Spring 2001

African-American and African Studies

AAS 102 – Introduction To African-American And African Studies II (4)

T R 1230-1345 MRY 209

Instructor: Olufemi Taiwo

This introductory course builds upon the histories of people of African descent in Africa, the Americas, and the Caribbean surveyed in AAS 101. Drawing on disciplines such as Anthropology, History, Religious Studies, Political Science, and Sociology, the course focuses on the period from the late 19th century to the present and is comparative in perspective. It examines the links and disjunctions between communities of African descent in the United States and in Latin America, the Caribbean, and Africa. The course begins with an overview of AAS, its history, assumptions, boundaries, and topics of cultural experience; community formation; comparative racial classification; language and society; family and kinship; religion; social and political movements; arts and aesthetics; and archaeology of the African Diaspora. Discussion section required.

AAS 401 - Independent Study (3)

(TBD)

AAS 406A - African Photography (3)

M 1300-1530 CAB 331

Instructor: Liam Buckley

This course explores the visual cultures structured around the presence of cameras and photographs in Africa. The method of the course is interdisciplinary, drawing on work conducted in visual anthropology, in colonial discourse and postcolonial theory, and material culture studies. In its colonial and postcolonial contexts, the activity of photography has provided persons with a time to establish identities for themselves and social relations with others, while exercising power and testing authority. Students will examine the range of African practices that have developed historically during the taking of, posing for, display, collection and exchange of photographs. The final section of the course focuses on the "social lives" of African photographs--things moving through history, beyond the immediate lives and contexts of those who produced and posed in them, capable of serving varying ideological ends.

AAS 406D - Interpreting Community: A Case Study Of Cape Coast, Ghana (3)

R 1800-2100 Minor Hall 108

Instructors: Scot French and Maurice Cox

[Cross-listed with ARCH 566]

Through the townscape of Cape Coast, Ghana, we will investigate methods of reading cultural landscapes and challenge assumptions about interpretations of place. The course will unfold against the larger context of the West Coast of Africa and the involvement of Cape Coast and other coastal towns in the history of trade-particularly the enslavement of Africans.
This course targets advanced undergraduate and graduate students whose research interests focus on discerning cultural patterns and deciphering expressions of change in the built, natural, and social environments. Using non-traditional sources such as oral testimony, ritual, and performance, students will develop the skills needed for collecting, distilling, and conveying the complexities of community through intensive exposure to Cape Coast. In interdisciplinary teams, students will develop, reformat, and produce interpretations of this place using a variety of digital media.
Requirements include the completion of weekly reading assignments/interpretive exercises, participation in class discussion, weekly journal entries, and a final multimedia product.
The course will be taught in a seminar/workshop format and is conceived of as the predecessor to an interdisciplinary student research project for the summer of 2001 in Cape Coast, Ghana. This summer project is contingent upon funding from the United States Department of Education, Fulbright-Hays Group Study Abroad Program and will have an application process independent of the spring seminar. Collaborators: School of Architecture, Afro-American and African Studies, and the Digital Media Lab, Robertson Media Center.
Instructor's permission is required. Preference will be given to third- and fourth-year students and students applying to study abroad in Ghana this year.

AAS 406E - Critical Race Theory: Law And Literature (3)

W 1300-1530 Minor Hall 108

Instructor: Bernie D. Jones

Critical race theory scholars comprise a group of law professors of color, primarily African American, who developed a critique of the legal profession in the 1980s to 1990s, in response to rising conservatism within the American political, social and legal orders in the post-civil rights era. Disenchanted with both the legal liberalism which made the civil rights movement possible and with the prevailing radical response of critical legal studies, they developed an approach to legal scholarship based in a heightened consciousness of the role race can play in determining African American status within society. One unorthodox approach to scholarship lay in storytelling. Through storytelling, they gave voice to the realities of African Americans whose voices had been silenced by racial hierarchy under the law, and through the use of formalistic legal rules. Critical race theorists used storytelling in essays and in short story fiction, as an approach to cultural criticism. We will be reading works of critical race theory storytelling by Derrick Bell, Patricia Williams, Richard Delgado, and David Dante Troutt.
This class is a research seminar which will satisfy the second writing requirement.

