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

AFR 302M • Numbering Race-Wb

31000 • Irizarry, Yasmiyn
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
QR MA
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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 • Intro To Black Studies-Wb

31005 • Wint, Traci • Internet; Asynchronous
CDEGC SB
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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 310 • Blackness And Comics-Wb

31010 • Walter, Patrick
Meets MWF 11:00AM-12:00PM • Internet; Synchronous
CDGCWr
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AFR 310 • Race, Deportation, Diaspora-Wb

31015 • Mena, Olivia
Meets MWF 12:00PM-1:00PM • Internet; Synchronous
CDGC (also listed as AAS 310, AMS 315, LAS 310)
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AFR 310 • Rights In Modern America-Wb

31019 • Green, Laurie
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
CD HI (also listed as HIS 317L)
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Whether they used a language of equality, justice, freedom or liberation, an array of social groups in 20th-century America forged struggles and organizations that advocated for recognition of their rights, and yet there was never unanimity about the meaning of rights. This course explores changing and clashing ideas of rights that propelled social movements in different historical periods of working-class people, women, Blacks, Latina/os, Asian Americans, Native Americans, and students, paying close attention to perceptions of race, gender, labor, national identity, sexuality, and place. To better understand these struggles and contested meanings of rights, we also draw on comparative and relational approaches to this history. That is, we strive not only to identify similarities and differences among these groups, but to develop insights into how they influenced each other. Such an approach can lead to surprises; in Austin, for example, African American and Mexican American attorneys filed suit for school desegregation on the same day, with both arguing that the city had violated their rights guaranteed by Brown v. Board of Education.

The last unit of the course turns to such struggles over rights at the University of Texas during the 1960s and 1970s, particularly those involving racial justice. Students will have the opportunity to study documents from UT in time period and to listen to interviews with participants.  

Classes will be taught synchronously. The central texts are memoirs and original historical documents. A goal of this course is for students to gain a sense of how historians approach their work, thus class activities include analyzing such narratives and documents and, in lieu of traditional exams, writing short essays and creating digital presentations based on their own historical arguments. Classes include short lectures, discussions, breakout group discussions, and one or more guest lectures.


Possible readings
Historical documents
Melba Pattillo Beals, Warriors Don’t Cry:  A Searing Memoir of the Battle to Integrate Little Rock’s Central High
Carlos Bulosan, American is in the Heart: A Personal History
Charles Denby, Indignant Heart: A Black Worker’s Journal
Wilma Mankiller, Mankiller: A Chief and Her People
Cherrie Moraga, Native Country of the Heart
Assata Shakur, Assata: An Autobiography

Requirements
3 short essays based on class readings and lectures (15% each) 45%
3 historical documents analyses (10% each) 30%
Digital project 20%
Class Participation (discussion boards, breakout groups, class discussion) 5%


AFR 310K • Intro To Modern Africa-Wb

31020 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
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 311C • Perf/Femin/Socl Change-Wb

31024 • Bridgforth, Sharon
Meets T 3:30PM-6:30PM • Internet; Synchronous
VP (also listed as WGS 301)
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This course will serve as an exploration of the ways theatrical jazz and Black queer feminist practices generate space for art making and community-building that activates social change, healing and transformation. Assigned readings, prompt-based writing, research, engagement with guest artists, and an embodied developmental process will provide a springboard for the creation of new work.


AFR 315Q • Black Queer Art Worlds-Wb

31025 • Gill, Lyndon
Meets MW 4:00PM-5:30PM • Internet; Synchronous
CDGC (also listed as ANT 310L, WGS 301)
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AFR 315S • Liberation In Afr Diaspora-Wb

31030 • Makalani, Minkah
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
GC (also listed as LAS 310)
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AFR 315T • African American Lit/Cul-Wb

31040 • Jarman, Cody
Meets MWF 10:00AM-11:00AM • Internet; Synchronous
CDWr (also listed as E 314V)
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E 314V  l  1-African American Literature and Culture-WB

 

Instructor:  Jarman, C

Unique #:  35565

Semester:  Spring 2021

Cross-lists:  AFR 315T, 31040

 

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

 

Description:  “Revolution is based on land. Land is the basis of all independence. Land is the basis of freedom, justice, and equality.” --Malcolm X

 

