American Studies
American Studies

AMS 311S • Americans Abroad

31070 • Butterfield, Leah
Meets MWF 1:00PM-2:00PM BUR 436A
Wr
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AMS 311S • Gendering Asian America

31075 • Remoquillo, Andrea
Meets MWF 10:00AM-11:00AM BUR 436A
CDWr (also listed as AAS 310)
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AMS 311S • Rock Music/Representation

31080 • Grover, Katherine
Meets MWF 11:00AM-12:00PM BUR 436A
Wr
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AMS 311S • Vice In American Culture

31085 • Barber, Judson
Meets MWF 2:00PM-3:00PM BUR 436A
Wr
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AMS 311S • Visions Of Utopia

31090 • Brumberg-Kraus, Zoe
Meets MWF 12:00PM-1:00PM BUR 436A
Wr
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AMS 315 • African American Culture

31095 • Walter, Patrick
Meets MWF 2:00PM-3:00PM GEA 114
CD (also listed as AFR 301, ANT 310L)
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AMS 315 • Building America

31098 • Bsumek, Erika
Meets TTH 9:30AM-11:00AM GEA 105
CDE HI (also listed as HIS 317L)
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This course will look at roughly 100 years of building in American society from 1867-1980. It will focus on the ways in which politicians, architects, engineers, urban planners, construction workers, naturalists, environmentalists, novelists, filmmakers and the American populous approached the relationship between large-scale infrastructure projects and social development. This course will pay special attention to  the design of specific dams, highways, and urban areas and will place them in larger historical perspective by evaluating key locations before and after they were built or expanded. Hoover Dam, for instance, would provide a key case study in this class. Hoover Dam does more than hold water and generate electricity. It dramatically changed (and continues to change) the relationship that people had with technology, the surrounding area, and with each other. The closest urban area, Las Vegas, will also be evaluated when discussing Hoover Dam, but so too will Southern California. Special attention will also be paid to the engineering innovations that changed construction techniques used in large scale projects.

Engineers of Dreams: Great Bridge Builders and the Spanning of America by Henry Petroski (Oct 29, 1996)

To Engineer Is Human: The Role of Failure in Successful Design by Henry Petroski (Mar 31, 1992)

Seely, Bruce Edsall. Building the American Highway System: Engineers as Policy Makers. Technology and Urban Growth. Philadelphia: Temple University Press, 1987.

Snyder, Logan Thomas. “The Creation of America’s Interstate Highway System.” American History 41, no. 2 (June 2006): 32–39.

Moudry, Roberta, ed. The American Skyscraper: Cultural Histories. New York: Cambridge University Press, 2005.

McCullough, David G. The Great Bridge: The Epic Story of the Building of the Brooklyn Bridge. New York: Simon & Schuster, 2001.

Introduction to Engineering Nature: Water, Development, and the Global Spread of American Environmental Expertise, by Jessica Tiesch, (UNC Press, 2011). 

We will be reading short articles about specific building projects: Hoover Dam, Glen Canyon Dam, the Brooklyn Bridge, the Sears House, the Woolworth Building, etc.

Possible readings may include:

Schweitzer, Robert. America’s Favorite Homes: Mail-order Catalogues as a Guide to Popular Early 20th-century Houses. Great Lakes Books. Detroit: Wayne State University Press, 1990.

Cooke, Amanda, and Avi Friedman. “Ahead of Their Time: The Sears Catalogue Prefabricated Houses.” Journal of Design History 14, no. 1 (January 1, 2001): 53–70. 

Midterm: 100 points

Paper: 50 points

Final exam: 100 points

Book Review: 25 points

Reading quizzes: 10 points each

In class participation: 25 points.


