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. (F. Wilson)
326. The Black American Family. (3). (SS).
This course provides students with an introduction to the scientific study of Black American Family life. Specifically the course is intended to: (1) Review previous research on Black families; (2) Evaluate theories, methods and findings commonly cited; (3) Analyze Black family organization and functions; (4) Encourage systematic study by students of self-selected, specialized aspects of Black family life; (5) Facilitate constructive exchange of viewpoints over contemporary issues in Black family studies. The course meets twice weekly and employs a lecture-discussion format. The instructor will open each class with a 15-20 minute presentation to be followed by class discussion of readings and lectures. Great emphasis is placed on development and enhancement of communication skills. Students will be expected to take active part in class discussions. In order to do so students will need to keep up with course readings. Grades will be based on two short papers (each 3-5 pages long and representing 20% of total grade); a 5-7 page Family History exercise (25% of total grade); review of chapters from a forthcoming book (one page review per chapter) (15%) and class discussion/quizzes (20%). (Allen)
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-class children in the United States. In order to highlight the factors which contribute to the social conditions 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 the socialization of African-American children and South African children. Topics to be discussed will include (1) family, peer, and community socialization, (2) the development of a sense of self and racial identification, (3) portrayal of Blacks in books for children, (4) school achievement and intellectual development, (5) language development, (6) teenage pregnancy, and (7) welfare, poverty, and father absence. Students will be required to complete three take-home essay exams, though only the top two exam scores will be used to calculate your grade. The two scores will count equally toward your grade. Students will read two novels (autobiographies), selected book chapters, and a few journal articles. (McLoyd)
351/Pol. Sci. 359. The Struggle for Southern Africa. Lectures: 2 credits; lectures and discussion: 4 credits. (SS).
See Political Science 359 for description. (Wilson)
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 notion 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)
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). (SS).
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 25 students. (Chaffers)
434/Soc. 434. Social Organization of Black Communities. (3). (SS).
See Sociology 434 for description. (Allen)
444/Anthro. 414. Introduction to Caribbean Societies and Cultures I. Junior standing. (3). (SS).
See Anthropology 414 for description. (Owusu)
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 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. (3). (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 LSA, 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)
458. Topics in Black World Studies. (3). (SS).
Section 001 – Africa and Ethnographic Invention. This term, we will be exploring a certain mental and literary terrain; an interior/exterior landscape in which the three terms, "Africa," "ethnographic," and "invention" may be combined in various ways. We will begin by considering the ways in which there was an "Africa" which was created in the image of the exotic – a place which served as the goal of voyages of discovery. Out of this Africa-as-an-adventurer's tale, we will emerge into ethnography, where we will consider the aims ethnography sets itself and the "Africa" created in terms of these aims. Finally, we will explore aspects of the current "crisis of representation" through which African studies is moving at the present time – a crisis in which the distortions of previous presumptions are being exposed by the process of creating new images and understandings, ones closer to African experience. Readings will include essays and philosophy as well as ethnographies – classic and recent. Our aim will be to understand the process of "inventing" Africa by Africans and non-Africans alike. Seminar. Evaluation based on class participation and two writing assignments. Junior standing or P.I. (Davis-Roberts)
531/Hist. 564. Ante Bellum South. (4). (SS).
See History 564. (Fields)
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
The Regents of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.