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

AFR 303 • Introduction To Black Studies

29295 • Gordon, Edmund T.
Meets TTH 1100am-1230pm FAC 21
(also listed as ANT 310D)
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This course provides students with an introduction to Black Studies. The first section of the course is devoted to a history of Black Studies in the U.S. using the integration and development of Black Studies here at the University of Texas, Austin as a case study. We will then turn to considerations of the historical construction of Africa, the Black Diaspora and the idea of Blackness. Building on this foundation the course provides students with the analytical tools to critically explore canonical Black Studies literature, themes, and theories. This section of the course interrogates race, gender, class, sexuality, and their intersections as well as culture, power and politics. The second section of the course will focus in on the expression and use of Black Studies in the areas of: Critical Black Studies; Education, Psychology, and Mental Health; Government, Law and Public Policy; Expressive Culture, Arts, Music, Sports; and Africa and its Diasporic Cultures.

AFR 310K • Introduction To Modern Africa

29305 • Falola, Toyin
Meets TTH 1230pm-200pm UTC 3.134
(also listed as HIS 310, WGS 301)
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Introduction to modern Africa, with focus on colonial and postcolonial development in political organization, economics, sociolinguistics, and literature.

AFR 317D • Intro Black Women's Studies

29310 • Gross, Kali
Meets MWF 100pm-200pm BUR 224
(also listed as WGS 301)
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This course examines black womanhood in America.  Although grounded in history, we will use a broad range of materials and read across decades and disciplines to incorporate the voices and experiences of everyday black women as well as famous figures.  Whenever possible we will use films and documentaries to round out our understanding of images of black women in popular culture and literature as well as in social and political activism.


Required Texts:

Darlene Clark Hine and Kathleen Thompson.  A Shinning Thread of Hope: The History of Black Women in America.  Broadway Books: New York, 1998. 

Gerda Lerner, Black Women in America: A Documentary History.  Vintage Books: New York, 1992.

Beverly Guy-Sheftall. Words of Fire: An Anthology of African-American Feminist Thought. New York: The New Press, 1995. (WOF)

AFR 317D • Mlk Jr: A Moral Obligation

29315 • Burt, Brenda
Meets TTH 930am-1100am GWB 2.206
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This course will explore the Civil Rights Movement focusing on the specific work of Dr. Martin Luther King, Jr.  The selected readings will help the student to explore the history of Blacks from slavery to the present, using Dr. Martin Luther King, Jr.’s work as a lens.  The history of the MLK statue on the UT campus will be a main unit of the course, with the anticipation of a Black Studies History tour to Memphis, TN or Atlanta, GA as a “study abroad” opportunity. The course will incorporate the use of lectures, readings, video, simulation exercises, research, and extensive class discussions to assist students as they explore the impact of the Civil Rights Movement, using The University of Texas as one case study among many.

AFR 317E • Liberation In Afr Diaspora

29320 • Makalani, Minkah
Meets TTH 330pm-500pm PAR 101
(also listed as LAS 310)
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Examination of liberation and freedom struggles in the African diaspora, focusing on common intellectual, political, and social currents among the diaspora's various groups. Course focuses on three major themes: abolitionism, Pan-Africanism and national liberation, and hip hop. Particular emphasis will be on the ideas associated with these movements, and the major organizations and intellectual currents in all three.

AFR 317F • African American Lit And Cul

29325 • Maner, Sequoia
Meets TTH 200pm-330pm MEZ 1.102
(also listed as E 314V)
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E 314V  l  1-African American Literature and Culture

Instructor:  Maner, S

Unique #:  33900

Semester:  Spring 2016

Cross-lists:  AFR 317F

Restrictions:  n/a

Computer Instruction:  No

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

Description:  This course covers the rich traditions and pressing concerns of African American literature and culture through several eras including slavery and Reconstruction, the New Negro Renaissance and the Civil Rights era.  We’ll study notions of historical progress, repetition, and futurism through the voices of writers who have worked to push the black American experience from margin to center.

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

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

Tentative Texts:  Harriet Jacobs’ Incidents in the Life of a Slave Girl (1861); Ann Petry’s The Street (1946); Ralph Ellison’s Invisible Man (1952)

Requirements & Grading:  There will be a series of 3 short essays, the first of which must be revised and resubmitted. (70% of the final grade).  There will also be in-class reading quizzes, weekly blog posts, and in-class presentations (30% of the final grade)

AFR 317F • Music Of African Americans

29330 • Carson, Charles Daniel
Meets MWF 1200pm-100pm MRH 2.634
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Please check back for updates.

AFR 322D • Race And The Digital

29340 • Browne, Simone A.
Meets MWF 100pm-200pm CLA 1.404
(also listed as SOC 322D, WGS 322)
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In this interdisciplinary course students will examine race and digital technologies. Attention will be placed on forms of popular culture, social media, black cultural production and political action. Students will become more skilled in written communication and expression, reading, critical thinking, oral expression, and visual expression. Students will create and host a Wikipedia Edit-A-Thon, produce sound autobiographies using SoundCloud, annotate text using, and create web-ready research essays to be published online using ReadyMag.