In 1963, Malcolm X outlined a vision for American Black nationalism that centered the importance of land to Black liberation.  However, his observations invite as many questions as they answer:  What is land in the Black American imagination? How does the history of chattel slavery impact the meaning of a land marked by oppression? What kinds of freedom are made possible by land ownership? Are any kinds of freedom made impossible?  In this course, we’ll address these questions as they appear across twentieth and twenty-first century African-American literature and film, focusing particular on the significance of rural and ‘natural’ spaces.  While the class is centered on the topic of land, we will also be exploring histories of racial oppression and black resistance, and we will consider the ways that literary works create meaning.  We will read, analyze, and discuss traditional literary forms such as the novel, poem, and short story as well as essays and works of nonfiction, and we will engage thoughtfully with Critical Race Theory and literary theory.

 

The primary aim of this course is to help students develop and improve critical reading, writing, and thinking skills needed for success in upper-division courses in English and other writing-focused disciplines.  Close-reading skills will be emphasized.  Students will also gain familiarity with online research tools such as the OED, JSTOR, and other important databases and resources.

 

This course contains a Cultural Diversity and 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.

 

Potential Texts:  Cane by Jean Toomer, Song of Solomon by Toni Morrison, Sing, Unburied, Sing by Jesmyn Ward, and Get Out directed by Jordan Peele.  Supplementary essays and speeches by W.E.B. Du Bois, Fannie Lou Hamer, Malcolm X and others will be also be assigned

 

Requirements & Grading:  Close-Reading Essay (15%); Annotated Bibliography (15%); Reading Responses (10%); Critical Response Essay (15%); OED Diary (10%); Final Essay (15%); Final Essay Revision (20%)


AFR 315T • African American Lit/Cul-Wb

31045 • Mishra, Amrita
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
CDWr (also listed as E 314V)
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E 314V  l  1-African American Literature and Culture-WB

 

Instructor:  Mishra, A

Unique:  35570

Semester: Spring 2021

Cross-lists:  AFR 315T, 31045

 

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

 

Description:  In light of the growing national Black Lives Matter movement and resistance to state-sanctioned violence and white supremacy, how might we think about Black literatures as sites of meaning-making, healing, joy, or revolution?  What is the power of the Black literary imagination in recasting narratives of the past and in envisioning radical futurities?  What is the present political utility of seeking value in the speculative—“what could have been”—over the official historical record, or “what was”?  This course looks at a range of contemporary Black creative works that explore the past and how the past continues to inform our present moment.  Together we will ask: how do these African diasporic writers reimagine the traumatic histories of the Middle Passage and plantation slavery, and unearth moments of Black joy and resilience in rewriting those histories?  How does Black literature and art negotiate issues of race, gender, sexuality, and class?  How does Blackness articulate itself in the creative works of more recent US-based African diasporas, such as in the work of Ghanaian-American writer Yaa Gyasi?  Alongside creative works we will read selections of critical race theory, Black feminism, and activist agendas that will help us conceptualize Black death, the politics of resistance and refusal, and Black love.

 

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 and acquire models for approaching literature with various historical, generic, and cultural contexts in mind.

 

This course contains a Cultural Diversity and 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.

 

Requirements and Grading:  3 close-reading research papers, including creative writing options for the final project (70% of final grade).  For the first paper, you will submit a draft that will be graded.  We will then have individual writing conferences to discuss your work and feedback, after which you will be asked to resubmit a revised paper.  Subsequent papers will have revision opportunities through peer-review and class writing workshops.  There will also be weekly reading journals/blog posts, casual class presentations, and evaluated class participation (30% of final grade).

 

Tentative Texts (subject to change):  Kindred, Octavia Butler; Citizen, Claudia Rankine; Sing, Unburied, Sing, Jesmyn Ward; Homegoing, Yaa Gyasi; Heavy: An American Memoir, Kiese Laymon; selections from Saidiya Hartman’s Lose Your Mother, James Baldwin’s The Fire Next Time, amongst others.


