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

AFR 301 • African American Culture

29965 • Walter, Patrick
Meets MWF 10:00AM-11:00AM PAR 206
CDEWr (also listed as AMS 315)
show description

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 302M • Numbering Race

29970 • Irizarry, Yasmiyn
Meets TTH 12:30PM-2:00PM RLP 1.402
QR MA
show description

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

29975 • Wint, Traci
Meets MW 1:00PM-2:30PM • Two-way Interactive Video
CDEGC SB
show description

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

29980 • Adelakun, Abimbola
Meets MWF 12:00PM-1:00PM GEA 114
GC
show description

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 310L • Intro To Traditional Africa

29995 • Falola, Oloruntoyin
Meets TTH 11:00AM-12:30PM WAG 201
GC (also listed as HIS 311K)
show description

This is an introductory, inter-disciplinary course on the peoples and cultures of Africa, designed for students with a limited background in African studies as well as those who want to improve their understanding of this huge continent. The course is divided into two parts, one on a survey history and the other on aspects of culture. The subjects cover the long historical era known as the precolonial, which terminated at the turn of the twentieth century when Africa came under European rule. Among the main themes are: early history, kingdoms, interactions with external agencies, and various institutions and customs of society. Readings are drawn from two textbooks, two monographs. The books deal with essential outline histories and dense interpretive literature on a few issues. Films provide visual illustrations and additional perspectives.
 
Goals:

1)    To use a combination of films, lectures and reading materials to introduce students to a number of themes in African history and cultures.

2)    To enable students to reflect on a number of issues in order to reach independent conclusions.

3)    To provide an adequate background that will prepare students for other courses on Africa.

4)    To improve the writing and analytical skills of students, by introducing them to the craft of history writing.



Required Materials

Toyin Falola, ed., Africa, Vol. 1, African History Before 1885, Durham: Carolina
Academic Press, 2000.

Toyin Falola, ed., Africa, Vol. 2, African Cultures, and Societies Before 1885, Durham:
Carolina Academic Press, 2000.

*** Books are available at Co-op. Students can also use the Internet to order direct from the publishers or through Amazon.com

Evaluation and points--100%


1)    Community Project      25%           September 18

2)    Mid-Term Examination—Take Home          25%            October 18  
     (Two essay questions, at least three pages on each)

3)     Class attendance and participation                  20%          
                       
4)     Final examination—Take Home                   30%    December 10
        (Two essay questions, at least three pages on each)


AFR 315 • Afro-Brazilian Diaspora

30000 • Afolabi, Omoniyi
Meets MWF 1:00PM-2:00PM RLP 1.102
GCWr
show description

Description:

This course focuses on post-abolition Afro-Brazilian life, history, culture, politics, and letters.  It engages a wide range of literary texts, socio-cultural movements, visual arts, and cultural performances, while raising a number of questions that would lead to provocative midterm and final research papers, while simultaneously honing students’ writing skills with a number of response papers that may be expanded into a research paper. Most concepts and issues will be illustrated with multimedia clips or movies to ensure that students gain a richer experience of the Afro-Brazilian diaspora world.

Some of the questions the course will grapple with include the following: (i) What explains the continued exclusion of Afro-Brazilians from political power?; (ii) What is the legacy or impact of slavery within this context?; (iii) How is the concept of Africa (re)imagined, distorted, and manipulated in this regard?; (iv)What are the discourses used to justify social inequalities and racial discrimination in Brazil?; (v) How is the “radical” view on discrimination silenced while the “co-opted” perspective is promoted?; (vi) What are the effects of governmental patronage on cultural producers as they negotiate what Carl Degler calls the “mulatto escape hatch”?; and (vii) What are the limitations of ideology in an era of “globalization” and pragmatism?  These among other issues will form the basis of the course which will additionally analyze the social condition that goes beyond the more apparent “culture game”; and must also be seen as a political game towards visibility, participation, gendered equality, and empowerment.

 

Objectives:

  1. Students will be able to meet writing, global, and cultural diversity flags.
  2. Students will be exposed to the dynamics of coping mechanism with social inequalities.
  3. Students will not only be exposed to elements of style, they will improve their writing skills by having opportunities to re-write their assignments.
  4. Transnational resonances will be invoked for comparative analysis within contexts and texts in order to see the African Diaspora beyond a continental prism.

Required Texts:

  1. Johnson, Crook et al. ed. Black Brazil: Culture, Identity, and Social Mobilization
  2. Alves, Miriam and C. R. Durham. Finally Us/Enfim Nós
  3. Almeida, Bira. Capoeira: A Brazilian Art Form: History, Philosophy, and Practice
  4. Guimarães, Geni. The Color of Tenderness
  5. Gomes, Dias. Journey to Bahia

AFR 315F • Toni Morrison/August Wilson

30005 • Thompson, Lisa
Meets TTH 2:00PM-3:30PM RLM 5.116
CD (also listed as WGS 301)
show description

Nobel Laureate Toni Morrison and the late Pulitzer award-winning playwright August Wilson are two of the most honored and prolific African American writers in history. They both make race (and particularly blackness) central to their work. Morrison, considered a “leading voice in current debates about constructions of race and gender in U.S. literature and culture . . . refuses to allow race to be relegated to the margins of literary discourse.” Similarly, Wilson cautioned against a premature, post-racial vision of the world (especially considering the cultural politics of American theatre). We will explore how notions of race and power erupt in Morrison’s “fantastic earthy realism” and Wilson’s “dramatic vision.” The class will consider their engagement with American history, trace the African American cultural influences evident in their work, and study film adaptations of their texts. Finally, by reading their essays, interviews, and speeches we will measure Morrison’s and Wilson’s influence as public intellectuals. 