AFR 372C • Beyonce Femnsm/Rihanna Womnsm

29350 • Tinsley, Omise'eke
Meets MWF 1000am-1100am ETC 2.108
(also listed as WGS 335)
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In her single “Flawless,” released in December 2013, Beyoncé Knowles samples a speech by Nigerian writer Chimananda Ngozi which includes her definition of “feminist”: a “person who believes in the social, political, and economic equality of the sexes.” As Beyoncé then continues to sing about what it means for “ladies” to “post up, flawless,” she literally inserts her music into African Diaspora conversations about what black feminism is, means, and does. In this course, we also enter this black feminist conversation—by engaging the music of recording artists Beyoncé and Rihanna as popular, accessible expressions of African American and Caribbean feminisms that reach worldwide audiences. Beginning with close analysis of these artists’ songs and videos, we read their oeuvre in conversation with black feminist theoretical works that engage issues of violence, economic opportunity, sexuality, standards of beauty, and creative self-expression. The course aims to provide students with an introduction to media studies methodology as well as black feminist theory, and to challenge us to close the gap between popular and academic expressions of black women’s concerns.



Beyoncé, Beyoncé

Rihanna, Seven

Jack Halberstam, Gaga Feminism

Diane Rialton, Music Video and the Politics of Representation

Patricia Hill Collins, From Black Power to Hip Hop

Beverly Guy Sheftall, Words of Fire

bell hooks, ain’t i a woman

Faith Smith, Sex and the Citizen

Kemala Kempadoo, Sexing the Caribbean


Grading breakdown (percentages):

Attendance - 15%

Reading Responses on Bb – 25%

Discussion Leading – 20%

Final Paper – 40%

AFR 372C • Race And Place

29355 • Thompson, Shirley E.
Meets TTH 1100am-1230pm CMA 3.114
(also listed as AMS 321, GRG 356T)
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When Harriet Tubman struck out for her own freedom and for that of countless others, she knew that her success depended on an intimate knowledge of the geographic boundaries of slave and free territory and the network of safe(r) spaces known as the Underground Railroad. When segregationists advocated for laws and policies that reinforced the color line, they spoke from an interest in “keeping blacks in their place.” When current day media executives attempt to market their programming to African American audiences they often frame them in terms of an “urban” market.  As these examples show, social constructions of race and status in the United States have always intersected with social constructions of place.

This course explores these intersecting themes of race and place by considering a range of topics beginning with the formulation of an exclusively white national space from the conquest of indigenous land and the transportation of enslaved Africans across the Atlantic. We will also consider various challenges to this white supremacist national logic, from the presence of the Haitian Republic to expressions of black nationalism, diasporic imaginings and exilic critique. We will discuss geographies of plantation slavery and Jim Crow segregation and black resistance to these geographies as individuals and groups such as Frederick Douglass, Harriet Jacobs, Marcus Garvey, Anna Julia Cooper, Rosa Parks, and the Freedom Riders forced a reconfiguration of public and private space. We will focus on such iconic black urban and rural spaces such as Harlem, Chicago, New Orleans, the Sea Islands, and more to keep track of the varied and complex politics of race and belonging. This course will provide a theoretical foundation in critical race studies and cultural geography and it will engage a wide variety of media, including speeches, memoir, poetry, music, visual culture, performance culture, film, and television. 

AFR 372C • Women And Socl Mvmnts In US

29357 • Green, Laurie B.
Meets TTH 1100am-1230pm UTC 4.132
(also listed as AMS 321, HIS 365G, WGS 340)
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This upper-division history course examines women’s participation in both well-known and lesser-known social movements during the twentieth century, more deeply than is possible in a U.S. history survey course. Throughout, we explore women’s activism in movements that specifically targeted women’s rights, such as the woman suffrage movement. However, we also consider women’s participation in movements that do not outwardly appear to be movements about women’s rights, such as the Civil Rights Movement.


In addition to exploring the scope and contours of women’s activism, the course will place particular emphasis on four key themes: 1) how cultural understandings of gender may have shaped these movements, 2) tensions between ideas of women’s rights that emphasized equality of the sexes and those that emphasized difference; 3) the question of whether you can write a universal history of women or need to write separate histories along lines such as race, class, region and/or sexual preference; 4) power relations not only between men and women but among women.


Course Evaluation

Attendance                                                                                  5%

On-time submission of assignments                          5%

5 Lecture/Reading quizzes                                               4% each (20% total)

5 In-class essays                                                                     10% each (50% total)

Final exam                                                                                    20%


Possible Required Readings

SHORT READINGS will be available on Canvas.


Crow Dog, Mary. Lakota Woman.  Reprint edition, Grove Press, 2011.

Moody, Anne. Coming of Age in Mississippi. 1968; reprint edition, Delta, 2004.

Orleck, Annelise. Common Sense and a Little Fire: Women and Working-Class Politics in the United States, 1900-1965. University of North Carolina Press, 1995.

Ruth Rosen. The World Split Open: How the Modern Women’s Movement Changed America. Revised edition. Penguin, 2006.

Marjorie Spruill Wheeler, One Woman, One Vote: Rediscovering the Women’s Suffrage Movement. NewSage Press, 1995.

AFR 372C • Black Studies & Social Media

29360 • Foster, Kevin
Meets MW 330pm-500pm GEA 114
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Course participants will collect and discuss the intellectual work of Black Studies thinkers and professors, and use that material as the basis for a comprehensive new media analysis in the United States. Students will discuss their individual approaches to and understandings of social media. The course is focused on action research and professional development as students develop and implement a personalized philosophy of social media engagement as it relates to the field of Black Studies.

AFR 372D • Exploring Food/Urban Change

29364 • Thomas, Kevin
Meets MW 330pm-500pm PAR 1
(also listed as WGS 340)
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Gathers data related to: access to quality food resources, impact of gentrification on food access, and the role of food marketing in relationship to racially and culturally diverse communities in the Greater Austin area. Encompasses place-based curriculum in critical race theory, critical marketing scholarship, and urban planning and development.

AFR 372D • Medicine In African History

29365 • Osseo-Asare, Abena Dove
Meets TTH 930am-1100am GAR 1.122
(also listed as HIS 350L)
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Medicine in African History


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 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.



