
Meets TTH 9:30AM-11:00AM SZB 104
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AFR 374D • Black Film At The Oscars

30710 • Walter, Patrick
Meets MW 11:30AM-1:00PM RLM 7.112
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AFR 374D • Blacks/Asians: Race/Soc Mov

30740 • Bhalodia, Aarti
Meets MWF 10:00AM-11:00AM RLP 1.102
CD (also listed as AAS 330, ANT 324L)
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AFR 374D • Cvl Rts Mvmt Frm Comp Persp

30735 • Green, Laurie
Meets W 3:00PM-6:00PM GAR 2.128
CDIIWr HI (also listed as AMS 370, HIS 350R)
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This upper division writing intensive seminar offers students who already have some familiarity with the history of civil rights movements in the U.S. the opportunity to more deeply explore themes in African American and Mexican American struggles for justice in the mid-20th century, some of which are still relevant today. Using a comparative approach makes it possible to develop unique insights that are unlikely in courses focused solely on one of these movements. It encourages new questions about places like Texas, where these struggles had distinct roots and yet did not take place in isolation from each other. In Austin, for example, attorneys for African American and Mexican American organizations filed suit against school segregation on the same day. We also explore how cultural understandings of race, national identity, gender and class impacted these movements.


The University of Texas’s own history forms the basis for the main writing projects. Using historical documents, newspapers, and oral histories, students write historical essays and blogs about themes such as desegregation, Black and Chicano studies, and student activism. A central goal is to help students learn to articulate strong original arguments based on their own research.



This course includes both classroom discussion seminars and research workshops in campus archives. In the first weeks, students complete assigned readings and reading responses, visit archives, and take part in an activity about the 1950 Sweatt v. Painter Supreme Court decision, about desegregation of UT Law School. In the remaining weeks, class members conduct research individually or in teams, and complete writing projects based on this research and class readings. There is no final exam, but the last of these papers is due during finals week, by the date the exam would have been scheduled.


Will include articles and sections of books. Possible books include:

Biondi, Martha. The Black Revolution on Campus

Goldstone, Dwonna. Integrating the 40 Acres: The 50-Year Struggle for Racial Equality at the University of Texas

Oropeza, Lorena. ¡Raza Si! ¡Guerra No! Chicano Protest and Patriotism during the Viet Nam War Era

Montejano, David. Quixote’s Soldiers: A Local History of the Chicano Movement, 1966-1981   

Theoharis, Jeanne. A More Beautiful and Terrible History: The Uses and Misuses of Civil Rights History


Attendance, preparation, participation

350-word reading responses (3 total, submission grade)

Sweatt v. Painter project (completion of information forms)

7-page essays or blogs, (3 total)

AFR 374D • Diasporic Magic: Lit/Perfrm

30715 • Young, Hershini
Meets TTH 2:00PM-3:30PM CMA 5.190
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AFR 374D • Domestic Slave Trade

30745 • Berry, Daina
Meets TTH 12:30PM-2:00PM GAR 0.120
CDWr HI (also listed as HIS 350R)
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In 1846, Archibald McMillin a North Carolina planter wrote to his wife during one of his many sojourns in the domestic slave trade. He informed her that he “could not sell in Darlington or Sumpter, [South Carolina,]” but that he was going to spend the day” in Charleston looking at sales at auction.”  Perhaps Charleston would prove a better market then the other cities, but if not, he would probably go further into the Deep South. Like the invention of the cotton gin was to the expansion of slavery into western territories, the domestic slave trade represented “the lifeblood of the southern slave system” according to historian Steven Deyle.  More than one million African Americans entered the domestic market and found themselves in coffles traveling by foot to various markets or were placed on boats and taken down the Mississippi River. Some traveled by ship along the Atlantic seaboard to port cities with large markets such as Savannah. 

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

Johnson, Walter. Soul by Soul: Life Inside the Antebellum Slave Market. New York:

 Harvard University Press, 2001.

Johnson, Walter, ed. The Chattel Principle: Internal Slave Trades in the Americas. New

 Haven: Yale University Press, 2005.

Shermerhorn, Calvin. Money Over Mastery Family Over Freedom: Slavery in the

 Antebellum Upper South. Baltimore: Johns Hopkins University Press, 2011.

Tadman, Michael. Speculators and Slaves: Masters, Traders, and Slaves in the Old South.       Madison: University of Wisconsin Press, 1989.

Recommended Readings:

Bancroft, Frederic. Slave Trading in the Old South. 1931. Reprint, Columbia: University of

South Carolina Press, 1996.