AMS 315 • Germany And Globalization

31110 • Hoberman, John
Meets TTH 3:30PM-5:00PM BUR 337
GCWr (also listed as EUS 308, GSD 311F)
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Globalization is a historical process of worldwide integration that has both economic and cultural dimensions. As Europe's largest economy and labor market, Germany has experienced both economic and cultural globalization in ways that have transformed a society long associated with mythic ideas about German nationhood and identity. The new economic order of the European Union, characterized by multinational corporations and the free flow of capital and labor, has changed German society by internationalizing the products, services, travel opportunities, and mass media that are now available to all Germans. One aspect of this process has been the arrival of foreign workers that began during the 1950s. In recent decades the presence of 8,000,000 foreign residents, including 3,000,000 Turks, has forced the German myth of national identity to change toward a more multiethnic model. This model is now in crisis following the arrival in Germany of huge numbers of non-European refugees. The racial view of nationality based on bloodlines rather than a liberal, republican view of citizenship is, after a long postwar decline, now making a comeback on the German political right. The influence of xenophobia in Germany is currently one aspect of a “new normal.” At the same time, the postwar transformation of Germany's role in the world is evident in the fact that the prime movers of the European Union have been the politically conservative German Chancellors Helmut Kohl (1982-98) and Angela Merkel (2005-). German leadership within an unstable European Union confirms its international orientation in today’s world.

Cultural globalization during the postwar period has been driven primarily by an American "cultural imperialism" that includes the sheer power of the English language to infiltrate virtually all aspects of modern experience. Popular music, television programming, and Hollywood films exemplify the appeal of American cultural models in Germany and in other modern societies. The German language is absorbing American vocabulary ("Team," "Insider," "Know-How," "Power," etc.) at a breathtaking rate, a cultural process that has been accelerated in recent years by the ubiquity of a computer technology of American origin. All of these trends make German society an important case study in the epochal contest between cultural self-preservation and globalization that is taking place around the world.


AMS 315 • Hist Of Religion In The US

31105 • Graber, Jennifer
Meets MWF 9:00AM-10:00AM GAR 0.102
CD HI (also listed as HIS 317L, R S 316U)
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This class explores how religious people and communities in the United States affirm their faith, understand the ethical life, engage in ritual acts, and organize their communal relations. It looks at how religious practice has developed in the United States through a historically organized survey of religious groups. To organize our study of this vast subject, we will focus particularly on the themes of colonization and immigration, two phenomena that have impacted the American religious landscape.

We begin with the continent’s original diversity in its hundreds of Native American traditions. Moving to the colonial era and continuing through the contemporary moment, we explore colonizing and immigrating movements that have brought European Jews, Catholics, and Protestants, along with practitioners of Islam, Buddhism, and Hinduism from Asia and Africa to North America. We also investigate communities birthed in the United States, including Mormonism, Pentecostalism, and the Nation of Islam. Through this survey, we consider a variety of religious traditions, the changing state of the population’s religious composition, as well as how Americans have navigated those shifts using concepts such as disestablishment, diversity, and pluralism.


AMS 315 • Intro To Asian Amer Studies

31100 • Tang, Eric
Meets TTH 2:00PM-3:30PM UTC 3.132
CD (also listed as AAS 301)
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AMS 315 • Intro To Digital Humanities

31099 • Fischer, Elizabeth
Meets MWF 11:00AM-12:00PM FAC 7
Wr
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AMS 315 • Race, Deportation, Diaspora

31097 • Mena, Olivia
Meets TTH 12:30PM-2:00PM WAG 208
CD (also listed as AFR 317D, LAS 310)
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AMS 321 • Asian Americans In The South

31115 • Bhalodia, Aarti
Meets MWF 11:00AM-12:00PM RLP 0.104
CD (also listed as AAS 330)
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Course Description:

 

This course focuses on the history and culture of Asian Americans in the U.S. South. We will examine what brought Asians to the American South. How have Asian Americans in the South created and sustained community? We will study the history and development of Asian American suburban communities in metropolitan areas, such as Houston, Atlanta, and New Orleans. The course will highlight the diversity within Asian America by exploring Indian, Pakistani, Vietnamese, Chinese, Filipino, Korean, Japanese, and Cambodian communities.

 

While focusing on contemporary Asian American life in the South, the course will explore legacies of Jim Crow segregation and the impact of the Civil Rights Movement on Asian American community development and residential living patterns in the South. Through the semester we will consider the following questions: How have Asian Americans negotiated culture, language, and/or religion in the South? What challenges and opportunities have they faced as they navigate socio-economic, racial, and social boundaries? How might Southern history, fraught with racial trauma and oppression, inform the development of Asian American communities?

 

Readings:

  • Bow, Leslie. Partly Colored: Asian Americans and Racial Anomaly in the Segregated South. NYC: NYU Press. 2010.
  • Joshi, Khyati Y. and Jigna Desai, Eds. Asian Americans in Dixie: Race and Migration in the South. Champaign, Illinois: University of Illinois Press. 2013.