AFR 315G • The United States And Africa

30010 • Falola, Oloruntoyin
Meets TTH 12:30PM-2:00PM UTC 3.112
HI (also listed as HIS 317L)
show description

This class will look at the history of the political, economic and cultural relations between the United States and Africa from the early origins of the slave trade to the present. It explores the role of the US in historical global contexts. The class is intended to elucidate historical developments both in the US and on the African continent, and should satisfy students with a strong interest in US history as well as those interested in the place of the US in the African Diaspora.  The semester is divided into four parts, each covering a major theme.
Course Objectives
To develop a base of African and US history and increase the level of awareness of the African Diaspora in the US.  
To obtain a well-rounded approach to the political, economic, and cultural connections between the United States and Africa.
To reevaluate perceptions of Africa, to recognize the vibrant nature of African culture, and to apply new knowledge to the different cultural agents active in US popular culture, such as music, dance, literature, business and science.
To help students understand present-day politics in Africa at a deeper level and to obtain a better understanding of racial conditions in the US.
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 historical documents, literature and films.
 

1. Joseph E. Holloway, ed., Africanisms in American Culture  (Bloomington: Indiana University Press, 2005 second edition).
2. Curtis A. Keim, Mistaking Africa: Curiosities and Inventions of the American Mind (Westview Press, 1999).
3. Alusine Jalloh, ed., The United States and West Africa (Rochester, NY: University of Rochester Press, 2008).
4. Kevin Roberts, ed., The Atlantic World 1450-2000 (Bloomington: Indiana University Press, 2008).
5. Karen Bouwer, Gender and Decolonization in the Congo: the Legacy of Patrice Lumumba (New York: Palgrave Macmillan, 2010).
6. Gendering the African diaspora : women, culture, and historical change in the Caribbean and Nigerian hinterland / edited by Judith A. Byfield, LaRay Denzer, and Anthea Morrison. Bloomington: Indiana University Press, 2010.    


i. Public Lecture Review 10%     
ii. First  Examination 25%
iii. Book Review 20%
iv.   Book Review 20%
v. Second Examination 25%


AFR 315O • Politics Of Black Identity

30025 • Cokley, Kevin
Meets TTH 9:30AM-11:00AM PAR 201
CD
show description

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

Texts:

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

Grading breakdown:

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

AFR 315P • Intro Black Women's Studies

30030 • Wint, Traci
Meets MWF 9:00AM-10:00AM GEA 127
CDII (also listed as WGS 301)
show description

Please check back for updates.


AFR 315R • Diaspora: Race/Natn/Resist

30035 • Makalani, Minkah
Meets MW 11:30AM-1:00PM RLM 5.124
(also listed as ANT 310L)
show description

This course offers students a comparative study in the makings and meanings of diaspora. We begin by defining the differences and similarities between diaspora and related concepts such as race, nation and cultural identity. Focusing specifically on black folk in the Americas, our concerns will revolve around how different groups in diaspora have understood themselves, and their relationships to others in the diaspora, their place within the nation, and how a sense of their ties to one another has fostered alternative ways of being. In turn, how those in the African diaspora have responded to their place within various nation-states (the United States, Haiti, Brazil, Dominican Republic, England, etc.) has entailed various forms of resistance. Along these lines, we will explore how African diasporic populations have responded to slavery, colonialism, racial oppression, and modernity as they articulated notions of democracy that challenged dominant structures of citizenship. We explore these ideas through looking at slave revolts, anticolonial and Afro-Asian liberation struggles, Black/Third World Feminism, globalization, and the sexual politics of diaspora. Across each of these themes, we work under the premise that diaspora is an open and fluid space through which its participants “make our world anew.”


AFR 330C • Fashion And Desire

30060 • Gill, Lyndon
Meets MW 2:30PM-4:00PM GEA 114
(also listed as WGS 340)
show description

Description:

This course explores historical and contemporary style in the African Diaspora. From head to toe, runways to street corners, art installations to music videos, “dandyism” to “swag,” Patrick Kelly to Kanye West, Josephine Baker to Beyoncé, we investigate the sartorial as a wearable art form and a political arena. We unfurl the tapestry of desires that encircles black fashion in the U.S. and globally, combing through the intertwined threads of passionate creativity, sexual fetishization, corporeal autonomy, capitalism consumerism, suffocating conformity and humorous play amongst other topics.

 

Texts:

Gott, Suzanne & Kristyne Loughran

2010    Contemporary African Fashion. Bloomington: Indiana University Press.

Miller, Monica

2009    Slaves to Fashion: Black Dandyism and the Styling of Black Diasporic Identity. Durham: Duke University Press.

Tamagni, Daniele

2009    Gentlemen of Bacongo. London: Trolley Books.

Tulloch, Carol

2004    Black Style. London: Victoria & Albert Museum.

White, Shane & Graham White

1999    Stylin’: African American Expressive Culture, from Its Beginnings to the Zoot Suit. Ithaca: Cornell University Press.