AAS 451 - Distinguished Majors Program/ Directed Research (3)

TBD

AAS 452 - Distinguished Majors Program/Thesis (3)

TBD

Department of Anthropology

ANTH 256 – Peoples & Cultures Of Africa (3)

M W F 1300-1350 CAB 138

Instructor: Adria LaViolette

This course engages the human landscape of modern Africa, through the close reading of a selection of monographs and African feature films from diverse cultural and geographical areas. The main texts, drawn from fiction, ethnography, and social history, are taught against a backdrop of economic strategies, different forms of social organization, cultural expressions, and challenges facing modern African women and men. An edited volume on Africa will provide relevant essays to combine with and contextualize the monographs and films. We will focus on rural farmers, urban dwellers, both the elite and poor, and the forces that draw all of these together; transnational migration; and belief systems. How relationships between mean and women are contextualized and negotiated is a theme found throughout the readings and films, as well as the struggle of people in different circumstances to build new relationships with older beliefs and practices, and with new forms of government. This course does not attempt to familiarize students with all issues and peoples in modern Africa, but rather to distill and feature certain themes of especially wide relevance. This is a lecture and discussion course.

ANTH 318 – Social History Of Commodities: Linkages Between Africa And The Americas (3)

T R 1400-1515 CAB 423

Instructor: Hanan Sabea

This course examines how certain agriculture products turned into world commodities linking, in the process of their production, exchange and consumption, diverse places and people around the globe. The main focus is on the connections between Africa and the Americas through the movement of people and commodities. Informed by production exchange and consumption theories the course focuses on coffee, sugar and tobacco, primarily in terms of where they originated; when, where and how they transform into commodities of daily consumption; and the conditions under which they are produced and enter into circulation.

Department of Art History

ARTH 255 – African American Art (3)

M W F 1100 – 1150 CAM 160

Instructor: Andrea Douglas

The course is a survey of Afro-U.S art from the 18th century to the present. It hopes to contextualize the painting, sculpture, and photography of Afro-U.S artists in the history of Western art. Emphasis is also placed on the associated post-colonial theory/modern theory. Topics include the New Negro movement, the Black arts movement and post-modern installation. There are no pre-requisites for this course.

Department of Drama

DRAM 307 - African American Theater (3)

M W F 1400-1450 CAB 323

Instructor: Ishmail Conway

This course on African-American Theater will provide an opportunity for students to learn about this rich, distinctive American International art form. This particular theatrical experience emanates out of the experience of Africans in America. The course will explore the theatrical experience that enriches audiences, builds Thespians, communicates history and futures. Specifically, this course will explore the personalities, the literature and plays; the great companies, management and advancement; the socio-cultural implications, the technical contributions to theater.

Department of English Language and Literature

ENLT 247 – Black Writers In America (3)

T R 0800-0915 MCL 2009

Instructor: Kathy Nixon

(Description not available – see instructor)

ENLT 247M/001 – African American Literature (3)

"Fictions of Slave Revolt in Americas"

M W 0900-0950 BRN 330

Instructor: Virginia Thornton

The Middle Passage, the auction block, the quarters, the fields, the whip, the runaway -- these are the defining scenes of slavery in the popular imagination, brought forward on almost any plantation tour to form the picture of slave presence in the Americas. But that's not all of the story. In this class, we'll look at a different part of the narrative, a tale of slaves rising against their owners and the results of armed revolt. We will begin with texts like Aphra Behn's Oroonoko (1688) and excerpts from the autobiographical The Interesting Narrative of the Life of Olaudah Equiano (1789) and move forward to include Herman Melville's Benito Cereno (1856), Arna Bontemps' Black Thunder (1936), and William Styron's The Confessions of Nat Turner (1967), as well as the recent and controversial Stephen Spielberg film Amistad. Through these and other lens, we will trace both literary and historical accounts of slave uprisings written by participants and their targets, by casual observers, and by those a generation or more later, all of whom try to understand the complex entanglements and oppressions at the heart of slave revolt. Course requirements: weekly e-mail questions, four 5-7 page papers, final exam.

ENAM 314 – African American Survey (3)

T R 0930-1045 CAB 323

Instructor: Tejumola Olaniyan

A cross-genre survey of African-American literature from the close of the Harlem Renaissance to the present. We will pay close attention to significant formal innovations and thematic preoccupations that define this literature and the relationships, if any, between such concerns and the (changing) conditions of possibility of the literature itself.