Timothy Burke

Lifebuoy Men, Lux Women: Commodification, Consumption and Cleanliness in Modern Zimbabwe (Duke, 1996)


Steven Feierman, John M. Janzen

The Social Basis of Health and Healing in Africa (California, 1992)


Nancy Rose Hunt

A colonial lexicon: Birth Ritual, Medicalization, and Mobility in the Congo

(Duke, 1999)


John Illiffe

The African AIDS Epidemic: A History

(Ohio, 2006)

Maryinez Lyons,

The Colonial Disease: A Social History of Sleeping Sickness in Northern Zaire, 1900-1940

(Cambridge, 2002)

Malidoma Patrice Some

Of Water and the Spirit: Ritual, Magic, and Initiation in the Life of an African Shaman (Penguin Books, 1995)



Course participants will make two oral and written reports on weekly assignments. There will also be one longer research paper (12-15 pages) on the history of a particular health concern.

AFR 372D • Sociocul Influences On Learn

Meets T 100pm-400pm SZB 424
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AFR 372D • Sociocul Influences On Learn

Meets TTH 200pm-330pm SZB 286
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AFR 372E • Hip Hop & Globlzation-San Fran

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AFR 372E • Intro Ethnograph Meth-San Fran

29385 • Jones, Omi Osun Joni L.
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AFR 372E • Lee Danls' Emp/Black Shkspr

29387 • Richardson, Matt T
Meets MWF 1200pm-100pm GEA 127
(also listed as E 376M, WGS 340)
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Lee Daniel's television series, Empire has become a cultural phenomenon. This course will look critically at how the show, Empire, has repurposed Shakespeare in order to make commentaries on Black sexuality, gender and class politics. There are many reasons for the show's popularity, not the least of which is the seemingly exceptional use of the Shakespearean themes and characters. In fact Black people from around the diaspora have and still do make use of Shakespeare as a point of reflection on contemporary and historical themes.



Othello, King Lear, Taming of the Shrew, Black Musical Theatre: From Coontown to Dreamgirls, Shakespeare, Race, and Colonialism



Discussion Section 15%

Paper 1 (4-6pgs) 20%

Paper 2 (4-6 pgs) 20%

Final Paper (8-10 pgs) 30%

Participation and Attendance 15%

AFR 372E • Performnc Ethnograph-San Fran

29390 • Jones, Omi Osun Joni L.
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AFR 372E • Toni Morrison

29395 • Woodard, Helena
Meets MWF 1200pm-100pm PAR 208
(also listed as E 349S, WGS 345)
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E 349S  l  5-Toni Morrison

Instructor:  Woodard, H

Unique #:  34615

Semester:  Spring 2016

Cross-lists:  AFR 372E; WGS 345

Restrictions:  n/a

Computer instruction:  No

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

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

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

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

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

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

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

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

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

AFR 372E • Afr Am Lit Thru Harl Renais

29400 • Woodard, Helena
Meets MWF 1000am-1100am PAR 204
(also listed as E 376R)
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E 376R  l  African American Literature through the Harlem Renaissance

Instructor:  Woodard, H

Unique #:  34780

Semester:  Spring 2016

Cross-lists:  AFR 372E

Restrictions:  n/a

Computer instruction:  No

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

Description: This course is an introduction to select African-American literature--slave narratives, poetry, novels, essays—in a tripartite format that extends from slavery to Reconstruction through the Harlem Renaissance. The course proposes two primary objectives rooted in past and present literary representations of slavery. Thematizing “the trope of the talking book,” (Henry Louis Gates, Jr.’s The Signifying Monkey), the course first examines seminal slave narratives, e.g. the literature of the enslaved as discursive strategies, from self-actualization and resistance to early formations of a black literary discouse. The course historicizes issues pertinent to the development of an African-American literary tradition, such as critical race theory, double consciousness or the struggle for self-identity, as complicated by issues pertaining to class, race, and gender. These issues are thematized through stylistic forms that include the oral vernacular tradition, blues ideology, and folk culture. In the third and final unit, the course examines an unprecedented flourishing of seminal literature, art, music, and culture produced throughout the Harlem Renaissance.

Required Readings (subject to change): Classic Slave Narratives, Henry Louis Gates, Jr.; The Poems of Phillis Wheatley, Phillis Wheatley; The Marrow of Tradition, Charles Chesnutt; Passing, Nella Larsen; The New Negro: Voices of the Harlem Renaissance, Alain Locke, ed.; Modernism and the Harlem Renaissance, Houston Baker; Course pack, Speedway on Dobie.

*Requirements & Grading:

.75    Three critical essays (25% each; 4-5 pages per essay, typed, double spaced)

         One major critical essay revision; see separate handout.

.15    Response papers, (in-class and out-of-class, based on course readings, 1-2 pages); reading quizzes; class participation

.10    Oral group presentations, accompanied by one-page written report

*The course contains select readings from African American literature from slavery through the Harlem Renaissance. Three lecture hours a week for one semester. The subject of each class meeting may be determined from the assigned reading for the day (see course schedule). The instructor retains the right to vary this syllabus.

AFR 372E • Afr Am Lit Snc Harlm Renais

29405 • Wilks, Jennifer M.
Meets MWF 100pm-200pm MEZ 2.118
(also listed as E 376S)
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E 376S  l  African American Literature since the Harlem Renaissance

Instructor:  Wilks, J

Unique #:  34785

Semester:  Spring 2016

Cross-lists:  AFR 372E

Restrictions:  n/a

Computer Instruction:  No

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

Description: Using texts drawn from poetry, drama, fiction, and nonfiction, this course will examine the development of African American literature in the early-twenty-first century. Our primary focus will be themes of post-blackness and post-raciality. We will also consider how the international geographies of particular texts expand and complicate the category of “African American.”