AFR 330Q • Caribbean Literature

30065 • Wilks, Jennifer
Meets TTH 11:00AM-12:30PM PAR 204
GCWr (also listed as C L 323, E 343C)
show description

E 343C  l  Caribbean Literature

 

[previously offered as E360L.2]

 

Instructor:  Wilks, J

Unique #: 34935

Semester:  Fall 2020

Cross-lists:  AFR 330Q, C L 323.6

 

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

 

Description:  Through a survey of “classic” texts from English-, French-, and Spanish-speaking islands, this course seeks to address the complexity of the Caribbean as a geographic construct, that is, the chain of islands stretching from North to South America, and as an imagined site, that is, the tropical destination marketed to North American and European tourists.  To do so we will supplement our reading of literary texts from the region with the examination of travel-related texts about the region.  Throughout the semester, we will consider how the dynamics of slavery and colonialism differed from island to island and explore the multiple manifestations of “postcolonial” life that have emerged across the archipelago since the 1960s.  The course will conclude with an examination of the migration of Caribbean authors and texts to the United States and of the resulting development of hyphenated Caribbean-American identities.  All texts will be read in English, and the list of proposed texts is subject to change.

 

Texts:  Derek Walcott, “The Antilles: Fragments of Epic Memory,” What the Twilight Says; Alejo Carpentier, The Kingdom of This World (Cuba, 1949); Aimé Césaire, Notebook of a Return to the Native Land (Martinique, 1939); Jean Rhys, Wide Sargasso Sea (Dominica, 1966); Jamaica Kincaid, A Small Place (Antigua, 1988); Maryse Condé, Crossing the Mangrove (Guadeloupe, 1995);

 

Requirements & Grading:  Two short papers (4 pages each), 40%; Final critical essay (8-10 pages), 35%; Reading journal, 15%; Rough draft, 10%.


AFR 330R • Lit Of Black Politics

30070 • Marshall, Stephen
Meets TTH 9:30AM-11:00AM GWB 1.130
IIWr (also listed as AMS 370)
show description

Ralph Ellison, James Baldwin, and Toni Morrison are three of the greatest American writers. The corpus of each contains first rate literary works, provocative and erudite literary and cultural criticism, and insightful theoretical analysis of the perils and possibilities of black life under conditions of American political modernity and late modernity.

In this course, we will examine the novels, plays, and critical essays of these writers as works of democratic political theorizing and political engagement. We shall ask, how do each of these writers conceive the legacies of slavery, mastery, segregation, and racial terror, and how do each conceive the relationship between these legacies and contemporary black life? How does each writer conceive the lessons of this legacy(s) for contemporary political life? What aesthetic forms are most adequate to wrestling with these legacies, according to these three writers? And, what is the vocation of the artist in Black America and America as a whole, and are the conceptions of the artistic vocation held by these writers politically relevant for us today?

                 

Requirements

5 page Midterm paper: 20%

15 page Research Paper: 40%

Daily reading quizzes: 20%

Class Presentation: 20%

 

Possible Texts

  • Ralph Ellison, Invisible Man
  • Ralph Ellison, The Collected Essays of Ralph Ellison
  • James Baldwin, Go Tell it On the Mountain
  • James Baldwin, Blues For Mister Charlie
  • James Baldwin, The Price of the Ticket
  • Toni Morrison, Beloved
  • Toni Morrison, Paradise
  • Toni Morrison, What Moves at the Margins
  • Toni Morrison, Playing in the Dark

AFR 330S • Danticat And Diaz

30075 • Wilks, Jennifer
Meets TTH 2:00PM-3:30PM PAR 303
CDWr (also listed as C L 323, E 349D)
show description

E 349D  l  Danticat and Díaz

 

[previously unnumbered E349S topic]

 

Instructor:  Wilks, J

Unique #: 34970

Semester:  Fall 2020

Cross-lists:  AFR 330W, C L 323.60

 

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

 

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

 

Texts (subject to change):  

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

 

Edwidge Danticat: Breath, Eyes, Memory (1994); Krik? Krak! (1995); Brother, I’m Dying (2007); Claire of the Sea Light (2013).

 

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

 

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


AFR 330T • Diasporic Magic: Lit/Perf

30080 • Young, Hershini
Meets TTH 12:30PM-2:00PM RLP 1.108
CD
show description

Course Description:

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 reallife 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 330W • Black Queer Literature/Film

30085 • Young, Hershini
Meets TTH 9:30AM-11:00AM WCP 5.102
CDGCWr (also listed as WGS 340)
show description

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


AFR 340 • Contemp African Pop Culture

30115 • Livermon, Xavier
Meets TTH 12:30PM-2:00PM PAR 203
GC (also listed as WGS 340)
show description

The aim of this course is to introduce students to some of the most significant aspects of popular culture in contemporary sub-Saharan Africa. Manifestations of popular culture are considered as markers of modern African identities, embedded in complex and varied socio-cultural, historical and political contexts. Within the current era of global, diasporic, and transnational flows, it is neither sufficient any longer to view Africa solely from the perspective of political economies, nor to discuss contemporary African culture within the tradition-versus-modernity debate. Manifestations of popular culture in Africa show that the continent is part and parcel of the postmodern world, with cultural production simultaneously influenced by global trends and specific African contexts. The course will cover various forms of cultural expression and genres, including popular film, music, literature, dance, comics and cartoons, fashion, sport, street art, theatre, and contemporary visual arts. Attention will be paid to the production modes, audiences and sites of consumption of these different genres and aspects of popular culture. Course instruction will include extensive film and clip viewings, analysis of music, and reading fictional texts such as popular novels and comics.