AFR 315T • African American Lit/Cul-Wb

31035 • Bares, Annie
Meets TTH 9:30AM-11:00AM • Internet; Synchronous
CDWr (also listed as E 314V)
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E 314V  l  1-African American Literature and Culture-WB

 

Instructor: Bares, A

Unique:  35560

Semester:  Spring 2021

Cross-lists:  AFR 317F.1, 31035

 

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

 

Description:  This course will offer an overview of contemporary (post-1945) African American literature and culture through the lens of revision.  We will study how authors of contemporary African American literature have reconsidered, retold, and revised previous works of literature, art, and historical narrative.  We’ll consider how authors and artists turn to practices of revision to rethink national myths, transform literary tradition and convention, and imagine otherwise in a moment marked by anti-Black racism, inequality, mass incarceration, crises of human and environmental health, and state-sanctioned violence accompanied by ongoing radical resistance thereof.  How do authors and artists transform conditions of the present through their work?  How do they envision alternate understandings of the past and possibilities for the future?  Can revision sow seeds of radical re-understanding and revolution?

 

The primary aim of this course is to help students develop and improve critical reading, writing, and thinking skills needed for success in upper-division courses in English and other writing-focused disciplines.  In keeping with the theme of the course, revision will be a key practice that we explore in developing these skills across interpretive modes.  Students will gain familiarity with online research tools integral to writing and research in humanities disciplines such as the OED, JSTOR, and other important databases and resources.

 

Potential Texts: Parable of the Sower by Octavia Butler, Salvage the Bones by Jesmyn Ward, Heavy by Kiese Laymon, Native Guard by Natasha Trethewey; selected essays by James Baldwin, Toni Morrison, Audre Lorde, bell hooks, Saidiya Hartman, Ruth Wilson Gilmore, and Zandria Robinson. Our textual readings may be supplemented by film, visual art, digital media, and music.

 

Requirements & Grading:  Assignments in this course will consist of three short essays (60%), two of which will be revised (20%) in addition to participation, presentations, and shorter creative assignments (20%).  While this class will have regular, synchronous meetings at the scheduled course times, students who are not able to participate synchronously are welcome and will have other options for participation.


AFR 315U • Music Of African Americans-Wb

31050-31075 • Carson, Charles
Meets MWF 12:00PM-1:00PM • Internet; Synchronous
CD VP
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AFR 315W • Race, Sex, And Tourism-Wb

31080 • Wint, Traci
Meets MWF 10:00AM-11:00AM • Internet; Synchronous
EGCII
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AFR 321L • Sociology Of Education-Wb

31090 • Irizarry, Yasmiyn
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
(also listed as WGS 345)
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AFR 321L • Sociology Of Education-Wb

31085 • Muller, Chandra
Meets MW 2:30PM-4:00PM • Internet; Synchronous
Wr (also listed as SOC 321L, WGS 345)
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DESCRIPTION:

We all have many years of experience in schools and we know what happens in schools. Do schools provide opportunities for people to have a better life? Are schools an equalizer? Are they failing? This course is designed to challenge and think critically about what we think we know about schools and education. We will study sociological research on what schools do, for people, for communities, and for our society. We will consider how people of different social class, race and ethnicity, gender, and disability statuses interact with schools and how inequality in achievement comes about. And we will question what policies might improve schools. The course objective is to better understand the role of education as a social institution and how it contributes to and reduces social inequality.

The course objectives are to use sociological principles and empirical research to:

• Understand schooling and education. What do schools do and how do they do it?
• Analyze how education both contributes to and reduces social inequality.
• Understand the roles that education plays in society. We will consider these roles of education in a historical context and how they have and haven’t changed over time.
• Critically evaluate which school practices and policies contribute to (1) learning among students from different socio-demographic subgroups and (2) exacerbating and reducing inequality.
• Develop a deeper appreciation of our own experiences in education as a child and student (and, if applicable, a parent or a teacher), and the potential experiences that you will have in the future.

Learning goals:

• Use empirical evidence reported in sociological research to discuss how schools work and, how people from different socio-demographic subgroups interact with educational institutions, and the ways that schools may exacerbate or reduce social inequality.
• Discuss and critically evaluate how the institution of education shapes individuals’ behaviors, attitudes, opportunities, and life course outcomes.
• Read and critically analyze empirical evidence reported in research in the sociology of education.
• Apply the knowledge produced by empirical research to analyze practices

 

GRADING:

Your final grade will be calculated using this distribution:
• Exam 1 (February 6) 15%
• Exam 2 (March 6) 20%
• Exam 3 (April 5) 20%
• Project 25% total (Part 1 [due April 12] 5%; Part 2 [due May 3] 20%
• Homework Assignments 20%


AFR 330J • Toni Morrison-Wb

31095 • Woodard, Helena
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
CDWr (also listed as E 349S, WGS 345)
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E 349S  l  5-Toni Morrison-WB