Texts: Danielle Evans, Before You Suffocate Your Own Fool Self; Percival Everett, Erasure; Mat Johnson, Loving Day; Claudia Rankine, Citizen; Colson Whitehead, Zone One.

Kenneth Warren, What Was African American Literature?

Touré, Who’s Afraid of Post-Blackness?

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

AFR 372E • Contemp Afr Amer Women Fic

29415 • Richardson, Matt T
Meets MWF 1100am-1200pm GEA 127
(also listed as E 376M, WGS 340)
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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 to investigate the particular experiences and cultural production of Black people who are determined to be gender variant and different sexualities. 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.


Attendance 10%

Midterm 20%

In Class Writing & Participation 20%

Presentation/Paper 20%

Final paper 30%

AFR 372F • Race, Law, And US Society

29435 • Thompson, Shirley E.
Meets TTH 330pm-500pm CMA 3.114
(also listed as AMS 370, HIS 365G)
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This seminar examines the intersection of racial ideology and legal culture in the United States. We will take a broad historical approach that spans the nineteenth and twentieth centuries, but we will also survey a range of contemporary sites where racial discourses permeate American law and conceptions of the rights and responsibilities of citizens. The legal construction of race in America is inextricably bound up with the development and dissolution of the institution of race-based slavery. Therefore, a consideration of laws concerning slavery, segregation, and desegregation will form the backbone of the course. We will pay special attention to Dred Scott v. Sandford (1857); Plessy v. Ferguson (1896); and Brown v. Board of Education (1954), cases that span a crucial century. By considering the long trajectories of race, law, and social transformation, we will begin to see how racial reasoning has informed many aspects of U.S. legal culture for a wide range of ethnic and social groups and how race has influenced the development of property law, family law, immigration law, and civil rights law.

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

AFR 372F • Sixties Freedom Mvts-San Fran

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This course will present an introductory historical and comparative survey of the African American, Chicana/o, Native American, and Asian American protest/liberation movements of the “Long Sixties.” (1945-1975).

The course offers an overview of the origins, ideologies, goals, strategies, and organizations of those movements within the larger context of US politics and history.  More specifically, we will study the changing ways in which people of color viewed their relationship to society.  What, for instance, is the nature of “democracy” in the United States and what will it take to achieve social justice for oppressed communities?  What is the relationship between civil rights and global human rights, between the local and the global?  What are the complex linkages between racism, patriarchy, homophobia, militarism and war, and the dynamics of a capitalist political economy?  To answer these questions, we will critically examine the leading political ideologies (i.e. liberalism, nationalism, feminism, and Marxism) that informed the differing goals and strategies of each movement.  In addition, we will explore the key historical factors, both internal and external, that contributed to the so-called “decline” (though, by no means, disappearance) of social movements from the mid-1970s and on into the 1980s.  In this regard, the course concludes with an analysis of the contemporary struggle for a multiracial democracy in the United States.

It is the central theme and philosophy of this course that “freedom is a constant struggle.”  The movements of the “Long Sixties” have definite unique and identifiable characteristics (which we will investigate); yet, they also firmly fit within the longer and more complicated history of oppressed peoples’ struggle for freedom, social justice, and liberation in the United States.  Therefore, the historic events of “the Sixties” are inextricably bound to earlier struggles of the 1930s and 1940s and (as is evident in the debates over affirmative action, bilingual education, multiculturalism, the prison industrial complex, and immigration) to the political and cultural battles being waged today.  This course, therefore, seeks to bring together a variety of methods and sources – historical, theoretical, cinematic, and literary – in an effort to integrate a discussion of movements and politics frequently viewed in isolation from one another (as a result of race, class, gender, sexuality, or even historical era).  In the end, the objective of our collective discussion and analysis is not merely to better understand an important component of US history but ultimately to use that knowledge in the ongoing struggle for a better and more humane future.  As Karl Marx wrote over one hundred years ago, “The philosophers have only interpreted the world, in various ways; the point, however, is to change it.”

AFR 372F • Black Women/Transnatl State

29445 • Smith, Christen
Meets TTH 200pm-330pm SAC 5.102
(also listed as ANT 324L, LAS 324L, WGS 340)
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This course surveys black women’s experiences living with and confronting state oppression around the world. From the United States to Brazil, black women experience similar patterns of political, social and economic inequality. Transnationally, racism, sexism, patriarchy, homophobia, and classism affect the quality of life of black women, particularly within nation-states with legacies of slavery and colonialism. This course takes an historical, social and theoretical look at the roots of this inequality and how black women have chosen to respond to it locally and globally. How have interlocking forms of oppression affected black women’s citizenship within the modern nation-state? How have black women, in turn, sought to organize themselves in response to this oppression?


1) To think critically about the multiple forms of oppression that affect black women’s lives globally;

2) To consider how black women’s political identity has been defined by experiences with oppression transnationally;

3) To define and articulate black women’s agency in response to oppression

Key Topics: Racism, sexism, patriarchy, homophobia, classism, transnationalism, representation, agency, black feminism.

AFR 372G • Contemp African Pop Culture

29450 • Livermon, Xavier
Meets TTH 500pm-630pm BIO 301
(also listed as ANT 324L, WGS 340)
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The aim of the 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, not 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.



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 Molestane, Claudia Mitchell, and Ann Smith eds: Was it Something I Wore? Dress, Identity, Materiality

Mwenda Ntarangwi: East African Hip-Hop: Youth Culture and Globalization

Simone Weller and Garth Walker: South African Township Barbershops and Salons.