Texts:

  • Marguerite Abouet Aya: Life in Yop City.
  • Nadine Dolby: Constructing Race: Youth, Identity and Popular Culture in South Africa.
  • Manthia Diawara In Search of Africa.
  • Sokari Ekine ed. SMS Uprising: Mobile Activism in Africa. 
  • Relebohile Moletsane, Claudia Mitchell, and Ann Smith eds. Was it Something I Wore? Dress, Identity, Materialitiy.
  • Mwenda Ntarangwi East African Hip-Hop: Youth Culture and Globalization.
  • Simon Weller and Garth Walker South African Township Barbershops and Salons.

AFR 340K • Medicine In African History

30120 • Osseo-Asare, Abena
Meets MW 1:00PM-2:30PM GAR 1.134
GCIIWr (also listed as HIS 350L)
show description

How do societies understand illness, and how do they restore good health? In this course, we explore how communities have confronted disease throughout Africa’s history. During the first six weeks, we read about the changing role of specialist healers since the 1700s, including shamans, malams, nurses, and drug peddlers. The second half of the course turns to the history of specific health concerns and diseases including coronavirus, ebola, malaria, reproductive health, and AIDS through regional case studies. Particular emphasis is placed on pre-colonial healing, medical education, colonial therapeutics, and the impact of environmental change.

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


AFR 345K • Race Against Empire: Americas

30135 • Jimenez, Monica
Meets TTH 2:00PM-3:30PM RLP 1.104
CDGC
show description

Description:

This course is concerned with the history of race as an organizing principle of empire. How have ideas of race and racialization provided justification and motivation for imperial formations? In conversation with other parts of the world, this course will focus on empire, race and social movements in the Americas. We will examine how the pursuit and maintenance of empires by Western states was (and is) deeply tied to notions of race, with particular attention to legal thinking. As part of the course, we will also explore various (and contested) critiques of empire, anti-colonial movements and their corresponding “freedom dreams.”

Learning outcomes:

  • Students will be able to demonstrate understanding of concepts, theories and debates related to race and empire.
  • Students will engage broad historical patterns and trajectories of imperialism that will help them to think critically about the contemporary world.
  • Students will be able to explain the contexts and problem-spaces that gave rise to anti-colonial movements in various locales.
  • Students will gain deeper knowledge of the workings of power and hegemony broadly defined.
  • Students will strengthen critical thinking and analytical abilities through discussion, collaboration and various types of assignments.

 Readings:

  • Fanon, Frantz. Wretched of the Earth and Black Skin, White Masks.
  • Cesaire, Aime. Discourse on Colonialism.
  • McKittrick, Katherine. Sylvia Wynter: On Being Human as Praxis.
  • Coulthard, Glen Sean. Red Skin, White Masks: Rejecting the Colonial Politics of Recognition.
  • Grandin, Greg. Empire’s Workshop: Latin America, The United States, and the Rise of New Imperialism.
  • Lowe, Lisa. The Intimacies of Four Continents.
  • Stoler, Ann Laura. (Ed). Haunted by Empire: Geographies of Intimacy in North American History.
  • Briggs, Laura. Reproducing Empire: Race, Sex, Science and U.S. Imperialism in Puerto Rico
  • Anghie, Antony.  Imperialism, Sovereignty and the Making of International Law.
  • Kale, Madhvi. Fragments of Empire: Capital, Slavery and Indian Indenture in the British Caribbean.
  • Kelley, Robin D.G. Freedom Dreams: The Black Radical Imagination.    
  • Carpentier, Alejo. The Kingdom of this World.                  

Grading:

  • Attendance and Participation 10%
  • Short Response Papers 20%
  • In-class exam 20%
  • In-class exam 20%
  • Final 30%

AFR 350J • Hiv/Aids Activism/Heal Arts

30140 • Gill, Lyndon
Meets MW 4:00PM-5:30PM BIO 301
GC (also listed as WGS 335)
show description

The AIDS pandemic is still far from over. This course explores the historical and contemporary phenomenon of HIV/AIDS principally in the art and activism of the African Diaspora. For over three decades we as a species have been using activism and artistry to champion the cause, mourn the dead, prevent infection and encourage healthy HIV+ lives. Here in the United States, in the American South, and at UT, we are part of a global movement of contagiously creative and inf ectiously  passionate people determined to honour, preserve and celebrate life in this age of AIDS. Throughout the semester, we will gather local and international resources, tools and strategies vital for our global well-being.