ENAM 358 – Relations Of Race (3)

M W 1100-1215 CLM 201

Instructor: Stephen Railton

We'll read popular 19th and 20th century fictions like Uncle Tom's Cabin, The Adventures of Huckleberry Finn and The Leopard's Spots to look closely at how America's majority white culture defined "whiteness," "blackness" and the relations between them. We'll also keep those texts in contact with fictions by African American writers like Douglass, Chesnutt, Hurston and Wright. And we'll look continuously at 20th (and maybe even 21st) century popular culture – represented mainly by film and television -- to see how historically constructed racial narratives and types persist and change, continue to operate as popular fictions in our time. Discussion section required.

ENAM 482A – American Film (3)

M W 1530-1645 BRN 330

Instructor: Eric Lott

An introduction to the history of Hollywood film and film technique, focusing particularly on the American film industry's impact on and representation of 20th Century cultural history. We won't read background historical works to help us understand what's going on in the films; we'll read the films as cultural-historical works--prismatic, condensed, displaced, distorted, oneiric works, to be sure, but ones that clue us in to the way Americans have imagined their history over the last hundred years. Syllabus of films still to be finalized, but more than likely many of the following will be included: Griffith's Birth of a Nation (1915), Michaeux's The Homesteader (1922), Crosland's The Jazz Singer (1927), Fleming's The Wizard of Oz (1939), Hawks's His Girl Friday (1940), Curtiz's Mildred Pierce (1945), Ford's The Searchers (1956), Hitchcock's Vertigo (1957), Welles's Touch of Evil (1958), Clarke's The Cool World (1963), Penn's Bonnie and Clyde (1967), Coppola's The Godfather (1972), Altman's Three Women (1977), Burnett's Killer of Sheep (1977), Scorsese's Raging Bull (1980), Lee's Do the Right Thing (1989), Tarantino's Pulp Fiction (1994), Spielberg's Amistad (1997). Books: Sklar, Movie-Made America; Bordwell and Thompson, Film Art; Anger, Hollywood Babylon.

ENAM 482D – Aesthetics And Politics In African American Literature (3)

T R 0800-0915 CAB 335

Instructor: Lisa Woolfork

What tensions underlie the creation of African American literature? How do writers reconcile aesthetic possibility with the social pressures that confront them? What socio-political circumstances do these writers face and how do they presented in their literature? These are some of the questions that will guide our study of selected African American literature this semester. Writers include, but are not limited to, Frederick Douglass, Harriet Jacobs, Charles Chesnutt, Ralph Ellison, Ron Karenga, James Baldwin, and Ernest Gaines. Class requirements include active class participation, periodic response papers, quizzes, mid-term and final exams.

ENTC 316 – Black Women Writers 1950s To The Present (3)

T R 0930-1045 CAB 216

Instructor: Lisa Woolfork

This seminar explores the range of Black women’s writings from mid-century to the present. We will focus closely on the text’s adherence to its contemporary literary and social conventions. We will also consider patterns of representation established in the 1950s and watch how they develop, disintegrate, or evolve into the present day. Do certain issues or themes remain important in Black women’s writing of the last fifty years? How has the literature adapted in response to a specific cultural or historical moments? Writers include, but are not limited to, Ann Petry, Alice Walker, Jewelle Gomez, Dorothy West, Tananarive Due, Barbara Neely, Gwendolyn Brooks, and Toni Morrison. Class requirements include active class participation, discussion leading, response papers, long and short essays.

ENTC 331 – Major African American Poets (3)

T R 1230-1345 BRN 328

Instructor: Charles Rowell

In a poem entitled "Black Art," Amiri Baraka, one of the original architects of the Black Aesthetic, writes "We want a black poem. And an/Black World./Let the world be a Black Poem/And Let All Black People Speak This Poem ... " This course will focus on Baraka's heirs, contemporary African-American poets who, though aware of the Black Arts Movement of the 1960s and 1970s and its aesthetic dicta, are creating poetry that mines community and self and thus moves beyond the essentialist ideology of the Movement. Yet these contemporary poets are ever mindful of the aesthetic which derives from the culture and lives of USA communities. Yusef Komunyakaa, for example, remembers his Southern home without preachment; Rita Dove reimagines the interior details of family and its importance; Toi Derricotte explores the difficult geographies of women's bodies in childbirth; Michael Harper radically reconstructs US American history as revelation, recounting moments of horror and hope; and, in language that is both luminous and terrifying, Audre Lord inscribes "the love that dare not speak its name."