Attendance and Participation 20%

Response Papers 20%

Midterm 20%

Final 40% 

AFR 372G • Creole Languages/Speakers

29455 • Hancock, Ian
Meets TTH 930am-1100am PAR 103
(also listed as E 364D, LIN 350)
show description

E 364D  l  2-Creole Languages and Their Speakers

Instructor:  Hancock, I

Unique #:  34705

Semester:  Spring 2016

Cross-lists:  AFR 372G, LIN 350

Restrictions:  n/a

Computer Instruction:  No

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

Description: This class in Creole Studies (creolistics) will begin with a general discussion of the nature of pidginized and creolized languages, and the societies and cultures that have emerged supported by them. No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from. This will be followed by an account of the development of the field of Creole Studies, from Pelleprat (1649) to the present. The major approaches—monogeneticist, polygeneticist, relexificationalist, substratist, componentialist, bioprogram—will be dealt with, and the works of their main proponents read and discussed. This will be followed by an examination of the definitions of the terms pidgin and creole, and of other so-called ‘marginal’ languages (traders’ jargons, cryptolectal varieties, foreigner speech, &c.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages. This will be followed by a survey of the world’s pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. Initially, particular emphasis will be placed upon Sierra Leone Krio, to provide a template for the examination of further creole languages; there will be particular focus on these languages that are spoken in the Americas, including African American Vernacular (“Black English”), Texas Afro-Seminole Gullah and Louisiana Creole French, as well as the Native American contact languages Yamá and Chinuk Wawa. Others with a non-European-lexifier include Fanagalo Pidgin Bantu and Juba Creole Arabic. We will also examine the non-linguistic aspects of creolization, i.e. of identity, cuisine, music and religion (see e.g. Chaudenson, 2001 and Le Page & Tabouret-Keller, 1985 in the reading list below). The class includes the examination of some publications written in them, and watching some creole-language films from Sierra Leone and Jamaica.

Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies. We will also look at creolization as it relates to acquisitionist theory, the process of decreolization/metropolitanization, and issues of education and standard language reform.

Proposed texts/readings:

Ammon, Ulrich, Norbert Dittmar and K. Mattheier (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society. Berlin: Walter de Gruyter, 2007 edition, pp. 459-469.

Arends, J., 1995. The Early Stages of Creolization. Amsterdam: Benjamins.

Bakker, P., & M. Mous, eds., 1994. Mixed Languages: 15 Case Studies of Language Intertwining. Amsterdam: IFOTT.

Byrne, F., & T. Huebner, eds., 1991. Development and Structure of Creole Languages. Amsterdam: Benjamins.

Couto, H. do, 1996. Introduciio ao Estudio das Linguas Crioulas e Pidgins. Brasilia: Editora UnB.

Edwards, W., & D. Winford, eds., 1991. Verb Phrase Patterns in Black English and Creole. Detroit: Wayne State UP.

Escure, G., & A. Schwegler, 2004. Creoles, Contact and Language Change. Amsterdam: Benjamins.

Grant, A., 2003. Papers in Contact Linguistics. Bradford: The University Press.

Hancock, I., 1979. Readings in Creole Studies. Ghent: Story-Scientia.

Hancock, I., 1985. Diversity and Development in Creole Studies. Ann Arbor: Karoma.

Holm, J., 2000. An Introduction to Pidgins and Creoles. Cambridge: CUP.

Holm, J., 2004. Languages in Contact: The Partial Restructuring of Vernaculars. Cambridge: CUP.

Holm, J., & P. Patrick, 2007. Comparative Creoles Syntax: Parallel Outlines of 18 Creole Grammars. London: Westminster UP.

Kouwenberg, S., 2003. Twice as Meaningful: Reduplication in Pidgins, Creoles and Other Contact Languages. London: Westminster UP.

Lehiste, I., 1988. Lectures on Language Contact. Cambridge: MIT Press.

Le Page, Robert, & Annegret Tabouret-Keller, 1985. Acts of Identity. Cambridge UP.

Matras, Y., & P. Bakker, 2003. The Mixed Language Debate. Amsterdam: Mouton.

Morgan, M., ed., 1994. Language and The Social Construction of Identity in Creole situations. Los Angeles: UCLA.

Neumann-Holzschuh, 1., & E. Schneider, eds., 2000. Degrees of Restructuring in Creole Languages. Amsterdam: Benjamins.

Polomé, Edgar, 1990. Research Guide on Language Change. Berlin: Mouton-DeGruyter.

Romaine, S., 1988. Pidgin and Creole Languages. Harlow: Longman.

Sebba, M., 1997. Contact Languages: Pidgins and Creoles. Basingstoke: Palgrave.

Singh, I., 2000. Pidgins and Creoles: An Introduction. London: Arnold.

Thomason, S., 2001. Language contact: An Introduction. Washington: Georgetown UP.

Requirements & Grading: You’ll be graded on (a) two closed book, period long, hand in tests and (b) the composition and presentation of a research paper, and (c) on your evaluation of the papers of the others in the class. Each of you will have a whole period at the end of the semester (half for presentation, half for questions and evaluation by everyone else). The tests are 10% each, the evaluations 10%, attendance and participation 10% and your paper 60%.