 

 

Grading:

  • Attendance: 5%
  • Class Participation: 10%
  • Response Papers: 10%
  • Exams: 50% (2x25)
  • Research Paper: 25%

AMS 321 • Central Eur Goes To Hollywood

31120 • Arens, Katherine
Meets TTH 11:00AM-12:30PM BUR 337
GCII (also listed as GSD 330, RTF 377H)
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Hollywood’s golden age, from the 1930s through the 1960s, was due in no small part to the presence of emigrants or refugees: actors, directors, writers, studio heads, and technical production people.  That influence continues today.

This course will introduce you to some of their finest films, and to the problems faced by artists in exile then and now, as they try to recoup careers and reputations, and deal with media, publicity, stereotyping, and language barriers.  Case studies here will favor especially “Austria in Hollywood.”   From Klaus Maria Brandauer through Arnold Schwarzenegger, from The Sound of Music to Sunset Boulevard, Ninotchka to Eyes Wide Shut -- these are the figures, texts, and films that create, transcend, exploit, and perpetuate international images of their homelands.  Yet within the culture industries, this exemplary immigrant community offered an unparalleled source of film industry talent and critical intelligence, contributing   an urbane, witty tone to the Hollywood film, joining entertainment to sophisticated social criticism. 

These films will also be used to introduce how to “read” plays, films, and media and think critically about their content -- especially what it means to cross cultural lines, to import and export culture across political and social boundaries.  Topics to be addressed include:

        -adaptations (book to play to film to remakes)

        -conventions and stereotyping

        -film genres

        -directors, esp. Ernst Lubitsch & Billy Wilder

        -famous faces:  how celebrity works

Grading:

  • Film Worksheets ("Précis") = 3 x 5 % = 15 %
  • Group project, posted online = 20 %
  • Individual film review (growing out of group project) = 15 %
  • Research project, done in stages (Abstract, Bibliography/research strategy, final paper) = 50%

AMS 321 • Cultural Landscapes

31124 • Lopez, Sarah
Meets TTH 9:30AM-11:00AM SUT 3.112
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AMS 321 • Film And Social Change

31123 • Sebro, Adrien
Meets MWF 9:00AM-10:00AM BMC 4.212
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AMS 321 • Memories Of War

31125 • Laubenthal, Barbara
Meets TTH 2:00PM-3:30PM BUR 337
GC (also listed as EUS 346, GSD 360)
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AMS 321 • Race/Class/Gender In Amer Tv

31129 • Sebro, Adrien
Meets MWF 3:00PM-4:00PM CMA 6.170
CD
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AMS 321 • Urban Unrest

31130 • Tang, Eric
Meets TTH 11:00AM-12:30PM RLP 1.104
CDE (also listed as AAS 330, AFR 372F, ANT 324L)
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AMS 321 • US In The Civil Rights Era

31135 • Green, Laurie
Meets TTH 11:00AM-12:30PM MEZ 1.120
CDE HI (also listed as AFR 374D, HIS 356P)
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Description

A half century after the high point of the Civil Rights Movement in the U.S., most American students learn about the 1955 Montgomery Bus Boycott, the 1957 Little Rock conflict over school desegregation, the 1963 March on Washington, and the fire hoses in Birmingham. Far fewer encounter the less-televised moments of civil rights history, the meanings of freedom that included but went beyond desegregation, and the breadth of participation by local people. It is even less common to consider other movements that paralleled the black freedom movement among, for example, Mexican Americans, Native Americans, and Asian Americans. Taking a comparative perspective, this upper division lecture course explores these aspects of the civil rights era. It also examines their larger historical context within American culture from the Second World War to the present. This course is also intended to encourage students to consider questions about the writing of this history: How have civil rights scholars approached this history? What are their central arguments and how do we assess them? What has received the most attention, and what has received almost no attention? What kinds of sources have they used, and what are the benefits and/or drawbacks of these choices?

