Courses in Afroamerican and African Studies (Division 311)

100. Introduction to Afroamerican Studies. (4). (SS).

This course provides an interdisciplinary overview and introduction to the field of Afroamerican Studies. Historical, socio-economic, political, literary, and cultural analysis will be examined in the light of the most recent research on the Afro-American experience. Specifically, the course intends to: (1) introduce students to interdisciplinary aspects of Afroamerican Studies; (2) examine the salient issues, debates and critiques in field; (3) acquaint students with the research interests of CAAS faculty and associates. The course has two weekly lectures and discussion sections which will be supplied by quest lecturers, colloquia, and films. (Francille Wilson)

230(201)/Hist. 274. Survey of Afroamerican History I. (4). (SS).

This course will examine the history of Afro-Americans from their African origins to the Civil War. Particular attention will be devoted to examining the development of slavery as an economic and social institution, the nature and persistence of Blacks' struggle against slavery, the evolution of racist thought, the growth of free Black communities, and the antebellum ideologies of Black leaders. Two major themes will guide the lectures and discussions: (1) the dynamics of cultural survival and change among slaves and free Blacks, and (2) the material and social conditions that influenced the differing responses to racial oppression, as well as the competing strategies for liberation in the Black community. This is a lecture course with discussion sections. Course requirements include a midterm and a final examination and a term paper. (Francille Wilson)

331. The World of the Black Child. (3). (SS).

This course has two objectives: They are, first, to introduce key areas of research and theory related to the socialization of African-American children, and second, to facilitate critical thinking regarding this body of research and theory. The course will focus on cultural and situational forces which affect the lives of Black lower- and middle-income children in the United States. In order to highlight the factors which contribute to the universe of the African-American child a section of the course will look at the lives of specific individuals, through their personal accounts, and will compare the converging and diverging features of socialization with the African children. Topics to be discussed will include: (1) family, peer, and community socialization; (2) the development of a sense of self; (3) professional counsel on the rearing of African-American children; (4) school and other socio-structural factors, including the welfare system; (5) play and cognitive development; and, (6) language development. Students are required to complete two in-class examinations, a midterm and a final. These examinations will be a combination of short answer and essay. Exams will count equally toward the final grade. In addition, students will be expected to be prepared to discuss the reading material assigned for each class session. (McLoyd)

336/Women's Studies 336. Black Women in America. (3). (SS).

This course examines the Black female condition in the U.S.A. in historical and comparative perspective. It uses materials from several social science disciplines, principally sociology, psychology, political science and history. The final grade will be based on performance on three in-class examinations. The reading load is moderately heavy. Class attendance is required. (Terrelonge)

360. Afroamerican Art. (3). (HU).

This course provides an interdisciplinary overview and an introduction to the area of culture and art, and their influences on society. We will look at the visual arts, music, dance, theatre, literature, television and education. Historical, political, sociocultural, philosophical, religious, aesthetic and ideological perspectives are brought to bear on the analysis of the African American cultural experience. This course tends to: (a) introduce students to a primary body of knowledge reflective of a fundamental basis of thought capable of establishing an overview of West African cultures and their relationships to Afro-American culture; (b) develop reference on a broad level for an Afrocentric aesthetic and point of view; (c) encourage greater insight and exploration into the arts of African and Afro-American people and the spirits and realities that motivate the "arts"; (d) create a living vehicle capable of a broader understanding and resolution of problematic cultural pattern levels which disturb, confuse, and cancerize our historic and our contemporary lives. The course has two weekly lecture/discussion with weekly readings, video, audio tapes, and slides. Readings include David Walkers' Appeals, Frederick Douglas, Charles Chestnut, Richard Wright, Margaret Walker, Romare Beardon, Maya Angelou, and Dr. Martin Luther King. Video and audio tapes include The History of the Black Athlete, Imamu Baraka (Leroi Jones), Kwame Toure (Stokely Carmichael), Maulana Ron Karenga, Fannie Lou Hamer, Harry Belafonte and Elma Lewis, Bing Davis, Robert Stull, Jon Lockard and Allan Crite. Course requirements include three short papers (3-5 pages each), an analytical overview from a video presentation, guest lecturer or audio presentation (5 pages), and an in-class final group presentation. This course is designed to be "communal/interactive/intensive/informative/spiritual", creating countless opportunities for students to involve themselves, strengthen their skills, and establish a clearer concept of identity, purpose, and direction. (Lockard)

410. Supervised Reading and Research. Permission of instructor. (1-6). (Excl). (INDEPENDENT). May be repeated for credit with permission.