AFR 372G • Religions Of The Caribbean

29465 • Crosson, J. Brent
Meets TTH 1230pm-200pm SZB 296
(also listed as ANT 324L, LAS 324L, R S 366)
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In this course we will discuss the politics of religious practices in the Greater Caribbean, from Vodou and Rastafari to popular Hinduism. As a region, the Greater Caribbean encompasses the islands of the insular Caribbean, the Caribbean coasts of Central America and South America, Brazil, and the centers of Caribbean trans-migration in the nineteenth and twentieth centuries (this course will focus on Caribbean diasporas in New York City, for example). While the Caribbean is usually seen as African diasporic and Christian, West and Central African religions, Hinduism, Islam, spiritism, European esotericism, and indigenous religions all maintain long-standing and vibrant presences. We immerse ourselves in the complex nexus of Caribbean religions through explorations of practices including Cuban-Kongo religion, Haitian vodou, U.S. fantasies of voodoo and U.S. interventions in the Caribbean, Hindu popular religions in Trinidad and Guyana, Islam in the Caribbean, Black Carib religion in New York and Honduras, and Rastafarianism in Jamaica.



1. Barry Chevannes. Rastafari: Roots and Ideology2. William Earle and Srinivas Aravamudan. Obi; or the History of Three-Fingered Jack3. Karen McCarthy Brown. Mama Lola: A Vodou Priestess in Brooklyn4. Paul Christopher Johnson. Diaspora Conversions: Black Carib Religion and theRecovery of Africa5. Aisha Khan, ed. Islam and the Americas6. Todd Ramón Ochoa. Society of the Dead: Quita Manaquita and Palo Praise in Cuba



Class Attendance and Participation (15%)

Two Midterms  (25% each)

Final Exam (35%)

AFR 372G • Archaeol Of African Thought

29470 • Denbow, James R.
Meets MWF 1100am-1200pm SAC 4.174
(also listed as ANT 324L, ANT 380K)
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This course uses archaeological, anthropological and historical works to examine the development and transformation of African societies from the Neolithic through the slave trade and the beginning of the colonial period. The course will discuss the historic and prehistoric foundations of contemporary African societies south of the Sahara, focusing especially on equatorial and southern Africa. The intention is to develop an understanding of the cultural dynamics of African societies and traditions, and their transformations through time. This provides an interpretive framework from which to examine emerging archaeological perspectives on the Atlantic slave trade and the cultural foundations of the Diaspora in the New World.

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AFR 372G • African Queer Studies

29475 • Livermon, Xavier
Meets TTH 330pm-500pm BIO 301
(also listed as WGS 335)
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This course explores queer gender and sexuality in Africa, with particular focus on theoretical issues, the colonial encounter, citizenship and activism, media representations. In the first unit, we will examine some of the theoretical issues that are relevant to studying queer gender and sexuality in Africa and in the African Diaspora more broadly. In the second unit, we will explore some of the literature on the impact of colonialism on queer African identities and practices, and we will pay particular attention to its lasting impact on queer African lives in our post-colonial moment. In the third unity, we will read several ethnographic and literary texts on specific communities in order to expand our understanding of the diverse ways in which queer Africans create identities, experience desire, and redefine dominant notions of citizenships. In the final unit of the course, we will examine representations of queer African sexuality in literature, film, and media, focusing especially on representation in relation to recent events in South Africa, Uganda, Malawi, and Senegal. We will pay particular attention to how such representations are shaped by political economy and influenced by the international community.



Queer African Reader Sokari Ekine and Hakima Abbas eds.

African Sexualities: A reader Sylvia Tamale ed.

Heterosexual Africa?: The History of an Idea from the Age of Exploration to the Age of AIDS Marc Epprecht

OUT in Africa: LGBT Organizing in Namibia and South Africa Ashley Currier

Allah Made Us: Sexual Outlaws in an Islamic African City Rudolf P. Gaudio

Black Bull, Ancestors, and Me: My life as a Lesbian Sangoma Nkunzi Zandile Nkadinde



Attendance: 10%

Participation: 10%

Response Papers: 20%

Midterm: 20%

Final: 40% 

AFR 372G • African Hist In Films & Photos

29480 • Falola, Toyin
Meets T 330pm-630pm UTC 3.122
(also listed as HIS 364G, WGS 340)
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Western exposure to Sub-Saharan Africa has primarily been through stylized Hollywood films which rarely speak to the historical backgrounds of past and present conflicts. These films can have detrimental effects on popular conceptions of Africa, its peoples, and its plights. Furthermore, these films can lead to an overwhelming lack of understanding for the complexities of the events in Africa’s recent history. This course seeks to increase understanding of the social, economic, and political challenges present in the past fifty years of Africa’s history through an examination of several poular films. Each film will serve a twofold purpose. First, they will act as a case study used to speak to an issue central to the history of Africa, and second, aid in dispelling many of the misconceptions present in popular portrayals of Africa. Each film will be accompanied by a text that corresponds with the respective subject matter. It is the intention of these texts to offer greater analysis and generate critical discussions of the films, their subjects, depictions of characters, and events. The ultimate goal of these discussions is to enhance students’ knowledge and perceptions of Africa, its societies, cultures, governments, and histories.


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

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

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

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

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


Two book reviews of 4-5 pages.

Research paper of 15-20 pages.

Regular class attendance and participation.

Texts (subject to change)

AFR 372G • Jesus, Africa, And History

29485 • Masango Chery, Tshepo
Meets TTH 1230pm-200pm PAR 310
(also listed as R S 360)
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Explores the cultural, historical, linguistic, artistic, philosophical, and other intellectual traditions emerging from within Africa and as developed, reinterpreted, or reimagined in diasporic contexts. Exploration of the history of Christianity in Africa, from antiquity to the present, including the ways in which African interpretations and religious expressions of Christianity are presented in this history.