 

Possible texts

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

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

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

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

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

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

 

Evaluation

Attendance

Short Assignments, submission grade (3)

In-class unit exams (3)

Graded Group Projects (3)


AMS 321F • African Amer Hist Since 1860

31140 • Walker, Juliet
Meets TTH 11:00AM-12:30PM GAR 1.126
CD HI (also listed as AFR 357D, HIS 357D, URB 353)
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Assessments of the historic experience of African Americans from the Civil War and Reconstruction to the Civil Rights Era and the Second Reconstruction, i.e., the post-Civil Rights Era from the 1970s through 2014, provide the focus of this course.  Emphasis will be placed on the political, economic, including the business activities, as well as social and cultural activities of African Americans. The course begins with assessing the Black American experience during the Civil War and Reconstruction.  In the immediate first post-Reconstruction, the Exodus of 1879 is considered along with the founding and building of Black Towns. Also, legal and extralegal means, including violence, disfranchisement and segregation of Blacks, that is, the rise of Jim Crow, at the turn of the century and the Great Migration of the WWI era are examined. Ideologies of black leaders during that period, W.E.B. Du Bois, Booker T. Washington, Ida B. Wells and Marcus Garvey are compared.

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

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

Texts:

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

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

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

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

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

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

Grading:

Exam 1  (Take home)                    30

History Research Paper                 30

Student Panel Presentation           10

Exam  2(Take Home)                  30


AMS 327 • Science/Magic/Religion

31145 • Crosson, Jonathan
Meets MW 2:30PM-4:00PM BUR 130
EGC (also listed as AFR 372G, R S 373L)
show description

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AMS 330 • Mdrnsm In Am Design/Arch

31150 • Meikle, Jeffrey
Meets TTH 3:30PM-5:00PM BUR 136
VP
show description

Upper-division standing required. Fulfills the core requirement for “Visual and Performing Arts”

SAME AS ARH 367 (TOPIC 3).

Description

This lecture course is intended to provide a broad knowledge of major issues in the history of American design and architecture from about 1880 to the present.  The central assumption of the course is that our environments both shape us and reflect what manner of people we are.  The term design is understood to include all elements of the built environment ranging from the smallest artifacts and products through buildings (whether vernacular or elite) to the shape of suburban and urban landscapes.  Students are encouraged to consider design in the context of social and cultural history.  Among topics to be considered are methods of cultural analysis of material artifacts; the rise, triumph, and fall of functionalism and the International Style; the emergence of uniquely American varieties of commercial design in a consumer society; the interactions of technology, economics, and design; the impact of the automobile on all levels of design; the rise of postmodern design and deconstructive architecture as counters to the modernist tradition; and design for the information age.  Among problems to be considered are tensions between tradition and novelty, between functional and expressive theories of design, between elite ideologies and popular desires, and between European and American design. 

 

Requirements

Although lectures will be illustrated with slides, this is not an image memorization course.  Grades will be based on:

Two in-class exams (the first counting 15%; the second 25%)

5-7 page paper based on original observation (30%)

Final exam (30%).

 

Possible Texts

Le Corbusier, Towards a New Architecture

Carma Gorman, The Industrial Design Reader

Jeffrey Meikle, Design in the USA

John Kasson, Amusing the Million

Karal Ann Marling, As Seen on TV

Michael Sorkin, Variations on a Theme Park


AMS 370 • American Utopias

31165 • Gaughen, Brendan
Meets TTH 12:30PM-2:00PM BUR 436A
IIWr
show description

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AMS 370 • Animals/American Culture

31190 • Davis, Janet
Meets MW 3:00PM-4:30PM BUR 436A
IIWr HI (also listed as HIS 350R, WGS 345)
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AMS 370 • Coastal Commun Early Amer

31210 • Kamil, Neil
Meets TTH 2:00PM-3:30PM CAL 221
IIWr HI (also listed as HIS 350R)
show description

Most of America’s earliest settlements were coastal communities.  Indeed, in human terms, bodies of water: oceans, lakes, rivers, bays, sounds, tidal pools, ponds, and streams helped define both the extent and limits of local, regional, and ultimately global history and culture.  Water simultaneously connected and separated through the movements of highly mobile populations which communicated through exploration, war, commerce, migration, and travel along routes sometimes millennia old during a time when travel by boat was far simpler than overland travel.  Hence, American history can be understood within the broad, transoceanic web of human geography called Atlantic history and culture.  The purpose of this course is to explore the social and cultural history of American coastal communities from an interactive perspective.  Ultimately, then, we are concerned with water and water-mediated culture as fundamental modes of contact and communication in the pre-industrial world.