Campbell, Stanley W. The Slave Catchers. Chapel Hill University of North Carolina Press,


Catterall, Helen Tunncliff, ed. Judicial Cases Concern American Slavery and the Negro, 5

vols.  Washington, D.C.: Carnegie Institution of Washington, 1926-37.

Deyle, Steven. Carry Me Back: The Domestic Slave Trade in American Life. New York:

Oxford University Press, 2005.

Gudmestad, Robert. A Troublesome Commerce: The Transformation of the Interstate Slave

Trade. Baton Rouge: Louisiana State University Press, 2003.

Hadden, Sally. Slave Patrols: Law and Violence in Virginia and the Carolinas. New York:

 Harvard University Press, 2001.

Martin, Jonathan. Divided Mastery: Slave Hiring in the American South. New York:

Harvard University Press, 2004.

Rothman, Adam. Slave Country: American Expansion and the Origins of the Deep South.

 New York: Harvard University Press, 2005.

Electronic readings will be distributed or placed on Blackboard

Attendance and Participation 10%

Response Papers 10%

Mapping and Historical Marker Project 10%

Primary Document Analysis 10%

Oral Presentation 20%

Research Proposal and Bibliography 5%

Rough Draft of Final Paper 10%

Final Paper 25%

AFR 374D • Hist Black Entrepren In US

30720 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 2.128
CDIIWr HI (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%

AFR 374D • US In The Civil Rights Era

30730 • Green, Laurie
Meets TTH 11:00AM-12:30PM MEZ 1.120
CDE HI (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. This course is also intended to encourage students to consider questions about the writing of this history: How have civil rights scholars approached this history? What are their central arguments and how do we assess them? What has received the most attention, and what has received almost no attention? What kinds of sources have they used, and what are the benefits and/or drawbacks of these choices?


Possible texts

Jones, William P. The March on Washington: Jobs, Freedom, and the Forgotten History of Civil Rights

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

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

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

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

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




Short Assignments, submission grade (3)

In-class unit exams (3)

Graded Group Projects (3)

AFR 374F • Diaspora Visions

30754 • Okediji, Moyosore
Meets MWF 9:00AM-10:00AM DFA 2.204
GC (also listed as WGS 340)
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AFR 374F • Greek Tragedy/Postcol Drama

30750 • Adelakun, Abimbola
Meets TTH 9:30AM-11:00AM RLP 1.108
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AFR 375 • Community Internship

30755 • Burrowes, Nicole
Meets TTH 2:00PM-3:30PM RLP 0.106
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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

30760 • Alagraa, Bedour
Meets TTH 3:30PM-5:00PM GEA 114
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A capstone course fpr AFR majors focusing on black intellectual traditions.

AFR 381 • Afro-Latinos: Polit/Cul/Memory

30770 • Arroyo Martinez, Jossianna
Meets T 9:30AM-12:30PM CMA 3.134
(also listed as ILA 387, LAS 381)
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This course is an AADS course and is taught in English


Migration of Afro-Latin Americans and Afro-Caribbeans to the United States was present since colonial times. In the XIX and XX centuries these populations build communities, cultures and forms of social interaction that are key to contemporary discussions of the African diaspora. This seminar focuses on the historical, social and political roles that Afro-Latin@s have played in the configuration of contemporary diaspora theories, archives, politics and culture. We will discuss how language, and culture influence their views on race and racial solidarities, as well as the common struggles of these communities.  Our discussions will emphasize the lives and identity negotiations of black Cubans, Dominicans, Haitians, Puerto Ricans, Mexicans and Central Americans born in the United States. We will analyze their politics of intersectionality (race, gender and sexuality) and their stories of radical activism from the end of the nineteenth-century to the voices of contemporary authors, performers and Afro-Latin@ activists.  We will also analyze some videos and documentaries in class. The class will be taught in English. Spanish reading knowledge might be required for some of the readings.


Grillo, Evelio. Black Cuban, Black American (PDF)

Moreno Vega, Marta. When the Spirits Dance Mambo.

Thomas, Piri. Down these Mean Streets.

The Afro-Latin@ Reader. History and Culture in the United States. Edited by Miriam Jiménez Román and Juan Flores. (Duke UP, 2010).

Hunger. Roxanne Gay

Additional readings on PDF will be posted online by Prof. Arroyo-Martínez.