AFR 374C • Apartheid: South Afr Hist

29500 • Charumbira, Ruramisai
Meets M 400pm-700pm GAR 1.126
(also listed as HIS 364G, WGS 340)
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This course is a study of one of the most traumatic periods in South African History. It is a study of a people’s agency and resilience in the face state sanctioned terror. With a brief detour into the deeper past of South Africa to contextualize the rise of apartheid, the course will predominantly focus on the period since 1948. We will study the social, political, economic, and cultural history of a nation in the grip of legalized oppression from the perspectives of women, children, and men - of all "racial" backgrounds - who lived through that particular period. While the course will focus on both oppression and agency, and the in-between-spaces, students are advised that some of the course content (books, audio, and video material) will include violent scenes. Such was the history of apartheid in South Africa, but overall, students will come away with a greater appreciation not only of the history of that country, but of the Southern African region, as well as the United States’ place in South African history in the period under study. Naturally, the course will not cover everything, but will aim for a deeper understanding of some of the key moments that illuminate the apartheid era as well as the postapartheid present in South Africa. This is a critical reading and writing intensive course. Those students interested in improving their writing skills will find this a rewarding course. Samukele, Kamohelo, Welcome!


            Thompson, A History of South Africa – DT 1787 T48 2001

            Biko (and Aelred Stubbs, ed.), I Write What I Like –  DT 763 B48 1978

            First, 117 Days: An Account of Confinement…– HV 8964 A35 F5 2009 

            Ramphele, Across Boundaries: The Journey of a South African… -  DT 1949 R36 A3 1996

            Ngcobo, And They Didn't Die

            Mathabane, Kaffir Boy: An Autobiography -  E 185.97 M38 A3 1989  

            Gordimer, July’s People - PR 9369.3 G6 J8 1982  

            Coetzee, Boyhood: Scenes from a Provincial Life - PR 9369.3 C58 Z463 1997   

            Gobodo-Madikizela, A Human Being Died That Night -  HV 7911 D439 G63 2003

            Katherine S. Newman and Ariane De Lannoy, After Freedom: The Rise of the Post-Apartheid Generation in Democratic South Africa


ϖ         20% - Attendance and Participation

ϖ         10% - Two Map Quizzes (5% each)

ϖ         50% - Journal of Reflection Essays (5% each of 10 selected weeks, 3 double-space pages)

ϖ         20% - Final Essay (10 double-space pages).

AFR 374D • Community Research & Analysis

29505 • Irizarry, Yasmiyn
Meets TTH 200pm-330pm CLA 1.404
(also listed as MAS 374)
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Please check back for updates.

AFR 374D • Undrstndng Afr Amers/The Media

29510 • Poindexter, Paula M
Meets TTH 930am-1100am CMA 6.174
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Please check back for updates.

AFR 374D • Black Women In America

29515 • Berry, Daina Ramey
Meets TTH 1100am-1230pm GAR 0.128
(also listed as HIS 350R, WGS 340)
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In an White House Blog posted on 10 February 2012, First Lady Michelle Obama announced the 2012 theme for Black History Month: Celebrating Black Women in American Culture and History. “They are women,” she explained, “who fought against slavery, who stood up for

Women’s suffrage, and marched in our streets for our civil rights.”  Continuing, she noted that African American women also  “… stirred our souls and they’ve open our hearts.”  In addition to celebrating Black Women’s contributions, we must also look at the struggles women overcame to be a part of the American fabric; struggles over their images, representation, and reputation.

To that end, the course will use primary sources, historical monographs, and essays to provide a chronological and thematic overview of the experiences of black women in America from their African roots to the circumstances they face in the present era.  This seminar class will be discussion driven and will address the following topics: the evolution of African American women’s history as field of inquiry; African American women historians; the trans-Atlantic slave trade; enslavement in the United States; abolition and freedom; racial uplift; urban migration; labor and culture; the modern civil rights movement; organized black feminism; hip-hop culture; AIDS and the Black Women's Health study.  Additionally, the course will draw upon readings written by and about African American women with a particularly emphasis on their approach to gender and race historiography


Assata Shakur, Assata: An Autobiography

Tera Hunter, To Joy My Freedom: Southern Black Women’s Lives and Labor After the Civil War (Cambridge: Harvard University Press, 1997).

Catherine M. Lewis and J. Richard Lewis, eds., Women and Slavery in America: A Documentary History (Fayetteville: University of Arkansas Press, 2011).

Eric McDuffie, Sojourning for Freedom: Black Women, American Communism, and the Making of Black Left Feminism (Durham: Duke University Press, 2011).

Deborah Gray White, Ar’n’t I a Woman?: Female Slaves in the Plantation South (New York: W. W. Norton and Company, 1985).

Additional readings will be distributed electronically on Blackboard.


Class Engagement       20%  

Posting Responses to the Week’s Readings   10%

Cultural Critique         20%

Outline of Research Paper with Annotated Bibliography      15%

Final Research Paper and Presentation           35%

AFR 374D • Psychol Afr Amer Experience

29520 • Cokley, Kevin
Meets TTH 930am-1100am SZB 330
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Please check back for updates.

AFR 374D • African Americans In Sports

29525 • Harrison, Louis
Meets TTH 930am-1100am SZB 104
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Please check back for updates.

AFR 374D • African American Politics

29530 • Philpot, Tasha
Meets TTH 1100am-1230pm GAR 2.128
(also listed as GOV 370K)
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African-American Politics

GOV 370K/AFR 374D





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


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




Six semester hours of lower-division coursework in government.


Required Text Books


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


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


Philpot, Tasha S., and Ismail K. White, eds. 2010. African-American Political Psychology: Identity, Opinion, and Action in the Post-Civil Rights Era. New York: Palgrave Macmillan.