Selected readings will include: H. Magnusson and H. Palsson, The Vinland Sagas (on the Vikings); M. Kurlansky, Cod, N. Philbrick, In the Heart of the Sea: The Tragedy of the Whale Ship Essex; and Marcus Rediker’s book on pirates, Between the Devil and the Deep Blue Sea.  

This course meets substantial writing requirements.  Students will read about a book a week or substantial articles from a multidisciplinary list.  One film will be shown.  Attendance is mandatory.  Students must contribute regularly to class discussion and turn in brief (2 page maximum) weekly writing assignments analyzing the reading for that week.  These readings should not be considered standard book reviews; rather, they take the form of focused essays about problems, issues, and questions that the student wants to ask in the seminar, so they are intended to help facilitate discussion.  A 5-page final essay will propose an article to be included in a (fictitious) collection of essays about the major themes to emerge from this course.  Grades: weekly papers (50%); discussion (30%); final essay (20%). 


AMS 370 • Cvl Rts Mvmt Frm Comp Persp

31205 • Green, Laurie
Meets W 3:00PM-6:00PM GAR 2.128
CDIIWr HI (also listed as AFR 374D, HIS 350R, MAS 374)
show description

Description

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

 

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

 

Activities

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

Readings:

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

Biondi, Martha. The Black Revolution on Campus

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

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

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

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

Evaluation

Attendance, preparation, participation

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

Sweatt v. Painter project (completion of information forms)

7-page essays or blogs, (3 total)


AMS 370 • Hist Black Entrepren In US

31200 • Walker, Juliet
Meets TTH 2:00PM-3:30PM GAR 2.128
CDIIWr HI (also listed as AFR 374D, 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.

Proceeding from an interdisciplinary perspective, the course considers both the financial successes of superstar black athletes and hip hop entrepreneurs as well as their emergence as cultural icons, contrasted with the comparatively overall poor performance of Black Business not only within the intersection of race, gender, class, but also within the context of transnationalism in the globalization sale of African American Culture in post-Civil Rights America. But who profits?

Most important, why is it that business receipts for African Americans, who comprise almost thirteen percent of this nation's population, amounted in 2007 to only .5%, that is, less than one (1) percent of the nation's total business receipts? In addition, why is it that among the various occupational categories in which blacks participate in the nation's economy, especially as businesspeople, that black entertainers and sports figures are the highest paid? What does this say about race, class, gender and hegemonic masculinities in America at the turn of the new century?

Anderson, Maggie, Our Black Year: One Family's Quest to Buy Black in America's Racially Divided Economy

 

Jones, Marvin D. Fear of a Hip Hop Planet: America’s New  Dilemma

 

Marable, Manning, How Capitalism Underdeveloped Black America: Problems Race, Political Economy, and  Society  

 

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

 

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

 

Stoute, Steve, The Tanning of America:  How Hip Hop Created a Culture That Rewrote the Rules of a  New Economy

Walker, Juliet E. K. “History of Black Business in America: Capitalism, Race, Entrepreneurship”            

      Course Packet chapters 6-11 from The History of Black Business in America:  Capitalism, Race,

                      Entrepreneurship (New York/London:  Macmillan/Prentice Hall International, 1998) 

Critical Book Review Analysis                           25%

    (5 reviews, 2-3 pages 5 points each)

Class Discussion/participation                             25%

Oral Summary of Research Paper                         5%

Seminar Research Paper (15 pages)                    45%


AMS 370 • Key Works In Amer Pop Music

31195 • Lewis, Randolph
Meets MW 10:00AM-11:30AM JGB 2.202
IIWr
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AMS 370 • Latinx Sexualities

31170 • Rosas, Lilia
Meets MW 2:30PM-4:00PM PAR 103
CDIIWr (also listed as AFR 372C, MAS 374, WGS 335)
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AMS 370 • Media/Tech In 1990s US

31175 • Gaughen, Brendan
Meets TTH 2:00PM-3:30PM BUR 436A
IIWr
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AMS 370 • Socty, Cul, Polit In 1960s

31185 • Mickenberg, Julia
Meets TTH 11:00AM-12:30PM BUR 436A
CDIIWr
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AMS 370 • U.s. Masculinities

31180 • Beasley, Alex
Meets TTH 9:30AM-11:00AM BUR 436A
IIWr (also listed as WGS 335)
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AMS 386 • Cultural Hist Of US Since 1865

31220 • Davis, Janet
Meets T 2:00PM-5:00PM BUR 436B
(also listed as HIS 392, WGS 393)
show description

Note: Graduate standing required. Students also required to attend undergraduate lectures, AMS 356


AMS 390 • Creative Non Fiction

31225 • Lewis, Randolph
Meets M 1:00PM-4:00PM BUR 436B
show description

Graduate standing required. Permission from instructor required.