AFR 350K • Puerto Rico In Crisis

30145 • Jimenez, Monica
Meets TTH 11:00AM-12:30PM GEA 114
GCIIWr (also listed as AMS 370)
show description

Course Description:  

This course will provide a history of the island’s relationship with the United States focusing in particular on questions of law and capitalism. The course will center around two questions: What is Puerto Rico to the United States? And how did we get to the present moment of crisis? In answering these questions we will focus in particular in the ways that law has racialized islanders and conceived them as unprepared and undeserving of rights. This conception has thus shaped the way that capitalism has worked as a force in shaping the islands possibilities throughout the 120 years of its relationship with the US. 

 

Readings (subject to change): 

  • Jorge Duany, Puerto Rico: What Everyone Needs to Know, (New York: Oxford UP, 2017). 

  • Reconsidering the Insular Cases: The Past and Future of the American Empire, Gerald Nueman and Tomiko Brow-Nagin, eds. (Caimbridge: Harvard UP, 2015). 

  • Charles Venator-Santiago, Puerto Rico and the Origins of US Global Empire: The Disembodied Shade, (New York: Routlidge, 2015). 

  • Joanna Poblete, Islanders in the Empire: Filipino and Puerto Rican Laborers in Hawai’I, (Urbana: University of Illinois, 2017). 

  • Kelvin Santiago-Valles, “ ‘Our Race Today [is] the Only Hope for the World:’ An 

African Spaniard as Chieftain of the Struggle Against ‘Sugar Slavery’ in Puerto Rico, 1926-1934” Caribbean Studies, Vol. 35, No. 1 (2007), pp. 107-140. 

  • Gervasio Luis Garcia, “I am the Other: Puerto Rico in the Eyes of North Americans, 1898,” The Journal of American History, Vol. 87, No. 1 (Jun., 2000), pp. 39-64. 

  • Solsirée del Moral, “Negotiating Colonialism ‘Race,’ Class, and Education in EarlyTwentieth-Century Puerto Rico,” in Alfred W. McCoy and Francisco A. Scarano, eds. Colonial Crucible: Empire in the Making of the Modern American State. (Madison: University of Wisconsin Press, 2009.) 

  • Eileen J. Findlay, “Love in the Tropics: Marriage, Divorce, and the Construction of Benevolent Colonialism in Puerto Rico, 1898-1910,” in Close Encounters of Empire: Writing the Cultural History of the U.S. and Latin American Relations, (Durham: Duke University Press, 1998.) 

  • Ellen Walsh, “The Not-So-Docile Puerto Rican: Students Resist Americanization, 1930,”Centro Journal, Vol. XXVI, No. I (Spr. 2014), pp. 148-171.  

 


AFR 350R • Global History Of Disease

30155 • Osseo-Asare, Abena
Meets MW 10:00AM-11:30AM GAR 2.112
(also listed as HIS 366N)
show description

This course introduces major themes in the history of medicine through the lens of disease. It focuses on two questions: How have people defined well-being? How have they responded to illness? The course considers major diseases to understand their multiple meanings across time and space including: AIDS, Chagas Disease, Cholera, Coronavirus, Ebola, Influenza, Malaria, Plague, PTSD and Sleeping Sickness. Themes to be considered include changing theories of disease causality, the development of international public health policy, social understandings of the body, and the growth of the pharmaceutical industry. The course emphasizes the roles governments, medical practitioners, and patients play in the social construction of disease and health. Case studies from India, Brazil, South Africa and the United States will be analyzed through readings, lectures and films.


AFR 351E • Hist Black Entrepren In US

30165 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 2.128
CDIIWr HI (also listed as AMS 370, HIS 350R)
show description

Within the construct of African American Business history, race, contemporary American popular culture and global capitalism, this course will focus on an important aspect in the contemporary political economy of black Americans. Specifically, the commodification (sale) of black culture provides the conceptual frame for an examination of the phenomenon of both the superstar black athlete as an entrepreneur and the Hip Hop Superstar as an entrepreneur in post-Civil Rights America. The emphasis in this course, then, is to critically examine and analyze the impact of a multiplicity of societal, cultural and economic factors in the post-modern information age, propelled by new technologies in the New Economy of Global Capitalism. Also, consideration will be given to the new diversity as it impacts on the political economy of African Americans..  In addition, given the recent (Spring 2020) highly negative impact of the virulent Corona Virus, COVID-19 pandemic on the African American community, are there similarities/parallels between the factors contributing to the resulting socio-economic impact and conditions of free blacks, both as workers and entrepreneurs since 1865, with those of 21st century African Americans, also as workers and entrepreneurs, with both historical generations  contending with the persistent racial iniquities of capitalism?                                                                                                                                         

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?