 

Instructor:  Woodard, H

Unique #:  36170

Semester:  Spring 2021

Cross-lists:  AFR 372E.1, 31095; WGS 345.46, 46130

 

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 330L • Afr Am Lit Snc Harlm Renais-Wb

31100 • Rivera-Dundas, Adena
Meets MWF 2:00PM-3:00PM • Internet; Synchronous
CD (also listed as E 376S)
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E 376S  l  African American Literature since the Harlem Renaissance-WB

 

Instructor:  Rivera-Dundas, A

Unique #:  36260

Semester:  Spring 2021

Cross-lists:  AFR 330L, 31100

 

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

 

Description:  In her description of “visionary fiction,” scholar Walidah Imarisha writes, “Once the imagination is unshackled, liberation is limitless.” Following the call of Black feminist writers, scholars, and activists, this class imagines what kinds of worlds are possible when we tell stories that dismantle systems of power. We will read stories by Black writers that utilize magic realism, fantasy, science fiction, and speculative archives as tools to critique American structures of oppression and domination. In addition to being stories of resistance, these are narratives of power and beauty, magic and joy. What is it about speculative fiction that is a distinctly Black genre? How is Black feminism itself a speculative fiction project? This class will look at the history of speculative fiction in the hands of Black writers to interrogate how our narratives shape our world, and what power lies in bending and breaking the rules of realism.

 

Texts:  Beloved by Toni Morrison (1988); Parable of the Sower by Octavia Butler (1993); The Intuitionist by Colson Whitehead (1999); The Fifth Season by N.K. Jemisin (2015); Binti by Nnedi Okorafor (2015); and Wayward Lives, Beautiful Experiments: Intimate Histories of Riotous Black Girls, Troublesome Women, and Queer Radicals by Saidiya Hartman (2019)

 

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 330T • Diasporic Magic: Lit/Perf-Wb

31104 • Young, Hershini
Meets TTH 3:30PM-5:00PM • Internet; Synchronous
CDGCWr (also listed as C L 323)
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A child born when the door between the spirit and material world was swinging open, 100 year old vampires who look like little girls, and crack cocaine as a character with a wicked sense of humor: this class will use satirical and slightly off-kilter texts and performances to examine real life dark forces that plague contemporary black societies across the world. Moving from Southern Africa to black England to African America, this class explores not just the meaning of race, gender and sexuality, but also how those categories of identity can be reimagined given the omnipresent threat that black lives face. We will pay close attention to both issues of context (historical, socio-economic and anthropological) as well as to questions of structure and genre. Specifically we will think through notions of Afrofuturism, addiction, ecological disaster capitalism, thinking through how the ways black people make and embody art inform the content. The class will also include a large number of contemporary cultural texts such as music videos, popular dance trends and music.

Texts:

1. Fledgling by Octavia Butler

2. An Unkindness of Ghosts by Rivers Solomon

3. Delicious Foods: A Novel by James Hannaham

4. Freshwater by Akwaeke Emezi

5. The Girl with All the Gifts (Film)

6. Pumzi directed by Wanuri Kahiu (Film)

7. “In their Own Form” (Jan 21-May 16): Christian Green Gallery and Idea Lab

8. The Fits directed by Anna Rose Holmer (Film)

9. Performances by Nelisiwe Xaba, Serge Attukwei Clottey, Nora Chipaumire, Wura Natasha-Ogunji and Faka

Supplemental theoretical material will be provided on various authors in course documents.


AFR 335G • Diaspora Visions-Wb

31105 • Okediji, Moyosore
Meets MWF 10:00AM-11:00AM • Internet; Synchronous
GC (also listed as WGS 340)
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AFR 335M • Art Of Harlem Renaissance-Wb

31110 • Chambers, Edward
Meets TTH 2:00PM-3:30PM • Internet; Synchronous
CDWr
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AFR 340M • Geogs Intl Devel In Africa-Wb

31115 • Faria, Caroline
Meets MW 2:30PM-4:00PM • Internet; Synchronous
GCIIWr
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AFR 345C • History Of West Africa-Wb

31120 • Falola, Oloruntoyin
Meets T 3:30PM-6:30PM • Internet; Synchronous
(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 345F • Sex & Power In Afr Diaspora-Wb