AMS 390 • Life Writing

31229 • Mickenberg, Julia
Meets TH 2:00PM-5:00PM BUR 436B
(also listed as E 395M, WGS 393)
show description

This class considers the possibilities of life writing (with a focus on biography but also encompassing autobiography, memoir, and related genres) as a window into history, culture, society, and politics as they relate to subjectivity, intimate relations, sexuality, and affect. Covering a range of formal possibilities and disciplinary approaches as well as theoretical perspectives, and emphasizing writings by women and feminist theory, the class will culminate in either a critically-informed comparison of several (auto)biographical texts or the creation of a work that uses a biographical or autobiographical frame for exploration of issues that extend well beyond the individual or individuals in question.

Possible texts[*]

  1. Laurel Thatcher Ulrich, A Midwife’s Tale: The Life of Martha Ballard, Based on Her Diary, 1785-1912 (1991)
  2. Harriet Jacobs, Incidents in the Life of a Slave Girl (1861)
  3. Helen Lefkowitz Horowitz, Wild Unrest: Charlotte Perkins Gilman and the Making of The Yellow Wallpaper (2012)
  4. Saidiya Hartman, Wayward Lives, Beautiful Experiments: Intimate Histories of Social Upheaval (2018)
  5. Gertrude Stein, The Autobiography of Alice B. Toklas (1933)
  6. Erik Erikson, Young Man Luther: A Study in Psychoanalysis and History (1958)
  7. Norman Mailer, Marilyn: A Biography (1973)
  8. Lauren Redniss, Radioactive: A Tale of Love and Fallout (2015)
  9. Rebecca Skoot, The Immortal Life of Henrietta Lacks (2011)
  10. David Hadju, Positively Fourth Street: The Lives and Times of Joan Baez, Bob Dylan, Mimi Baez, and Richard Fariña (2011) or Patty Smith, Just Kids (2008)
  11. Robert Caro, Path to Power: The Years of Lyndon    Johnson (2011)
  12. Ruth Behar, Translated Woman (1993)
  13. Hermione Lee, Biography: A Very Short Introduction (2009)
  14. Laura Marcus, Auto/biographical Discourses (1999)

Additional readings on Canvas or in packet

[*] Books may not be read in full, and final text selections t.b.a.—if you are considering registering for the class and have strong feelings about the reading list, please feel free to get in touch with me to offer your input (mickenberg@austin.utexas.edu)


AMS 391 • Communicatn/Technlgy/Cultre

31227 • Strover, Sharon
Meets TH 9:00AM-12:00PM CMA 5.130
show description

Graduate standing required. Permission from instructor required.


AMS 391 • Migratory Urbanism

31228 • Lopez, Sarah
Meets T 2:00PM-5:00PM BTL 101
(also listed as MAS 392)
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Graduate standing required. Permission from instructor required.


AMS 391 • Multiethnic Feminist Forms

31230 • Pinto, Samantha
Meets TH 11:00AM-2:00PM PAR 214
(also listed as AFR 388, E 395M, WGS 393)
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This course will cover contemporary genre, and genre-bending work in multiethnic American feminist literature and theory, with a focus on intersections of race, gender, & sexuality. Primary texts will include: In the Wake, Electric Arches, Nanette, Self-Devouring Growth, Argonauts, Paul Takes the Form of a Mortal Girl, Slave Play, Wayward Lives, Look, Fairview, and work by Jia Tolentino, Rebecca Roanhorse, Carmen Machado, Issa Rae, and Deborah Paredez, among others. We will read ultra contemporary criticism and theory in Black Studies, American Studies, Ethnic Studies, Critical Race Studies, Queer Studies, Literary & Cultural Studies, and Feminism alongside these texts in order to ask:  How has contemporary creative feminist form affected the production of feminist criticism? How has feminist criticism informed the production of expressive culture?  How and why does form matter to feminist thought? What happens when feminist thought inhabits different genres of creative and critical expression?