ENTC 482 – African Literature (3)

R 1400-1630 BRN 330

Instructor: Tejumola Olaniyan

This course is a detailed introduction to the major writers and diverse literary traditions of the continent. We will explore connections of structures—literary/ideological, etc.—across a variety of boundaries—race, gender, class, genre, region, etc. We will address such interesting issues as the possibility of a postcolonial African literary voice in non-African but Europhone languages, the colonial encounter and cultural imperialism, cultural nationalism and the independent nation-state, and history and genre/literary forms. Some of the writers we will read are Nawal El Saadawi, Tsitsi Dangaremba, Wole Soyinka, Tsitsi Dangarembga, Nadine Gordimer, Chinua Achebe, and Buchi Emecheta. Requires: class presentation(s), 2 short papers (10 pp. each).

ENTC 482B – Contemporary African-American Women Playwrights (3)

T R 1230-1345 WIL 140

Instructor: Lotta Lofgren

This senior seminar is an intensive study of plays by African American women from the 1950's to the present. Moving fairly quickly to cover as much as possible of this fertile ground, we will examine how these playwrights rework old and invent new forms to express a unique world view in a theatrically viable way. We will ask such questions as: How much should any artist compromise his or her vision in order to be heard? What kind of audience does each playwright write for? What is her sense of responsibility to the past and the future? How does the double need to define oneself within the group and as a group affect the playwrights and their art? The course aims to celebrate the achievement of these remarkable artists: from their position on the margins they offer us plays so new and compelling that they force us to reconsider our notions of what theater is and can be. We will read works by Alice Childress, Lorraine Hansberry, Adrienne Kennedy, Aishah Rahman, Ntozake Shange, Suzan-Lori Parks, Anna Deavere Smith, and others. Course requirements: enthusiastic class participation, frequent written responses to readings, an occasional oral book report, a longer research paper.

ENTC 533 – The 1970s (3)

M W 1400-1515 CAB122

Instructor: Eric Lott

The 70s are too often seen as America’s Embarrassing Years, the decade of the Dry Look and Watergate, Three’s Company and stagflation, Est and ESP, postindustrial decline and the Bicentennial, Mandingo and the Steve Miller Band. Our narratives of the 70s give us only an era of late-imperial decadence (Vietnam, Studio 54), a self-interested Me Decade (Christopher Lasch’s The Culture of Narcissism), an age of cults and terrorism (the Black Panthers, the Symbionese Liberation Army, Jim Jones’s People’s Temple), or a shallow (at best campy) culture of celebrity (Halston, Cher, Travolta). This course, by contrast, will be guided by the hypothesis that the 70s are not only the most interesting post-WWII decade but the one in which American culture actually fulfilled the promise of the 1960s—even amid the culture’s pervasive sense of post-heroic anomie. In our interdisciplinary inquiry, we will examine the period’s widespread interest in "authenticity" or roots (the Alex Haley miniseries, Kingston’s Woman Warrior, George Clinton’s One Nation Under a Groove, early Bruce Springsteen, Loretta Lynn’s Coal-Miner’s Daughter, Jimmy Carter); a new kind of cultural radicalism (the Afro, the Wounded Knee affair, the commune, leather culture, Richard Pryor, Lily Tomlin, punk, blaxploitation films, the No Nukes events); a recasting of gender, sexuality, and desire (feminist/lesbian sectarian debates, the Sensitive Man, Renee Richards, the critique of the so-called "sexual revolution," The Mary Tyler Moore Show); a new understanding of political economy (the advent of the "multinational corporation," Barnet and Muller’s Global Reach, Dog Day Afternoon, the commodity irony of the "pet rock," OPEC, Network); an embrace of anti-humanist thought and art (Foucault, Althusser, Warhol, disco, Doctorow’s Ragtime); and a political culture of widespread left-liberalism, later supplanted by the rise of the new right (McGovern, the ‘72 Black Political Convention in Gary, Nixon’s disgrace, Harvey Milk, Annie Hall, Carter’s rightward turn, "austerity," the firing of Andrew Young, American Gigolo, Ronald Reagan). Our inquiry will raise questions about (among other things) cultural value, 70s nostalgia, 70s legacies good and bad, the very idea of periodization, the prospects for a "unified field theory" of a cultural moment, and other matters.

