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)
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)
338/English 320. Literature in Afro-American Culture. (3). (HU).
In the year 1703, the story of one Adam, "servant of John Saffin, Esquire" was published, marking the birth of a new literary genre in America: the slave narrative. This course will focus primarily on the slave narratives written between the years 1830-1860, that much celebrated period in American literary history known as the American Renaissance. We will begin with The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African and end with the Narrative of the Life of Frederick Douglas, an American Slave. Linda: Incidents in the Life of a Slave Girl, Written by Herself, one of the few slave narratives of its kind told by a woman, will give us an opportunity to examine the implications of gender in relation to the slave narrative. Two novels – Harriet Beecher Stowe's Uncle Tom's Cabin and William Wells Brown's Clotel; or The President's Daughter: A Narrative of Slave Life in the United States – will give us an opportunity to examine the influence of slave narratives on slave novels written during this period. Other issues we will discuss are: African retentions, European influences, and the effect of slave experiences outside the United States. Two papers (one long, one short) and class participation will be required. (Nicholas)
351/Pol. Sci. 359. The Struggle for Southern Africa. Lectures: 2 credits; lectures and discussion: 4 credits. (SS).
This course will examine the social, economic and political problems of development within the region. The colonial history and independence movements will be reviewed to gain a better understanding of contemporary circumstances. A thorough consideration of the transition from liberation movement to becoming the national government will be made. The implication of resource planning, manpower development, physical location and international relationships will be explored in the context of the region's future. The potential for greater regional political and economic cooperation will also be considered. Students will be expected to actively participate by focusing upon one country within the region and developing a through knowledge of its history and contemporary problems for presentation to the class. A film series examining the problems of liberation, national development and the role of women will also be an integral part of this course. (Kamara)
360. Afroamerican Art. (3). (HU).
This accelerated course provides an interdisciplinary overview and an introduction to the area of culture and art, and their influences on society. Students will look at the visual arts, music, dance, theatre, literature, television and education. Historical, philosophical, religious, aesthetic and ideological perspectives are considered as we wrestle with the nation of the Afroamerican cultural reality. 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. Courses 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. Students must be prepared for discussion and interaction. (Lockard)
403. Education and Development in Africa. (3). (SS).
This course is designed to serve the needs of students who plan to engage in international-related activities as well as those who may desire to gain basic understanding into the forces and dynamics of education in the processes of cultural and socioeconomic transformation in one of the major developing regions of the world, i.e. Africa Education operates within the existing political, religious and social institutions and values. It also has a profound impact on those institutions' conventions and values. The question is whether the direction and magnitude of the interactions can be controlled and guided in order to optimize social development. The lecture-discussion method is used. Students will be encouraged to read widely into the relevant literature. No prerequisite is required. Evaluation consists of class participation and periodical written tests. (Wagaw)
404/Hist. Art 404. The Art of Africa. (3). (HU),
See History of Art 404. (Maurer)
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.
426. Urban Redevelopment and Social Justice. (3).
Urban Redevelopment and Social Justice – Can We Have Both? A Seminar for Future Professionals. Taught from the perspective of a registered architect, this course is organized around topical issues of design, professionalism, and equity in urban resources development. Intended primarily for students with non-architectural backgrounds, the course seeks to provide a spirited exploration of the explicit (and subtle) connections between people, land and power in our cities and the specific affects of these linkages upon contemporary urban rebuilding. In the main, our explorations are aimed at providing a broadened philosophical understanding of the "Who?" and "Why?" of contemporary urban redevelopment policies – particularly as such policies impact on the emerging "central city." As a class we will meet once each week for three hours. A seminar format will be followed, combining formal and informal lectures, color slide presentations, selected case studies, selected readings and a series of student-generated workshops. Throughout all discussion, there will be continuing class focus on the necessity for our making critical distinction between "effecting" (carrying out) and "affecting" (influencing the formation of) various environmental policy. Continued active class participation and the preparation of a ten minute audio cassette tape for presentation near the end of the term are basic course requirements. (Tape productions are intended as an opportunity for sharpening 'ethical sensibilities' and as an opportunity for each of us to clarify our own personal convictions about people and designed environments.) In addition to lectures and audio-visual presentations, ongoing class dialogue will be augmented periodically with urban field trips and invited guests. Enrollment limited to 35 students. (Chaffers)
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)
450 Black Communities and Legal Rights. (3). (SS).
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 antebellum 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 the 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 child. The course may be taken to fulfill requirements for cross cultural studies by the School of Education or units of LS&A, etc. No prerequisite required. The lecture-discussion method is used. Evaluation consists of brief presentation in class on a researched topic, participation in class, discussions, and end of term written examination. (Wagaw)
456/Pol. Sci. 409. Comparative Black Political Thought. Two courses in political science or permission of instructor. (4). (SS).
See Political Science 409. (Mazrui)
458. Topics in Black World Studies. (3).
Section 001 – Politics and Letters: That Which the Soul Lives By. There is an interesting moment at the beginning of Zora Neale Hurston's Mules and Men. In it, the folklorist and novelist outlines the process whereby her book and her self-awareness were simultaneously created: "I was glad when someone told me, 'You go and collect Negro folk-lore.' In a way it would not be a new experience for me. When I pitched headforemost into the world I landed in the crib of negroism...But it was fitting me like a tight chemise. I couldn't see it for wearing it. It was only when I was off in college, away from my native surroundings, that I could see myself like somebody else and stand off and look at my garment. Then I had to have the spy-glass of Anthropology to look through at that." It is this process that will be the focus of our concern this semester. Using the lives, times, and works of Zora Hurston, Jomo Kenyatta, and Frantz Fanon; we will explore the means by which voyages of discovery become devices of self-definition; we will consider the paradox of identity as that which yet remains to be created. Our thought will include the ways in which these authors were both shaped by and were shapers of their historical moments – moments which also contained particular realizations of Black identity. Core readings will include Mules and Men, Facing Mt. Kenya, Black Skin White Masks. Other works such as Rosengarten's All God's Dangers, the Life of Nate Shaw, and Huggins' Harlem Renaissance, will provide insight into the times in which our authors lived, while still other works such as Culler's On Deconstruction, Gate's "The Blackness of Blackness: A Critique of the Sign and the Signifying Monkey", and Said's Orientalism will provide our theoretical spy-glasses. Evaluation will be based upon class participation and two written assignments. (Roberts)
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, Jane 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)
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