Courses in Afroamerican and African Studies (DIVISION 311)

Historical Perspectives

333. Perspectives in Afro-American History. (SS).

Making use of a lecture and discussion format, this course will survey Black social, cultural, economic and political history in America from the 1600's to the present. The various points of emphasis will include the assessment of African backgrounds and cultural persistence; the nature of the Black family; the development of Black institutions and organizations; and Black leadership and politics. In addition, such concepts as Pan-Africanism, domestic colonialism, and Black power are among those that the survey will cover. Texts: John Hope Franklin, FROM SLAVERY TO FREEDOM. Alfred A. Knopf, Sixth Edition, 1988. Harding, THE OTHER AMERICAN REVOLUTION. Center for Afro-American Studies, University of California, Los Angeles. 1980. Carson, David J. Garrow, Vincent Harding and Darlene Clark Hines, editors, EYES ON THE PRIZE: A READER'S GUIDE. Penguin Books, 1987. (De Witt Dykes)

Politics, Economics, and Development

203. Issues in Afro-American Development. (SS).

The general focus of AAS 203 during the Spring Half Term is on the law and its role in Black development. The course examines the intersection of the law and recent phases of Black development. Special emphasis will be put on the social context in which legal change in racial affairs occurred during the 1950's and 1960's. The course will then briefly survey trends in racial law and policy up to the present. Affirmative Action as a tool to redress historical patterns of discrimination and questions of whether governmental involvement hinders or retards the quest for racial advancement are among the issues that the course will cover. (Woods)

Literature and the Arts

360. Afro-American Art. (HU).

This accelerated course provides an introduction to and an interdisciplinary overview 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 nature of the Afroamerican cultural reality. AAS 360 intends 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 Afroamerican culture; (b) develop reference on a broad level for an Afrocentric aesthetic point of view; (c) encourage greater insight into and exploration of the arts of African and Afroamerican peoples and the spirits and realities that motivate the "arts"; (d) create a living vehicle capable of effecting a broader understanding and resolution of problematic cultural patterns which disturb, confuse, and cancerize our historic and contemporary lives. (Lockard)

406/Amer. Cult. 406. Literature of the Caribbean World. (HU).

The main objectives of this course are to introduce students to a representative sample of the wide body of written and oral forms that constitute the literature of Blacks in the Caribbean - with emphasis on the English-speaking countries and to engage them in analyses of a number of themes in works that reflect the dilemma of the African presence in the Americas and how that presence manifests itself in the formation of culture. Through selected readings (from, for example,

C.L.R. James' THE BLACK JABOBINS, McKay's BANANA BOTTOM, Clarke's GROWING UP STUPID UNDER THE UNION JACK, Walcott's "The Last Carnival," R. Cudjoe's RESISTANCE AND CARIBBEAN LITERATURE, and Nunex-Harrell's WHEN ROCKS DANCE), and from musical recordings - calypso and reggae we shall consider the following themes: resistance to enslavement and colonialism and neo-colonialism; formation of identity; and nationalism in pluralist cultures. (Flanagan)

Individual Behavior, Cultural Systems, and Social Organization

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

This course deals with overlooked but crucial questions related to the education of Black children in the United States. The area of primary concern will be public schooling, and the emphasis will be laid on analysing the social, cultural, political and economic forces which act to influence the learning experiences of Black children. AAS 452 will thus consider, on the one hand, the theoretical framing of ideas about the growth, development and learning of children in different life settings and styles, and, on the other, the existing structural, socio-political and psychological conditions of public school systems. Our approach attempts to find ways and means of relating the philosophy and objectives of public education to the needs of the Black children. In the process, this course examines the defects of present-day educational theories which are based on empirical data drawn from studies of less than 1% of the population. Lectures and discussions will test for the applicability and generalizability of such data to other population groups, examine their implications for different cultural systems, and assess what is thus contributed to cognitive variation and performance and competence in the learning process. (Wagaw)