31125 • Gill, Lyndon
Meets MW 2:30PM-4:00PM • Internet; Synchronous
CDGC (also listed as ANT 324L, WGS 340)
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AFR 345G • Religions Of The Caribbean-Wb

31130 • Crosson, Jonathan
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
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AFR 350Q • African-American Politics-Wb

31135 • Philpot, Tasha
Meets TTH 9:30AM-11:00AM • Internet; Synchronous
(also listed as GOV 371G)
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AFR 350T • Domestic Slave Trade-Wb

31140 • Fourmy, Signe
Meets M 3:00PM-6:00PM • Internet; Synchronous
CDWr HI (also listed as HIS 350R)
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AFR 351E • Hist Black Entrepren In US

31145 • Walker, Juliet
Meets TTH 2:00PM-3:30PM RLP 1.104
CDIIWr HI (also listed as AMS 370, HIS 350R)
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Same as African and African Diaspora Studies 351E and History 350R (Topic 12). Three lecture hours a week for one semester. Only one of the following may be counted: African and African Diaspora Studies 351E, 374D (Topic 2), American Studies 370 (Topic: Hist of Black Entrepren in US), 370 (Topic 58), History 350R (Topic 12). Additional prerequisite: Upper-division standing and six semester hours of coursework in history.


AFR 352E • African Americans In Sports

31150 • Crooms, Brandon
Meets TTH 9:30AM-11:00AM SZB 416 • Hybrid/Blended
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AFR 352F • Sociocul Influencs On Learn-Wb

31155 • De Lissovoy, Noah
Meets TH 1:00PM-4:00PM • Internet; Synchronous
CD
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AFR 370 • Afr Religion In New World-Wb

31169 • Coleman Taylor, Ashley
Meets MWF 9:00AM-10:00AM • Internet; Synchronous
(also listed as LAS 322, R S 361)
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Often interpreted as witchcraft, superstition, or paganism, Africana religions remain some of the most misunderstood traditions in the Americas. In this course, we will explore the contributions of scholars and artists who engage African diaspora religions in their work through multiple conceptual approaches. The course focus includes topics such as ritual and material culture, corporeality and aesthetics, cosmology and philosophy, and decolonization and sovereignty within the traditions. Students can expect to gain an understanding of Kongo, Vodun, and Yoruba-based traditions across the Americas and the Caribbean as well as U.S. conjure culture.


AFR 370 • Africa And Rome-Wb

31170 • Patterson, James
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
GC (also listed as C C 348, HIS 366N, MES 343)
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This course is a history of Roman Africa with emphasis on what is now Tunisia and northern Algeria. Our focus is on the 2nd-5th centuries CE when competing brands of Christianity were taking root and Africa gave birth to what is now called “Catholic” theology. However, we begin with the Phoenician colonization of the African coast in the 9th century BCE and move from there through the fall of Carthage and the rise of the Kingdom of Numidia to the complete provincialization of Africa by Rome. We study the amalgamation of various ethnic groups over time, including Libyans (Berbers?), Punics, and Romans. Ancient Africa was arguably the greatest melting pot the Mediterranean had ever seen. Our study connects North Africa to Sub-Saharan Africa via Berbers and Ethiopians, Asia via Phoenicians, Medes, and Persians, and Europe via Italians, Iberians, and Vandals.

Most ancient histories written about Africa were colonialist and Roman. These histories have informed modern Eurocentric narratives that, like their ancient predecessors, cast Africa as barbaric yet claim African intellectual products as their own. This course looks through these narratives to uncover the reality of life in Roman Africa. We examine African identities in contrast to colonial mythologies and explore the ways this rich history has been received in Tunisia, Algeria, and Morocco. To this end, we study ethnography, colonialism, post-colonialism, racialization, immigration, and emigration, among other topics, both in antiquity and today.

Among the ancient authors we read are Vergil, Livy, Polybius, Sallust, Pseudo-Caesar, Tertullian, Cyprian, various African martyr narratives, Augustine, and Procopius. The course concludes with Fawzi Mellah’s Elissa, a creative and distinctly Maghribi take on the ancient myth of Dido. Along the way, the course also exposes you to the literature of Assia Djerbar, Frantz Fanon, Abdelaziz Ferrah, Tahar Ben Jelloun, Albert Memmi, and other modern North African authors.