REQUIRED BOOKS
Eldridge, Lewis, Capitalism:  The New Segregation
Lewis, Reginald, Why Should White Guys Have All the Fun:  How Reginald Lewis Created a Billion-Dollar Business Empire
Marable, Manning, How Capitalism Underdeveloped Black America: Problems Race, Political Economy, and  Society  
O’Malley, Zach,  Empire State of Mind: How Jay Z Went from Street Corner to Corner Office,
Peebles, R. Donahue, The Peebles Principles: Tales and Tactics from an Entrepreneur's Life Winning Deals Succeeding in Business, and Creating a Fortune from Scratch
Smith-Shomade, Beretta,   Pimpin’ Ain’t Easy: Selling Black Entertainment Television
Stoute, Steve, Tanning of America:  How Hip Hop Created a Culture That Rewrote Rules of a New Economy
Walker, Juliet E. K. History Black Business in America: Capitalism, Race, Entrepreneurship [1998 edition] 


Critical Book Review Analysis       10% 
Oral Summary of Research Paper  5%
Class Discussion/Participation      20% 
Take-home Mid-Term Exam          25% 
 Seminar Research Paper (15 pp)  40%


AFR 357C • African American Hist To 1860

30190 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 1.126
CD HI (also listed as AMS 321E, HIS 357C)
show description

PURPOSE OF COURSE
This upper division course examines the history of African Americans in the United States from the West African Heritage to the Civil War and provides a critical examination on central issues under scholarly debate in the reconstruction of the Black experience in America. The course thus engages the debate on the evolution of African-American slavery as a social, economic and political institution, with special focus on antebellum slavery, including plantation slavery, industrial slavery, and urban slavery in addition to slave culture.
Also, the course assesses the institutional development of the free black community, during the age of slavery, with emphasis on free black protest activities, organizations, and leaders. Equally important, information is provided on the business and entrepreneurial activities of both slave and free blacks before the Civil War to underscore the long historic tradition of black economic self-help. Invariably, those slaves who purchased their freedom were slaves involved in various business enterprises. Also emphasized in the course are the various ways in which slave and free black women responded to slavery and racism before the Civil War, giving consideration to gender issues within the intersection of the dynamics of race, class, and sex.
The course format is primarily lecture, with informal class discussion, utilizing in part the Socratic method of teaching/pedagogy (especially useful for students who are pre-law), as we examine topics that broaden historical consciousness and critical thinking skills, such as: the role Africans played in the Atlantic slave trade; the historical forces that contributed to the origin of racism in Colonial America; the anomaly of black plantation slave owners in a race-based slave society; how white economic disparities and hegemonic masculinities were played out in class subordination and racial oppression; why race takes precedence over class in assessing the black historical experience; the extent to which judicial cases provide a pragmatic assessment of the realities of slave life; the extent to which American law supported the racial subordination of slave and free blacks; whether or not the economic and political imperatives that prompted antebellum African American settlement in West Africa can be considered colonialist in design and intent.
These and other questions will bring to the forefront the central issue of the agency of African Americans in their attempts to survive racism and slavery in attempts forge their own political and economic liberation. This course, consequently, emphasizes both the deconstruction of prevailing assessments and interpretations of the African American experience as well as provides information for a new reconstruction of the Black Experience from slavery to freedom. In each instance, emphasis will be on exploring different historical interpretations of the Black Experience.
African American slaves did not lead a monolithic slave experience. They shared life-time, hereditary, involuntary servitude, racial oppression and subordination. But many manipulated the institution and slave codes in attempts to mitigate that oppression. Others, such as Nat Turner and Dred Scott used other means to bring about an end to their servitude, while free blacks also fought to end slavery as well as improve their economic, societal and legal status.   Yet, given the recent (Spring 2020) highly negative economic impact of the virulent Corona Virus on the African American community, are there similarities/parallels between the resulting socio-economic impact and conditions of slaves and free blacks, both workers and entrepreneurs (1619-1865), with those of 21st century African Americans, also both the workers and entrepreneurs, in contending with the racial iniquities of capitalism?
The primary purposes of this course, then, are 1) to develop an understanding of the nature of historical inquiry; 2). to heighten historical consciousness 3), encourage critical thinking and analysis of historical material; and. 4) to recognizing the difference between what might have happened and what actually happened to blacks, both slave and free blacks during the age of slavery to the Civil War.

REQUIRED BOOKS
Franklin, John Hope and Higginbotham, E. From Slavery to Freedom: A History of African Americans
Holt, Thomas, Barkely-Brown, E. and Patterson, T.   Major Problems in African American History, Vol 1
Horton, James, Horton, L., In Hope of Liberty: Culture, Community, Protest among Northern Free Blacks,
                         1700-1860 
Owens, Leslie, This Species of Property: Slave Life and Culture in the Old South
Walker, Juliet E. K., The History of Black Business in America: Capitalism, Race, Entrepreneurship, Vol 1,  
Washington, Harriet A., Medical Apartheid: The Dark History of Medical Experimentation on Black
             Americans from Colonial Times to the Present.

