Politics, Economics, and Development
200. Issues in Black Development in the Caribbean and Guyanas. (2). (Excl).
This class will examine the life and works of select Caribbean Scholars and activists who have not only shaped the Caribbean but influenced profoundly current thinking in the Black world. The lives of these scholars were even more important than their scholarship. Walter Rodney, for example, returned to his native Guyana where he became a political activist and was assassinated as a result. Eric Williams, who wrote the seminal Capitalism and Slavery, was Prime Minister of Trinidad and Tobago for twenty-five years. (Haniff)
203. Issues in Afro-American Development. (4). (Excl).
LAW AND SOCIETY. 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 time. Affirmative Action as a tool to redress historical patterns of discrimination and the question of whether governmental involvement hinders or retards the quest for racial advancement are among the issues that the course will cover. (Woods)
360. Afro-American 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. 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. Students must be prepared for discussion and interaction. (Lockard)
407. African Literature. (3). (HU).
Literature cannot be adequately understood without some understanding of the cultural context out of which it comes. With that premise, we will explore the literacy and political connections between fiction and history by reading six novels in English that respond to both the 1929 Igbo Women's War and more generally to gender roles in colonial/post-colonial Igbo society. The Women's War, which took place in southeastern Nigeria, is an important example of how pre-colonial women's power gave rise to an anti-colonial struggle. We will first read historical and anthropological accounts of the rebellion; however, the bulk of the course will focus on the literary texts. We will look at the Chinua Achebe's THINGS FALL APART, Cyprian Ekwensi's JAGUA NANA, Flora Nwapa's EFURU (the first African women's novel), Buchi Emecheta's THE JOYS OF MOTHERHOOD and THE SLAVE GIRL; and we'll end with Achebe's ANTHILL'S OF THE SAVANNAH. (Andrade)
358(458). Topics in Black World Studies. (3). (Excl). May be elected for a total of 6 credits.
THIRD WORLD WOMEN. This course will examine critical issues affecting Third World women around the globe in the context of their colonial past, their increasing integration into the international capitalist system, and their on-going efforts to free themselves from various forms of (neo-) colonial, racial, class and patriarchal oppression. We will want to understand how women's identities are forged through their own activities as workers/producers and caretakers/reproducers as well as in their relationships to men, the state, dominant economic interests and different kinds of development programs. How do we – and marginalized THIRD WORLD women themselves – ensure that they are included as subjects (rather then objects) in the development process? How do we all ensure that we/they are included as creative agents in the visions of national liberationists, socialists, feminists, planners and development agencies? (Green-Gosa)
431. Alternative Approaches in Black Education. (2). (Excl).
COGNITIVE DEVELOPMENT OF THE AFRICAN CHILD. This course will attempt to describe the evolution of an African Personality by considering the cognitive development of the African child from the nutritional, biological, medical, psychological and socio-cultural perspectives. Topics to be covered include: child-rearing practices; the development of language and thought systems and the evolution of problem solving abilities. The influence of socio-economic class, gender, rural-urban locations, family, religion, sibling position and also the contributions of other agencies of socialization in the society would be discussed. Guest lecturers and film strips would be utilized as these become available. (Eyetsemitan)
452. Education of the Black Child. (3). (Excl).
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)
410. Supervised Reading and Research. Permission of instructor. (1-6). (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. It is advisable to plan and submit application (available in Room 200 West Eng. Bldg) in advance of the term's beginning. After consultation with the proposed instructor complete the application along with a statement describing the purpose of the proposed course and a schedule of reading and writing assignments. The application must be signed by the faculty member and turned in before the end of the first full week of the term. An override will be issued by the office upon approval. 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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