AFR 370 • Afro Latinos: Memry/Lit/Cul-Wb

31175 • Arroyo Martinez, Jossianna
Meets TTH 9:30AM-11:00AM • Internet; Synchronous
GC (also listed as SPC 320C)
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AFR 370 • Afro-Latinidades US/Lat Am-Wb

31180 • Vaz, Priscilla
Meets MW 10:00AM-11:30AM • Internet; Synchronous
CDGC (also listed as LAS 322, MAS 374)
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AFR 370 • Black Cops Afr Am Pop Cultr-Wb

31200 • Walter, Patrick
Meets MWF 1:00PM-2:00PM • Internet; Synchronous
CDWr
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AFR 370 • Black Geographies-Wb

31184 • Reese, Ashante
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
CD
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AFR 370 • Exploring Uk Education-Gbr

31185 • Reddick, Richard
GC
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AFR 370 • Political Autobiographies-Wb

31205 • Alagraa, Bedour
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
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AFR 370 • Power/Place: Making Tex His-Wb

31190 • Gordon, Edmund
Meets MW 1:00PM-2:30PM • Internet; Synchronous
CDEII HI
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AFR 370 • Race And Social Policy-Wb

31195 • Thomas, Kevin
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
CD
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AFR 376 • Senior Seminar-Wb

31210 • Alagraa, Bedour
Meets TTH 3:30PM-5:00PM • Internet; Synchronous
Wr
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A capstone course fpr AFR majors focusing on black intellectual traditions.


AFR 380P • Race/Debt/Law In Caribbean-Wb

31220 • Jimenez, Monica
Meets M 2:00PM-5:00PM • Internet; Synchronous
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AFR 381 • Black Political Thought-Wb

31224 • Marshall, Stephen
Meets T 2:00PM-5:00PM • Internet; Synchronous
(also listed as AMS 390)
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AFR 381 • Black Radical Traditions- Wb

31225 • Makalani, Minkah
Meets TH 3:30PM-6:30PM • Internet; Synchronous
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AFR 381 • Global Race And Racism-Wb

31230 • Ohueri, Chelsi
Meets T 2:00PM-5:00PM • Internet; Synchronous
(also listed as ANT 391, REE 388)
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In this graduate level course, students will trace the concept of race over time and critically examine various socioracial configurations across the globe through an anthropological lens. Though race and racism are often framed as American or Western constructs, this course provides students the opportunity to engage these concepts from a global perspective, as they examine historical and contemporary aspects of race, racialization, and white supremacy. In this course we will ask questions about comparative analysis and how scholars study race in varying local contexts, for example the study of race in Eastern Europe vs. parts of the Americas. In doing so, students will additionally learn more about the relationship between race and related concepts of ethnicity and nation. Additional topics that will be addressed in the course include colonialism, genocide, xenophobia, and anti-blackness.  


AFR 381 • Material Culture In Africa-Wb

31235 • Osseo-Asare, Abena
Meets W 9:00AM-12:00PM • Internet; Synchronous
(also listed as HIS 382L, WGS 393)
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Fabric is at the heart of cultural production in African spaces. From birth, to initiations, to weddings, to funerals, fabric binds together communities, adorning families, and providing the basis for personal wealth. This course explores emerging research on the social history of textiles and clothing, with special reference to cases in Africa and comparative work in South Asia, the Middle East and Latin America. It seeks to integrate this work with ongoing debates in the field of science and technology studies on innovation, and technology transfer and appropriation. Through the lens of fabric, we will examine the meanings of diaspora, empire, modernity, postcolonialism and globalization for everyday people. Case material address the history behind fibers, dyes, weaving, and construction techniques, as well as issues of industrialization, intellectual property rights, sustainability, and global fashion. Course participants will also learn to “read” fabrics, clothing, and textile technologies for historical information through textile and clothing analysis exercises.


AFR 387D • Black Popular Culture-Wb

31239 • Sebro, Adrien
Meets T 12:30PM-3:30PM • Internet; Synchronous
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AFR 387D • Surveillance: Art/Theory

31240 • Browne, Simone
Meets T 11:00AM-2:00PM • Hybrid/Blended
(also listed as WGS 393)
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AFR 391 • Black Studies Methods-Wb

31245 • Reese, Ashante
Meets T 3:30PM-6:30PM • Internet; Synchronous
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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-Wb

31250 • Young, Hershini
Meets TH 11:00AM-2:00PM • Internet; Synchronous
(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.