This course is a comparative survey of the institution of slavery on the American mainland (with some discussion of the Caribbean) from the era of seventeenth-century European colonialism through the antebellum period. We will begin by exploring Portuguese, French, Dutch, British, and Spanish colonizing efforts in the Americas, and their varying roles in the trans-Atlantic slave trade. The class proceeds with discussions of the Middle Passage, and the development of plantation societies. Through historical and archaeological evidence, one begins to understand that there existed on monolithic slave experience.

Almost three decades ago, anthropologist and pioneer of African Diaspora Studies, St. Clair Drake, asserted, “the diaspora analogy...needs constant critical analysis if it is to be a useful guide to research as well as a striking metaphor.” This seminar is designed to introduce students to the variety of ideas that underlie the articulation of the construct of the “African diaspora.” Although structured through the understanding of the African diaspora as an historical formation, the focus is on the African diaspora as a distinct intellectual project as well as a political one. As such, we will explore the ways scholars have conceptualized and theorized the “diasporadic condition” of Black peoples, and how the community is imagined. These questions have undergirded the contemporary struggle over the meanings of race, place, identity, and consciousness within the African diaspora. Thus, their full examination necessitates intensive discussions and explorations of a number of issues.

In our engagement with theorizations of the African diaspora, we will explore, among other things, global/transnational understandings and articulations of Blackness; the (indispensable?) role of Africa in diasporic identity formations; the relationship between politics and Black cultural production and expression; the interrelationship of race, culture, gender, sexuality and ethnicity; notions of “roots” and “routes” in structuring the diasporadic condition; issues of cultural syncretism and hybridity; and the unstable contradiction between notions of “essentialist” origins and social constructions of Black identities.

This seminar meets the Dept. of Anthropology’s core requirement. As a “sixth” core course, it addresses both the anthropology and archaeology of the African Diaspora. 

This course is a comparative survey of the institution of slavery on the American mainland (with some discussion of the Caribbean) from the era of seventeenth-century European colonialism through the antebellum period.  We will begin by exploring Portuguese, French, Dutch, British and Spanish colonizing efforts in the Americas, and their varying roles in the trans-Atlantic slave trade.  The class proceeds with discussions of the Middle Passage, and the development of plantation societies.  Whileplantation economies will be covered, the emphasis will be on issues related to society, culture, and identity formation, particularly amongst the enslaved.Thus, the course will cover the daily life experiences of enslaved peoples within a variety of sociohistorical contexts marked by relations of domination and resistance.  Through historical and archaeological evidence, one begins, however, to understand that there existed no monolithic enslaved experience.  Rather, a diversity of experiences, and a range of cultural and social institutions characterized enslaved life.  The issue of identity formation is central here: race, as a social construct, was variously instituted and negotiated under different colonial powers, but nonetheless served as a powerful marker in slave societies.  We will, therefore, consider racial formation from a comparative perspective. 

This course is a comparative survey of the institution of slavery on the American mainland (with some discussion of the Caribbean) from the era of seventeenth-century European colonialism through the antebellum period.  We will begin by exploring Portuguese, French, Dutch, British and Spanish colonizing efforts in the Americas, and their varying roles in the trans-Atlantic slave trade.  The class proceeds with discussions of the Middle Passage, and the development of plantation societies.  Whileplantation economies will be covered, the emphasis will be on issues related to society, culture, and identity formation, particularly amongst the enslaved.Thus, the course will cover the daily life experiences of enslaved peoples within a variety of sociohistorical contexts marked by relations of domination and resistance.  Through historical and archaeological evidence, one begins, however, to understand that there existed no monolithic enslaved experience.  Rather, a diversity of experiences, and a range of cultural and social institutions characterized enslaved life.  The issue of identity formation is central here: race, as a social construct, was variously instituted and negotiated under different colonial powers, but nonetheless served as a powerful marker in slave societies.  We will, therefore, consider racial formation from acomparative perspective. 

AFR376 SENIOR SEMINAR:  Race, Politics, and Popular Culture                        Spring 2010

Dr. Maria Franklin, Dept. of Anthropology and the

Center for African and African American Studies

JES232A, Weds. 2-5pm

Phone: 471-8513 Office: EPS 2.130

Email: mfranklin@mail.utexas.edu

Office hours: Tues. 12:30-2pm and by appointment.

Course Description:

This seminar explores race and racism through the dynamics of popular culture. Popular culture is used here in the broadest sense of the term to refer to the mainstream, mass-produced, and widely circulated forms of cultural production: TV, movies, music, art, etc. Given pop culture’s varied manifestations and global reach, it is an idea subject through which to approach issues of identity and power. Popular culture’s consumers and producers come from all walks of life, cutting across lines of sexuality, race, gender, and class. Indeed, it is a form of cultural production that is easily accessible to the disenfranchised who have, historically, used popular culture as a means of resistance and to express individual and collective identities. Yet, it is a highly contested field of power, where resistance is typically met to varying degrees with dismissal, policing, and appropriation.

The readings and discussions will focus on issues of race and racism, although other vectors of difference (gender, class, and sexuality) that intersect with race will also feature prominently. The general goal of the seminar is to provide students with a greater context for comprehending racism in the U.S. by examining race through the everyday practices that we all participate in but, too often, fail to consume through a more critical lens. Popular culture’s influence on politics, society, and the economy are far reaching, and it is the intention of this seminar to unravel these relationships.