458. Issues in Black World Studies. (SS). May be elected for a total of 6 credits.

Section 101 STUDY ABROAD: CARIBBEAN PILOT PROGRAM. Although a very significant region of the Black diaspora and in the history of ideas generally, the Caribbean has to date been an area of limited exposure in the CAAS/U-M curriculum, and thus to CAAS/U-M students. It is the intention of the Center to rectify this by building up its repertoire in Caribbean Studies. Many of the major thinkers of the Third World have come from this region Marcus Garvey, C.L.R. James, Frantz Fanon, and Walter Rodney are just a few of the Caribbean thinkers who have shaped the ideas of the Black World. Equally significant have been such Caribbean events as the Haitian and Cuban Revolutions in the 19th and 20th-centuries. Just as significant are the wide-ranging implications of Carnival and of the region's literary innovations. It is therefore important that students understand not only the ideas of thinkers but also the region itself, that the Caribbean Study Abroad Program allow for exposure to the region itself, that the Caribbean Study Abroad Program allow for exposure to the region as idea and also as critical Meso-and African-American space. The 1989 Pilot Program will identify and lead a select group of students to the Caribbean. For this first venture, the group will be based in Barbados, during a two-week "on-site" period. Barbados is especially apt for a Pilot program because it is readily accessible both within and outside the Caribbean region. This is so for any number of reasons; they range from the economics of flight and lodging to ease of communication on an English-speaking island. In addition, locating the program on one island is important for a focused sense of at least one Caribbean setting. The Center's plans call for a program of study that involves contact with Caribbean scholars and artists, most of them associated with the University of the West Indies system and its various campuses. Invited scholars and artists will be requested to present a range of lectures across several disciplines. The lectures will last approximately 2-3 hours and will involve students in discussion and interaction with the speakers. Since all the speakers are published authors, the Pilot Program's reading list will come from their writings. The reading list will be supplemented by other relevant materials, ranging from, say, local (regional) documents to more accessible library holdings on the Caribbean. For purposes of evaluation there will be two "on site" short essays and one major paper at the end of the Program. There will be no open enrollment for this Summer Abroad Course. Prior permission must therefore be received from the relevant University of Michigan offices through the Center. Students must also receive an Election Authorization Form to register for this course. For further information please call the Center for Afroamerican and African Studies 764-5513, or Dr. Nesha Haniff 764-9917. (Haniff)

Section 102 HEALTH ISSUES IN BLACK COMMUNITIES. The following are among the specific objectives of this course: to study: (1) The influence of poverty on the health status of Black women children. ecological, political, and economic factors that contribute to Black disease states. variables that influence Black health care seeking. (2) The purpose of this section of AAS 458 is to thus introduce students to and familiarize them with the nature of and the implications of key circumstances that effect the delivery of and access to health services among Black Americans. (Barbee)

558. Seminar in Black World Studies. Graduate standing or permission of instructor. (Excl). May be repeated for a total of 6 credits.

This course will be conducted as both a seminar and a lab course. Tuesday sessions will be devoted to theoretical readings in and applications of various research methods. These sessions will be followed by lab practicum on Thursdays. Current plans call for a few (probably two) short-medium homework sets drawn from the various topics. A research paper using a technique other than quantitative modeling will be required at the end of the course. NOTE: This term, AAS 558 continues an on-going project in CAAS the unifying theme of which is the building of a simulation of Detroit politics as it relates to racial politics and economic development. Building in mental models of the belief systems and goal achievement processes of the major actors will be a necessary component of the project. Each student is expected to take a piece of the project (such as building cognitive maps of the actors from archival sources or developing the rules for part of the systems involved) for his/her research paper. "Smalltalk" will be the main computer language used to model various aspects of the simulation. Those not interested in direct computer programming may wish to explore alternative models such as mathematical modeling, connectionist models, or covariance structures. Group projects will be encouraged. All students will be expected to write up their own research reports and to complete one small programming assignment. (Dawson)

Independent Study

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

For students who can show appropriate preparation in courses previously taken, The Center for Afroamerican and African Studies offers course credit for independent study. A full-time faculty member must agree to supervise the undertaking and to meet with the student during the term. The proposed course of study may not duplicate the material of any course regularly offered by the Center. The reading and writing requirement should be comparable to that required in a regular course for the same number of credits; and all work must be completed by the final day of class in the term. After consultation with and approval from a CAAS faculty member, applications for independent study along with statements describing the schedule of readings and writing assignments must be filled out. Such applications must be signed by the faculty member involved and turned in before the end of the first full week of the term. It is therefore advisable to submit applications (available in Room 200 West Eng. Bldg.) in advance of the beginning of the independent study term. Upon approval, an override (Election Authorization Form) will be issued.

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