Department of French Language and Literature

FREN 345, SEC. 2 – African Literatures And Cultures (3)

T R 1400-1515 CAB 332

Instructor: Kandioura Dramé

This course will explore aspects of African literatures and cultures which demonstrate the complexity of the African experience through the creative arts. It will focus on selected issues of special resonance in contemporary African life. Oral literature and its continuing impact on all other art forms. Key issues in French colonial policy and its legacy in Africa: language, politics, education. The course will examine the image of the postcolonial state and society as found in contemporary arts: painting, sculpture, music, and cinema. Selections from painters and sculptors like Cheri Samba (Zaire-Congo), Ousmane Sow, Younousse Seye (Senegal), Werewere Liking (Cameroun), including such popular icons as Mamy Wata and forms such as Souwere glass painting ; from musicians like Youssou Ndour (Senegal), Cheb Khaled (Algeria), Seigneur Rochereau, Tshala Muana (Zaire-Congo), Salif Keita (Mali), and Cesaria Evora (Cape Verde); from Mande, Peul, and Kabyle oral literatures in French translation; from filmmakers D. D. Mambety, O. Sembene, G. Kabore, Dani Kouyate, Moussa Sene Absa.
Students should keep in mind that in addition to the reading assignments, a class visit to the National Museum of African Art in Washington may be required, depending on availability of funds. The grade will be based on contribution to discussions (regular class attendance is required), writing assignments consisting of 7 short papers and the final exam all written in clear and grammatically correct French.
In addition to a selection of texts placed on reserve in a box at Cabell Hall Room 307, the following books will feature among the required reading list: Manu Dibango Trois kilos de cafés; Werewere Liking - Statues colons; A. Sow - La Femme, la Vache, la Foi; A. H. Ba- Kaidara; M. Mammeri - Poèmes Kabyles anciens

FREN 444 - Africa In Cinema (3)

T R 1100-1215 CLM 322B

Instructor: Kandioura Dramé

This course is an exploration of African cultures through cinema. It deals with the representations of African cultures by filmmakers from different cultural backgrounds and studies the ways in which their perspectives on Africa are often informed by their own social and ideological positions as well as the demands of exoticism. It also examines the constructions of the African as "other" and the kinds of responses such constructions have elicited from Africa’s filmmakers. These filmic "inventions" are analyzed through a selection of French, British, American, and African films by such directors as John Huston, S. Pollack, J-J Annaud, M. Radford, Ngangura Mweze, Jean-Pierre Bekolo, Souleymane Cisse, Gaston Kabore, Amadou Seck, Dani Kouyate, Brian Tilley, Jean-Marie Teno on a variety of subjects relative to the image of Africa in cinema. The final grade will be based on 2 short papers (4 pages/each), a final paper (7-10 pages), an oral presentation and contributions to discussions. Each oral presentation will lead to a written paper on the subject of the presentation; the paper will address suggestions made during discussions in class. Papers should be analytical, and written in clear, grammatical French using correct terminology supplied with this description.
Required reading list (on reserve):
Ferid Boughedir -Le cinéma africain de A a Z
Recommended (Specific selections will be announced weekly.)
Kenneth W. Harrow - Matatu- With Open Eyes: Women and African Cinema
Gardies, André - Cinéma d’Afrique Noire Francophone : l’espace-miroir.
Vieyra, P. S. - Le cinéma africain- Sembène Ousmane, cinéaste
Ukadike, F. N. - Black African Cinema, Research in African Literatures - Special Issue: African Cinema. Vol. 26, No.3, Fall 1995.
Diawara, Manthia - African Cinema.

Department of Government and Foreign Affairs

GFAP 344 - Urban Politics (3)

T R 0930-1045 CAB 324

Instructor: Glenn Beamer

Prerequisite: any course in GFAP, GFCP, or economics

Analyzes the structure, politics, and problems of American cities. The meaning and scope of "urban crisis" receive extensive attention. Examines the growing ties between the federal government and cities, central city-suburban conflict, machine politics, and welfare and housing policies. A significant part of the course will focus on race and the politics of Chicago, New York, Atlanta, and Detroit.