Course Requirements:

1. Seminar coordination: Groups of 2-3 students will be responsible for co-leading three discussions. This includes a short presentation (5-10 mins.) of the core ideas found in the readings, and preparation of a one-page outline for each set of readings (with discussion topics/questions). One suggestion for coordination is that you divide up the duties and have one person do the introduction of the readings, and the other one or two co-discussants prepare the handout. It is important that you do all of the readings as co-discussants are charged with moderating the discussion and providing their perspective on the readings.

If you email me your handout no later than 3pm the Monday before your discussion day, I can photocopy it for the class. Otherwise, it’s your responsibility to do so.

2.  Required drafts and papers: The major portion of your grade will be determined by your performance on written assignments. There are three 5-7 page essays (plus a rough draft of each) based on the readings due over the course of the semester. You will be provided with the paper topics and a guideline for formatting your papers. You are required to meet with me to discuss 2 out of 3 of your drafts, and these meetings will take place in 10-minute time slots on the Wednesdays (from 1-2pm or 4-5pm) before the final papers are due. Please note: final papers will not be accepted unless a draft of the paper is turned in for comments.

You need only email me a copy of your drafts. For final papers, please turn in a hard copy plus email a copy.

Due dates:

Paper 1: draft (emailed by 5pm, Weds., Feb. 17); final paper (Mar. 3 at the beginning of class).

Paper 2: draft (emailed by 5pm, Weds., Mar. 24); final paper (Apr. 7 at the beginning of class).

Paper 3: draft (emailed by 5pm, Weds., Apr. 21); final paper (May 7).

NOTE: Late drafts and final papers will be marked down 50% of the earned grade.

3. Seminar participation: Given that this is a seminar, everyone is expected to do all of the reading and fully (i.e., vocally) participate in seminar discussions. I will call on individuals to answer questions posed by the discussants to ensure that our discussions are inclusive. A lack of engagement will be reflected in your final grade, which could be knocked down a grade for a consistent failure to actively participate.

4. Attendance is required, and roll will be taken. Since there are only 15 class meetings, your presence is important. For each unexcused absence, 5 points will be deducted from your final grade. Please make every effort to be on time to class.

5. Minute papers: Towards the end of each class, a question will be posed based on that day’s readings and/or discussion. You will have a minute to provide a written response. You will either earn “0” or 1 point for each. Although you will turn in 13 minute papers, only 10 will count towards your final grade (i.e., you can “throw out” three scores).

6. Reading notes: At the end of each class, please submit your notes on the day’s readings. Comments will not be provided on your notes. They will be read in order to track your progress in the seminar and to evaluate your comprehension of the readings.

Grading Criteria:

Co-lead 3 discussions + prepare handouts (5 pts. each) = 15 points

3 drafts (5 pts. each) + final papers (15 pts. each) = 60 points

10 “minute papers” (1 pt. each) = 10 points

Reading notes (2 pts. deducted for failure to turn in notes for the week) = 15 points

TOTAL possible points  = 100

Readings 

All readings (and grades) will be posted on Blackboard (http://courses.utexas.edu) under “Course Documents”.

SCHEDULE OF TOPICS

January 20:  Introduction to Seminar.

January 27: Africana and Black Studies

Aldridge, Delores P., and Carlene Young

2000     Historical Development and Introduction to the Academy. In Out of the Revolution: The Development of Africana Studies. D.P. Aldridge and C. Young, eds. Pp. 3-12. Lanham: Lexington Books.

Rojas, Fabio

2007     From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline. Baltimore: Johns Hopkins University Press.

Nelson, William E. Jr.

2000     Black Studies, Student Activism, and the Academy. In Out of the Revolution: The Development of Africana Studies. D.P. Aldridge and C. Young, eds. Pp. 79-91. Lanham: Lexington Books.

February 3: Theories of Race, Racism

Delgado, Richard and Jean Stefancic

2001     Critical Race Theory: An Introduction. New York University Press, New York.

Lipsitz, George

The Possessive Investment in Whiteness: How White People Profit from Identity Politics. Temple University Press.

Omi, Michael and Howard Winant.

1994  Racial Formation in the United States: From the 1960s to the 1990s. Routledge.

Sanjek, Roger

1996     The Enduring Inequalities of Race. In Race, edited by S. Gregory and R. Sanjek, pp. 1-17. New Brunswick, NJ, New Brunswick, NJ.

Suggested readings: In Discover, vol. 15, number 2 (November 1994), the following articles:

Terms of Estrangement, James Shreeve.

Race Without Color, Jared Diamond.

February 10: Black Feminist Theory and Politics

The Combahee River Collective Statement (April 1977). http://www.feministezine.com/feminist/modern/Black-Feminist-Statement.html

Lorde, Audre. Sister Outsider. Freedom, CA: The Crossing Press, 1984. 

Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, pp. 19-40. New York: Routledge. 1991.

Crenshaw, Kimberle.     Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, Vol. 43, No. 6. pp. 1241-1299. 1991.

February 17: The Early Years of Race and American Pop Culture

Video - Ethnic Notions (Directed by Marlon Riggs)

February 24: Race, Gender, and Spectator Sports

March 3: Racialized Bodies in Mainstream Culture

March 10: Mixed-Race Politics: Racial Transgressions or Accomodations?

March 15-20: Spring Break

March 24: Music and Black Resistance

March 31: Whiteness and “Black” Music

April 7: Race in the Media Spotlight

April 14: Dominant Representations of Race in Cinema

April 21: Black Consciousness in the Film Industry

April 28: Case Study

Movie: Precious (Directed by Lee Daniels)

May 5: Discussion