Arrangements may be made for adequately prepared students to undertake individual study under the direction of a departmental staff member. Students are provided with the proper section number by the staff member with whom the work has been arranged.

420(363)/Anthro. 347. Race and Ethnicity. Junior standing. (3). (SS).

The course begins with an examination of the debate among scientists as to whether "race" is a valid and useful biological concept. It then concentrates on the social and political dimensions of the concept of race by comparing definitions, attitudes, and behavior regarding racial categories and racial groups in the U.S. with those in other countries in the Americas. The concept of race will then be contrasted with that of "ethnicity", and the course will conclude with an analysis of some of the ways in which race and ethnicity have played a role in shaping the direction of social and political change in this country in the 20th century. (Sudarkasa)

425. Politics of Black Movements in America. CAAS 230 and 231; or permission of instructor. (4). (SS).

The organization of the African-American community has taken various forms over the last two centuries. Movements for integration, separation and emigration have all been part of the unique experience. Resistance and struggle have been continuous themes as African-Americans have sought to secure a place for themselves within this society. By using an interdisciplinary perspective this course will analyze the strengths and weaknesses of past and current movements seeking social and political change on behalf of African-Americans. The Civil Rights Movement, Back to Africa Movement, and independent political movements will all be topics for discussion during the term. Thoughtful, critical analysis will be stressed throughout the course in discussion and writing. Other course objectives: (1) Discussion of the content and organization of major Afro-American political movements; (2) Comparative analysis of leadership styles and effectiveness; (3) Considerations of the most significant social, economic and political influences upon the African-American experience; (4) Examinations of the interface between ideology and organizational effectiveness. (Kamara-Swan)

426. Physical Dimensions of Inner Urban Change. (3). (SS).

Taught from the perspective of a practicing architect, this course is organized around the topical issues of environmental design, social equity, and professionalism in urban resources management. It is intended primarily for students with non-architectural backgrounds. The course provides a spirited exploration of the explicit (and subtle) connections between PEOPLE, LAND, and POWER in our cities and the specific effects of these linkages upon physical rebuilding efforts within downtown/central city neighborhoods. In the main, this experience is intended to provide a broadened philosophical understanding of the "Who?" and "Why?" of contemporary urban redevelopment policies. Class will meet once each week for approximately three hours. A seminar format will be followed, combining formal and informal lectures, color slide presentations, selected case studies and selected readings. Continued active class participation and the preparation of a 12 minute audio cassette for presentation near the end of the term are basic course requirements. In addition to lectures, audio-visual presentations, etc., ongoing class dialogue will be augmented periodically with urban field trips and invited Guests. (Chaffers)

433/French 433. African/Caribbean Francophone Literature in Translation. A literature course or any course dealing with the Black experience in Africa or the Americas. (3). (HU).

See French 433. (Ngate)

436. African Religions and Philosophies. (3). (SS).

We will explore African religions and philosophies on several levels. First, we will consider the religions themselves by looking at particular cosmologies and their roles in the societies in which they have developed. Then, we will examine two major traditions: Islam and the transformations of Christianity developed within African cultures. Finally, we will explore the ways in which philosophy and, particularly, religion have served in Africa as the basis for political consciousness and movements in popular culture. Evaluation will be on the basis of a midterm and a final exam. (Roberts)

444/Anthro. 414. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS).

See Anthropology 414. (Owusu)

447(536)/Hist. 447. Africa in the Nineteenth Century. (4). (SS).

The purpose of this course is to convey an understanding of 19th century Africa through an exploration of the great historical movements that shaped developments in the nineteenth century. The major issues to be covered by the lectures include: (1) Empire and state-building; (2) the dimensions of slavery and the slave trade; (3) the social, economic, military, religious and political revolutions that characterize the century; (4) Imperialism, the conquest of Africa, and their impact; (5) Socio-economic-cultural life; (6) African warfare. These will be explored through lectures, class discussion and written assignments. (Uzoigwe)

449/Pol. Sci. 459. Africa: Development and Dependence Prior or concurrent study of the Third World; Pol. Sci. 465 is recommended but not required. (4). (SS).