GFAP 351 – Minority Politics (3)

T R 1100-1150 GIL 141

Instructor: Lynn Sanders

The most entrenched divisions, largest conflicts and most persistent problems in American politics center around race. This course is devoted to an analysis of how attributions of racial difference shape American politics. Through the course, our animating question will be: is the American liberal democratic polity -- a polity which instituted and abolished slavery based in race -- basically sound apart from its unfortunate anti-democratic episodes, or is the racial order a fundamental element structuring this polity?
Though the American racial order has deep historical roots, we will concentrate our attention on its recent manifestations. We will investigate the role of race in national elections, public policy remedies for racial inequality, and public opinion about these policies and other racial issues. We will attend to how racial politics implicates ideas about class and gender, and to differences in scholarship on race produced by people of different races. We will consider the implications for an increasingly racially diverse and complicated polity of defining race primarily in terms of black/white conflict. Discussion section required.

GFAP 382 – Civil Liberties And Civil Rights (3)

M W 1300-1350 CLK 147

Instructor: David O’Brien

Prerequisite: two courses in GFAP or instructor permission
In this course we will discuss freedoms of speech, demonstrations, and association, search and seizures and racial profiling, race and capital punishment, school desegregation, and affirmative action. We will study judicial construction and interpretation of civil rights and liberties reflected by Supreme Court decisions, including line-drawing between rights and obligations. (No CR/NC enrollees.) Discussion section required.

GFAP 589 – School Choice: Politics And Effect (3)

T 1300-1530 RFN 281

Instructor: Frederick Hess

School choice may be the most ardently discussed and debated issue in education today. Choice-based reforms, which seek to reform k-12 education by giving students and families more choice in choosing which school to attend, have spread rapidly across the country in recent years.
Not only are market-based reforms such as school vouchers and charter schooling important in their own right, but they provide useful lenses through which to consider deeper questions relating to the purpose, nature, history, and performance of schooling. In this seminar we will examine the theoretical case for and against school choice, the politics and history of school choice, and the evidence on the promise and problems presented by choice. We will pay particular attention to the topics of school vouchers and charter schooling.
Choice advocates suggest that consumer freedom will allow more children to attend high-performing schools free from the red tape that hampers public schools and that competition will force traditional school systems to perform better. Choice critics respond that school choice threatens to splinter the country along class, ethnic, and religious lines; could undermine support for public education; and may result in consumers demanding an education for their children that the larger community would not approve. A great deal of research into the effects of school choice has been conducted in recent years, but there is a great deal of dispute as to whether the data are accurate and how they should be interpreted. This course will explore these issues in depth.
Since 1990, more than 30 states have adopted charter school legislation. More than a thousand charter schools now exist across the U.S. Meanwhile, private and public voucher programs are now running in a number of major cities. The debate over these increasingly popular programs offers an unusually clear look at the philosophical debates and the politics that characterize American education. The conflict highlights cleavages between conservatives and liberals, Republicans and Democrats, civil libertarians and those who believe the division between church and state is currently higher than it ought to be, and teacher union leaders and public school critics.

GFCP 583 – Politics Of South Africa (3)

M W 0900-0950 CAB 337

Instructor: Guy Martin

Prerequisite: GFCP 212, GFCP 581 or instructor permission
Studies the socio-political structures of white supremacy and the political transition to majority rule. Emphasizes the confrontation between African and Afrikaaner nationalisms, the consequences of economic growth on the patterns of racial stratification, and the complicated process contributing to the creation of the multi-racial democratic society.

GFIR 582 – Africa And The World (3)

M W 1200-1250 CAB 337

Instructor: Guy Martin

Prerequisite: some background in international relations and/or the history of Africa
Overview of the international politics of sub-Saharan Africa, including inter-African relations as well as Africa's relations with the major powers, and the international dimensions of the Southern African situation. Explores alternative policy options open to African states. Considers a number of case studies which illustrate the policy alternatives.

Department of History

HIAF 202 – Africa From Imperialism To Independence(4)

T R 1700-1815 CAB 345

Instructor: John Mason

This course spans the years from the decline of the Atlantic slave trade in the early nineteenth century to the present.
The focus of the first part of the course is on the slave trade and its consequences. The effects of the trade in human beings lingered long after its abolition. Many African societies were weakened, setting the stage for colonial conquest, while others were strengthened, often at the expense of their neighbors.
The second part of the course looks at the conquest of much of Africa by European nations and at the dynamics of colonial rule. It is especially concerned with the ways in which colonialism affected ordinary Africans and with the many ways in which Africans resisted European domination.
The final section of the course is devoted to the post-colonial period, studying first violent and non-violent forms of anti-colonial struggle and then the position of independent African nations in the contemporary world.
The course is structured around lectures and readings. Additional course materials include novels and films. HIAF 202 is an introductory course and requires no prior knowledge of African history. Discussion section required.