EXAM I (take-home )                                      30%
RESEARCH PAPER                                            30%
EXAM 2                                                             30%
CLASS PARTICIPATION                                       5-10%
EXTRA CREDIT Museum Visit Report          5%
Extra Credit Movie/Book Report                  5%


AFR 370 • Black Horror/Psychoanalysis

30195 • Walter, Patrick
Meets MWF 1:00PM-2:00PM BUR 214
CDWr
show description

This course is based on two complicated encounters:  black artists’ engagement with gothic horror and black critical theorists’ confrontations with psychoanalysis. For good reason, both horror and psychoanalysis have often been considered hostile toward the people and cultures of the African Diaspora.  Nonetheless, many key writers and filmmakers such Toni Morrison, Octavia Butler, and Jordan Peele have reinvented gothic horror conventions as a way of articulating the legacies of colonization and chattel slavery.  Similarly, some of the most important black political thinkers and activists – including Frantz Fanon, Hortense Spillers, David Marriott, and Frank Wilderson – have developed their conceptual frameworks in part through complex and deeply critical revisions of the ideas of Sigmund Freud and Jacques Lacan.  What can the ghosts, vampires, demons, and witches of African Diasporic fiction tell us about the relevance and limits of psychoanalytic thought to black critical theory and praxis?  How does Jordan Peele’s horrific imaging of the therapist’s couch in Get Out! develop a black critique of Freudian transference in keeping with Wilderson’s notions of Afro-Pessimism?  How might the vampiric death drive in Octavia Butler’s Fledgling help us to understand Fanon’s notion of violence?  This class provides an introduction to gothic horror, African Diasporic aesthetics and theory, and some of the fundamental aspects of Freudian and Lacanian psychoanalysis.

 

Readings/Films:

Morrison, Toni.  Beloved

Butler, Octavia.  Fledgling

LaValle, Victor.  The Devil in Silver

Peele, Jordon.  Get Out!

---.  Us.

Condé, Maryse.  I Tituba:  Black Witch of Salem

Naylor, Gloria.  Linden Hills

O’Shea, Michel.  The Transfiguration

Gunn, Bill.  Ganja and Hess

Romero, George A.  Night of the Living Dead

 

Critical Theory

Fanon, Frantz.  Black Skin, White Masks (selections)

Spillers, Hortense.  “Mama’s Baby, Papa’s Maybe:  An American Grammar Book”

Marriott, David.  Haunted Life:  Visual Culture and Black Modernity (selections)

Wilderson, Frank.  Red, White, and Black (selections)

JanMohamed, Abdul.  The Death-Bound-Subject (selections)

Cole, Merrill.  “Nat Turner’s Thing.”

Freud, Sigmund.  Beyond the Pleasure Principle (selections)

---.  The Uncanny

---.  “Mourning and Melancholia.”

Lacan, Jacques.  The Four Fundamental Concepts of Psychoanalysis (selections)

---. Ecrits (selections)

Miller, Jacques-Alain.  Extimité.”

 


AFR 370 • Freedom Summer

30200 • Burrowes, Nicole
Meets TTH 11:00AM-12:30PM CAL 22
CD (also listed as WGS 340)
show description

Course Description:

This course examines one of the most radical moments in civil rights history—the 1964 Mississippi Project. Widely known as “Freedom Summer,” this civil rights campaign organized a multi-faceted program that challenged white supremacy in one of the nation’s most racially oppressive and violent states through the development of Freedom Schools, voter registration drives, and an alternative political party called the Mississippi Freedom Democratic Party. Even more, Freedom Summer called on Black women and men from the community, many of whom were poor and disenfranchised, to lead their own movement.

It was during the Freedom Summer campaign that activists debated the merits of non-violence vs. self-defense; the limits of charismatic male leadership; and the role of white allies in the struggle for Black freedom. In the face of extraordinary violence and economic deprivation, Black Mississippians waged one of the most powerful, yet understudied, movements in civil rights history, and they modeled the maxim that “ordinary people can accomplish extraordinary things.”

Using scholarly texts, primary sources, film and music, students will explore the 1964 Freedom Summer Project in order to understand diverse struggles, leadership styles, and competing interpretations of what it means to be free. Borrowing directly from the original Freedom School curriculum, students will contemplate the “myths of society” as well as theoretical and conceptual frameworks necessary for the creation of a just society. This course also seeks to draw connections through a roaming classroom format in which we will gather at various sites in our surrounding community on occasion.

Readings:

  • Faith S. Holsaert, ed., Hands on the Freedom Plow: Personal Accounts by Women in SNCC(Urbana: University of Illinois Press, 2012);
  • Payne, Charles M. I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle. Moody, Anne. Coming of Age in Mississippi. 
  • McGuire, Danielle L. At the Dark End of the Street: Black Women, Rape, and Resistance: A New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power. 
  • Hale, John. The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement. 
  • Umoja, Akinyele Omowale We Will Shoot Back: Armed Resistance in the Mississippi Freedom Movement. 
  • Ransby, Barbara. Ella Baker & the Black Freedom Movement: A Radical Democratic Vision. 
  • Dittmer, John. Local People: The Struggle for Civil Rights in Mississippi. 
  • Cobb, Charles. This Nonviolent Stuff’ll Get You Killed. 
  • Hamlin, Françoise. Crossroads At Clarksdale: The Black Freedom Struggle in the Mississippi Delta after World War II.
  • Barbara Ransby, Making All Black Lives Matter

AFR 380P • Race And Medicine

30215 • Farmer, Ashley
Meets W 3:00PM-6:00PM CMA 3.108
show description

This course explores how race has played an outsized role in the history and practice of American medicine. The course examines the historical context out of which racist medical practices arose and how modern medical training has perpetuated these inaccuracies in both scholarship and clinical training. This interdisciplinary class will familiarize students with modern African American history and modern medical literature with the goal of critically engaging them in questions of race, ethnicity, biology, and medical treatment. It will be open to graduate students as well as students at the Dell Medical School.