1 oral presentation in class (of one article in class)-20%

A written review in style of a journalistic/theoretical piece (Op.Ed) related to contemporary Afro-Latino themes (2-3 pages double space) (20%)

Oral participation in the seminar (20%)

Final essay of 12-15 pages on the topic of your interest (40%)

AFR 381 • Haiti, Hist, & Amer Imaginatn

30775 • Wilks, Jennifer
Meets W 3:00PM-6:00PM CAL 419
(also listed as C L 382, E 397M)
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Haiti, History, and the American Imagination

Haiti is at once one of the most dismissed and most documented countries in the Western Hemisphere. According to conventional narratives of success and failure, Haiti is largely seen as a failed state, an underdeveloped nation that has not lived up to the promises of its 1804 Revolution. Despite such impressions, however, the culture and history of Haiti have captured the American—used here in a hemispheric sense—imagination to a degree rivaled by no other country (with, perhaps, the exception of the United States). Beginning with key theoretical texts and continuing on through coverage of the January 2010 earthquake, this course will interrogate Caribbean, Latin American, and U.S. responses to and representations of Haiti. What were the repercussions of the 1804 Haitian Revolution in other slaveholding societies in the Americas? How was European Enlightenment philosophy in keeping with and antithetical to said revolution? What do literary and cinematic representations of Haiti tell readers and viewers about the home country of the author/filmmaker?  Has Haiti, even amidst the rich particularity of its culture and repeated contestation of its nationhood, been construed as a representative American site? These questions and others will be explored through selected readings from literature, literary theory, and political theory and viewings from documentary film and journalism.
Reading List (subject to change)
Émeric Bergeaud, Stella (1859/2015)
Susan Buck-Morss, Hegel, Haiti, and Universal History (2009)
Alejo Carpentier, El reino de este mundo (The Kingdom of This World, 1949)
Aimé Césaire, La tragédie du roi Christophe (The Tragedy of King Christophe, 1963
Edwidge Danticat, “Create Dangerously” (2010)
Junot Díaz, “Monstro” (2012)
Frederick Douglass, “Lecture on Haiti” (1893)
Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution (2004)
Edouard Glissant, Monsieur Toussaint: théâtre (Monsieur Toussaint: A Play, 1961
Kaiama Glover, Haiti Unbound: A Spiralist Challenge to the Postcolonial Canon (2010)
Zora Neale Hurston, Tell My Horse: Voodoo and Life in Haiti and Jamaica (1938)
C. L. R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution (1938)
Leonora Sansay, Secret History; or, The Horrors of St. Domingo (1808)
Arturo A. Schomburg, “Is Hayti Decadent?” (1904)
David Scott, Conscripts of Modernity: The Tragedy of Colonial Enlightenment (2004)
Michel-Rolph Trouillot, Silencing the Past: Power and the Production of History (1997)
Marie Vieux-Chauvet, Amour, colère, folie (Love, Anger, Madness; 1968/2009)

AFR 388 • Multiethnic Feminist Forms

30805 • Pinto, Samantha
Meets TH 11:00AM-2:00PM PAR 214
(also listed as AMS 391, E 395M, WGS 393)
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This course will cover contemporary genre, and genre-bending work in multiethnic American feminist literature and theory, with a focus on intersections of race, gender, & sexuality. Primary texts will include: In the Wake, Electric Arches, Nanette, Self-Devouring Growth, Argonauts, Paul Takes the Form of a Mortal Girl, Slave Play, Wayward Lives, Look, Fairview, and work by Jia Tolentino, Rebecca Roanhorse, Carmen Machado, Issa Rae, and Deborah Paredez, among others. We will read ultra contemporary criticism and theory in Black Studies, American Studies, Ethnic Studies, Critical Race Studies, Queer Studies, Literary & Cultural Studies, and Feminism alongside these texts in order to ask:  How has contemporary creative feminist form affected the production of feminist criticism? How has feminist criticism informed the production of expressive culture?  How and why does form matter to feminist thought? What happens when feminist thought inhabits different genres of creative and critical expression?

AFR 391 • Black Studies Methods

30810 • Livermon, Xavier
Meets T 2:00PM-5:00PM RLP 0.108
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A survey of seminal black studies texts and methods that have transformed the social sciences, humanities, and fine arts in producing a distinct black studies epistemology. Explores what black studies scholars have done to transform traditional methods and disciplines in pursuit of a distinct black studies methodology.

AFR 392 • Black Studies Theory II

30815 • Young, Hershini
Meets TH 10:00AM-1:00PM GWB 1.138
(also listed as WGS 393)
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An in-depth exploration of the innovative, complex, and distinctively African diaspora social structures and cultural traditions, as well as the historical, cultural, political, economic, and social development of people of African descent.