See Political Science 459. (Wilson)

450, 451. Black Communities and Legal Rights. (3). (SS).

Afroamerican Studies 450 is offered Fall Term, 1983.

Law is a central factor in Black history, defining the status and prospects of Blacks, occupying a key role in programmatic debate and activity and reflecting dominant historical trends. This course, in examining the nexus between law, race and social order, uses law as a medium to interpret the forces that shape the Black past and present. One objective is to assist students in gaining knowledge of targeted areas of law i.e., the slaves of slavery, the slave trade, and quasi-freedom in the ante-bellum United States; the constitutional and legislative legacy of reconstruction; contemporary legal trends in education, voting, and employment; considerations of immigration, refuge and international law; the impact of shifting concepts of federalism on race-related legal issues; and comparative perspectives on legal developments in the African diaspora. A second aim is to aid students in refining techniques of theme identification, thesis-building and comparative analysis. The course considers several themes, e.g. multiple causation in the formulation of law; the political economy of legal development; the role of ideology in shaping the legal and public policy terrain; and thematic comparisons in diasporic legal history. Bell, Race, Racism, American Law; Civil Rights Leading Cases. Two tests, final, book analysis. (Woods)

452. Education of the Black Child. (2). (SS).

The course is designed to make it possible for students to engage in the examination and analysis of the public education philosophies, laws, and practices as related to the education of Black children in the past and at present. It considers the theoretical frameworks of growth, development and learning of children in different settings and at different life space on the one hand and the existing structural, socio-political and psychological conditions of the public school systems on the other and attempts to find ways and means of relating the objectives and philosophies of the schools to the needs of Black children. (Wagaw)

455. Seminar on Project and Research Planning. Upperclass standing. (3). (Excl).

This course is a practicum in urban research planning and execution. Special emphasis is placed on strategies and methods of research in Black urban communities. As a practical exercise, students will be involved in the National Study of Black College Students. During the term, students will receive instruction in sampling theory, questionnaire construction, data analysis and report preparation with special reference to Black Americans. (W. Allen)

456/Pol. Sci. 409. Comparative Black Political Thought. Two courses in political science or permission of instructor. (4). (SS).

See Political Science 409. (Mazrui)

476/Engl. 478. Contemporary Afroamerican Literature. Permission of instructor. (3). (HU).

This is a course in contemporary Afro-American fiction. We will read four early works for background and connections: Frederick Douglass' Narrative of the Life of, Zora Neale Hurston's Their Eyes Were Watching God, Jean Toomer's Cane, and Richard Wright's Native Son. Contemporary writers will include: Ralph Ellison, Amiri Baraka (LeRoi Jones), Ernest J. Gaines, Alice Walker, and Toni Morrison. There will be several exams and a final paper. (G. Jones)

479/Pol. Sci. 479. International Relations of Africa. (4). (SS).

See Political Science 479. (Mazrui)

481. Introduction to African Education. (3). (SS).

The course is designed to view education as a vital tool in social transformation in Africa. Students are expected to engage in the examination and analysis of the structure, organization, strategy and content of education in relation to the philosophical, political and cultural requirement of the society. The questions of relevancy, adequacy and equity will be confronted. People who plan to understand or play some role in a capacity in education, planning or business in developing societies such as Africa may find it very useful. (Wagaw)

486(586). Communication Media in the Black World. (3). (SS).

This course will provide a critical analysis of 1) the impact of the mass media (electronic, film and print) on Black Americans; 2) the problems encountered by Blacks seeking entry into communications industries; and 3) the ways in which Black life is portrayed and or covered in the media. It will also examine the role that Black media personalities play in the shapings of opinions among Afroamericans in particular and among Americans in general. The course format will combine lectures and class discussions. A number of locally and nationally prominent journalists, media personalities, and communications experts will give guest lectures during the term. All guest lecturers will be video taped for archival purposes and to familiarize students with those state-of-the-art techniques involved in video production today. Students will be required to read a number of professional and scholarly publications related to the course topic, to prepare special media projects, and to participate in regular class discussions. Students will also be required to write two research papers during the term. Each member of the class will have the opportunity to attend one of two planned trips to a dramatic video production. (Scott)


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