Readings:

  • Harriet A. Washington, Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present 
  • Dorothy Roberts, Killing the Black Body: Killing the Black Body: Race, Reproduction, and the Meaning of Liberty
  • Keith Wailoo, How Cancer Crossed the Color line 
  • Diedre Cooper Owens, Medical Bondage: Race, Gender, and the Origins of American Gynecology
  • Lundy Brawn, Breathing Race into Machines:The Surprising Career of the Spirometer from Plantation to Genetics 
  • Vence L. Bonham, JD; Eric D. Green, MD, PhD; Eliseo J. Pérez-Stable, MD, “Examining How Race, Ethnicity, and Ancestry Data Are Used in Biomedical Research,” Journal of the American Medical Association, September 24, 2018 
  • Dorothy Nelkin, PhD, “Sex, Race, and Science: Eugenics in the Deep South.” Journal of the American Medical Association,August 2, 1995
  • V. Wiesenthal, M.D.,Case of a Negro Whose Skin Has Become White,” The New England Journal of Medicine, January 1, 1819.

All other materials available via CANVAS

Grading:

  • Presentation/ Discussion leading- 15%
  • Class Attendance and Participation- 15%
  • Personal Race/Medicine Reflection 15%
  • Weekly Reflections 20%
  • Annotated Bibliography- 10%
  • Final Paper- 25%

AFR 381 • Alienation And Freedom

30220 • Alagraa, Bedour
Meets W 11:00AM-2:00PM RLP 0.124
show description

This course is a graduate reading seminar which focuses on the problem of alienation as a predicament for Black radical anticolonal thought and politics. In this seminar, we will trace the genealogy of this ‘problem’ to the humanist tradition, in which the figure of the human is the site for considerations regarding both alienation and freedom. We will endeavour to consider a different humanist strand, drawn from radical Black transnational thought, which attempts to de-link from Enlightenment conceptions of Man in order to consider how alienation and freedom might be conceptualized differently. Via these theorizations, we will explore some of the key ‘problems’ of Man, which include his overrepresentation (Wynter, 2006), and the problems of alienation, labour, colonial violence. We will also consider some key paradigms which refuse these problematics, including rebellion/revolution, marronage, and aesthetic movements/traditions. The readings will be structured around the works of Sylvia Wynter, Frantz Fanon, and Aimé Cesaire, and will include works from other political philosophic traditions.


AFR 381 • Theories Of Race/Ethnicity

30225 • Irizarry, Yasmiyn
Meets TH 3:30PM-6:30PM BEN 1.106
(also listed as SOC 395L)
show description

Please check back for updates.


AFR 390 • Black Studies Theory I

30240 • Marshall, Stephen
Meets T 2:00PM-5:00PM CAL 221
show description

In this course we will explore some of the central themes and problems of Black Studies in the United States and the Black Diaspora. We will ask: What is race and how has it functioned in the constitution of modernity, space, and selfhood? What is blackness and how is it lived and expressed? What is the relationship of slavery to capitalism, empire, war, and democracy, and what are the ideological, performative, and cognitive legacies of slavery? Finally, what formations of imagination and sociability have (dis)organized Black communal life, and which remain vital?

To ask these questions, of course, requires that we simultaneously engage more basic inquiries about the very dynamic nature, constitution, and aim of Black Studies. What is Black studies? Who are its subjects? What is its object? These, and the opening questions, are rendered even more complex when we recognize that Black Studies – in the United States as in its Black diaspora versions – is defined by unstable, shifting, and contested genealogies, boundaries, and projects. Black Studies is as contested, unstable, and vulnerable as the social life/social death it portrays, and as such defies – although certainly encourages – final categorizations. 

We will pursue these and other questions emerging out of our seminar by following the intellectual path W.E.B. Du Bois marked in his The Souls of Black Folk. As the achievement of a highly dedicated yet quite often parochial man of his time, Souls reflects an intellectual terrain that is, on the one hand, quite generative, and on the other, fraught and sometimes perilous. To grapple with Du Bois is to engage the larger field of Black Studies; to grapple with the field of Black Studies is to engage Du Bois. An attentive reading of Du Bois will engender propositions that both address the text and extrapolate it. This resulting set of propositions, in turn, gives us an entry into the ever-shifting conceptual assemblage that is Black Diasporic Studies. 

Course assignments and expectations

This is an intensive, collective theoretical conversation. It requires consistency of reading and participation over the entire semester. Students must be prepared to actively engage in seminar discussions during every session. Attendance and active participation are mandatory, and are a considerable portion of your evaluation.

The seminar space must be respected. Please take care of your health and rest needs so that you are not tempted to nap or doze off during our sessions. If agreed, we will have a 15 minute break at the halfway point of our seminar. Please turn off any electronic device that might produce distracting sounds. 

Grading

Research Paper (15-20 pages): 50%                                                                   

Leading Class Discussion: 25%

Class participation (including freethinking weekly piece): 25%


AFR 395P • Subjects In Prof In Afr

30245 • Foster, Kevin
Meets T 11:00AM-2:00PM GWB 1.138
show description

Please check back for updates.