Exam 1                                                20%

3 Critical Essays                                   45%

Exam 2                                                20%

Quizzes and in-class assignments           15% 

AFR 374D • Domestic Slave Trade

29535 • Berry, Daina Ramey
Meets TTH 930am-1100am GAR 0.132
(also listed as HIS 350R, WGS 340)
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In 1846, Archibald McMillin a North Carolina planter wrote to his wife during one of his many sojourns in the domestic slave trade. He informed her that he “could not sell in Darlington or Sumpter, [South Carolina,]” but that he was going to spend the day” in Charleston looking at sales at auction.”  Perhaps Charleston would prove a better market then the other cities, but if not, he would probably go further into the Deep South. Like the invention of the cotton gin was to the expansion of slavery into western territories, the domestic slave trade represented “the lifeblood of the southern slave system” according to historian Steven Deyle.  More than one million African Americans entered the domestic market and found themselves in coffles traveling by foot to various markets or were placed on boats and taken down the Mississippi River. Some traveled by ship along the Atlantic seaboard to port cities with large markets such as Savannah. 

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


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

 Harvard University Press, 2001.

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

 Haven: Yale University Press, 2005.

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

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

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

Recommended Readings:

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

South Carolina Press, 1996.


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



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

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


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

Oxford University Press, 2005.


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

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


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

 Harvard University Press, 2001.


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

Harvard University Press, 2004.


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

 New York: Harvard University Press, 2005.

Electronic readings will be distributed or placed on Blackboard


Attendance and Participation 10%

Response Papers 10%

Mapping and Historical Marker Project 10%

Primary Document Analysis 10%

Oral Presentation 20%

Research Proposal and Bibliography 5%

Rough Draft of Final Paper 10%

Final Paper 25%


AFR 374E • Polit Of Race/Violnc Brazil

29540 • Smith, Christen
Meets TTH 1230pm-200pm WAG 201
(also listed as ANT 324L, LAS 324L)
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This course explores race/gender/sexuality, violence and everyday life in Brazil. Brazil’s history has been characterized by moments of violent encounter, from colonization, to slavery, to clashes between police and residents across its major cities today. These violent encounters have been, in many ways, racialized, gendered and sexualized. This class investigates the race/gender/sexuality aspects of multiple forms of violence in Brazil, and how this violence creates, defines and maintains social hierarchies in the nation.

Throughout the course we will think through the question “what is violence?” as we discuss the concept’s physical, structural and symbolic forms. The course pays particular attention to the politics of blackness and the unique relationship black Brazilians have to the nation-state. We will also discuss the politics of writing and theorizing violence when doing social analysis, and the precarious balance between defining and addressing issues of violence, and glorifying it.

Objectives: 1) To think critically about violence not only as a physical encounter, but a multilayered phenomenon that manifests itself in different ways; 2) To consider how race functions in Brazil and what violence has to do with it; 3) To better understand the politics of discussing and writing about race and violence particularly within the field of anthropology.

Key topics: Colonization, slavery, blackness, whiteness, racial democracy, urban conflict, police repression, death, gender, sexuality, urban cleansing/gentrification, land conflict, imprisonment, symbolic violence, structural violence, physical violence, genocide.

AFR 374F • Cinema Of African Diaspora

29549 • Chambers, Eddie
Meets TTH 1230pm-200pm ART 1.120
show description

This class will look at cinema of the African Diaspora, an important manifestation of identity and cultural expression. Over the course of several decades, independent film-makes from many different parts of the world, including the US, have been making films that speak to the history, challenges, and multiple identities of people in the African Diaspora. Often overshadowed by more dominant mainstream cinema, these independent films have nevertheless made an important mark and contribution. Films such as Horace Ové Pressure, from the mid 1970s, told the story of the coming of age of not just one Black Londoner, but of a new generation, born of Caribbean migrants who came to Britain in the years of the mid 20th century. Rue cases nègres (made in the early 1980s and also known as Black Shack Alley), set in Martinique, in the early 1930s tells the story of young José and his grandmother who live in a small village. In so doing, the film offers insights into the nuances of the French-speaking, early 20th century post-slavery community that José and his family are a part of. Other films of the Caribbean the class will look at include the Jamaican classic, The Harder They Come. The class will also examine films such as Nothing But a Man, filmed in 1964 and set in the context of the Civil Rights movement, and Charles Burnett’s Killer of Sheep, (1977), a masterpiece of African American filmmaking which looks at the life of Stan, a slaughterhouse worker.

AFR 374F • Music Of Mexico & Caribbean

29561-29562 • Moore, Robin
Meets TTH 1100am-1230pm MRH 2.610
(also listed as LAS 326)
show description

Introduction to the history of Mexican and Caribbean traditional and commercial music, with some discussion of classical music as well. Attention will be given to music of indigenous, African, European, and mixed origin. Mexico and the Spanish-speaking Caribbean receive special attention. Class meetings will be divided into lecture/discussion segments, videos, listening, and performance instruction/demonstration. 

AFR 375 • Community Internship

29565 • Tang, Eric
Meets MW 330pm-500pm GWB 2.204
show description

Internship in a community organization that facilitates the economic, political, and social development of Austin's African American community. Students participate in research projects under the supervision of a faculty member

AFR 376 • Senior Seminar

29570 • Makalani, Minkah
Meets TTH 1230pm-200pm GWB 1.130
show description

A capstone course fpr AFR majors focusing on black intellectual traditions.

AFR 376 • Senior Seminar

29571 • Irizarry, Yasmiyn
Meets TTH 1230pm-200pm CLA 0.120
show description

A capstone course fpr AFR majors focusing on black intellectual traditions.