AMS 391 • Probs In Colonial Amer Lit/Cul

31235 • Schwartz, Ana
Meets T 5:00PM-8:00PM CAL 323
(also listed as E 395M)
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Problems of Colonial American Literature and Culture

This course will introduce students to the major questions and concerns animating the study of early American literature and culture. Nearly a century ago, academic inquiry in the field grounded itself in the study of the literature and philosophy of the English settlers of the New England and mid-Atlantic region, and in that literature’s continuity with the dominant, independence-seeking dispositions of elite creole revolutionaries of the late eighteenth and early nineteenth centuries. Recent research under geo-spatial rubrics such as “the hemispheric turn” or “the Atlantic turn” have expanded our framework to transnational scales, and they have shored up critics’ desire to illuminate the vibrant heterogeneity of cultural participants across genres of representative and expressive work. In turn, these insights have enabled apprehension of diffuse relations of power across social strata as well as speculation on the early emergence of several of “late” American culture’s recognized characteristics: aspirations toward a national literature, scientifically underwritten rationality, or sentimental exceptionalism.


Throughout these inquiries, however, persists the long-lamented, yet still-robust “trade gap” between the literary-critical and more conventionally historiographic disciplines in early Americanist study, a relationship that tends to subordinate the former as a junior partner to the latter’s putatively more authoritative forms of knowledge. Given the robust capacity for historical revision made possible by literary critical methods—in a context, no less, of unrelenting and dynamic white settler supremacy in America—does this ongoing gap constitute a crisis? This course gambles on the possibility that a renewed emphasis on theoretical approaches, often rejected by historical scholarship, can help resolve this crisis. Drawing on recent scholarship in political theory, Black Studies, and Indigenous and settler colonial studies, fields of inquiry that have all, variously, drawn from the literature of early America, this course approaches early American literature and culture as evidence of an assemblage of power whose effects are still traceable in the America whose coercions we unevenly share. Taking up strategies of close reading, we will grapple with the range of literary experimentation during uncertain times and reflect critically on the contours of crisis experienced by a variety of historical actors, and the representational strategies that they seized and transformed to engage with these crises’ constituent conditions of possibility.

We will supplement our survey of canonical primary texts (Bradford, Bradstreet, Rowlandson, Edwards, Franklin, Jefferson, Brown, Poe, Hawthorne, Emerson) with those texts written from positions marginal to hegemonic exercises of political power (autobiographies of black life such as those written by Venture Smith, John Marrant, and Olaudah Equiano; polemics written by critiques of settler racism such as those written by Maria Stewart, David Walker, and William Apess; performances of literary sophistication such as the poems of Lucy Terry, Phillis Wheatley, Jupiter Hammon and Samson Occom) and distant from the familiar sites of national genealogical investment (Sir Francis Drake’s circumnavigation of the globe; Richard Ligon’s natural cataloguing in the colony of Barbados; the insurrection of the Pueblo people in Nuevo México). We will frame these texts with a) a review of some founding figures in literary-critical theory (theorists students can expect to encounter across the graduate literary curriculum, such as Hegel, Marx, Nietzsche, Freud, Foucault); b) a survey of some of the most fruitful approaches to colonial literatures of the last several decades (Hall, Spivak, Loomba, Stoler, Mbembe), and c) an introduction to some of the most dynamic scholarship in American Studies today (Sharpe, Sexton, Wilderson, Puar, Schuller), modeling approaches that students can draw on and adapt in their own research across literary-historical periods.

AMS 391 • Race/Immigration/Citizenshp

31240 • Dorn, Edwin
Meets W 9:00AM-12:00PM SRH 3.219
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Graduate standing required. Permission from instructor required.


AMS 391 • Sports/Stadiums/Society

31244 • Collins, Miriam
Meets TTH 3:30PM-5:00PM SUT 3.112
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Graduate standing required. Permission from instructor required.


AMS 392 • Conference Course In Amer Stds

31245
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Graduate standing required. Permission from instructor required.


AMS 398T • Supv Teaching In American Stds

31265 • Cordova, Cary
Meets W 1:00PM-4:00PM BUR 436B
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Graduate standing required. Permission from instructor required.