HIAF 302 - History Of Southern Africa (3)

T R 1400-1515 CAB 424

Instructor: John Mason

HIAF 302 is a lecture and discussion course on the history of southern Africa during the nineteenth and twentieth centuries. The course begins with a look at the precolonial African societies of the region, before moving on to a study of the conquest, colonialism, and apartheid. It ends with the recent rebirth of African independence.
During the last three hundred years, all African societies in southern Africa were conquered by Europeans and incorporated into colonial empires and the global economy. Conquest did not come easily. Every society in the region resisted fiercely, sometimes for many decades before being finally defeated. Colonialism and African responses to it powerfully reshaped societies in southern African, transforming political and economic systems, gender and class relations, even religious beliefs.
Resistance itself assumed new forms in the twentieth century, as Africans began to bridge ethnic divisions to create multi-ethnic trade unions, political parties, and liberation movements. Particularly in South Africa, multi-ethnic nationalism evolved into nonracialism, uniting black South Africans with many whites in the ultimately successful struggle against apartheid.
The course is structured around lectures, discussions of assigned readings (including novels and autobiographies), videos, and films. HIAF 302 requires no prior knowledge of African history.

HILA 402, Sct. A "Race-Mixing In Latin American History" (4)

T 1530-1800 PV8 B003

Instructor: Mr. Brian Owensby

Difference and intimacy. Violence and love. Freedom and constraint. Myth and memory. Through a 16th-century Indian chronicle, paintings, essays, fiction, and scholarly texts, this course will explore the experience and idea of mestizaje racial and cultural mixing in Latin American history and in Western history more broadly from the perspective of Latin America. This will not be an exhaustive historical treatment, but a delving into how people have lived and understood their relations with one another through what we now think of as race and how social orders have taken shape around this experience. We will learn not only about race in Ibero America but also ask challenging questions of the category of race itself through the Ibero-American experience. Students will write two papers drawing on materials explored in class.

HIUS 100, Sct. A "Religion And America’s Public Life Since World War II" (3)

M 1530-1800 WIL 140

Instructor: Byron Hulsey

This reading seminar, which fulfills the second writing requirement, is primarily an examination of religious change, continuity, and conflict in this nation's public life since World War II. In particular, we will explore how different groups of Americans have used their religious faiths to justify contested beliefs and actions as they have confronted the momentous events and issues that have shaped modern American culture. We will devote particular attention to the Cold War, civil rights, Vietnam, the rise of the religious right, and the religious and political dilemmas Americans face in contemporary culture.
Students will read approximately 200 pages per week for eight weeks, write five essays of five pages each for five weeks, and participate actively in class discussions during each of the fourteen sessions. The essays will comprise 75% of the final course grade, with the remaining 25% being devoted to class participation. There will be no mid-term or final examination. A complete reading list will be posted at the end of November on the bulletin board of Randall 128.
Readings will include:
Stephen J. Whitefield, The Culture of the Cold War
Robert S. Ellwood, 1950: Crossroads of American Religious Life
Charles Marsh, God's Long Summer
Adam Fairclough, Martin Luther King, Jr.
James Carroll, An American Requiem

HIUS 323 - The Rise And Fall Of The Old South (3)

M W 1100-1150 MIN 125

Instructor: Edward L. Ayers

This course will explore the emergence and destruction of the most powerful slave society of the modern world: the American South. It will begin with the seventeenth century and extend through the Civil War and Reconstruction. We will examine the lives of slaves and slave owners, small farmers and large planters, men and women, soldiers and civilians. Throughout, the focus will be on the way that black Southerners and white Southerners interacted.
Readings will be diverse, including original documents, materials on the Web, fiction, and secondary accounts. Requirements include a midterm and final as well as a substantial research paper. Energetic participation in a weekly discussion section is a central part of the course. Discussion section required.

HIUS 366 - Introduction To African-American History, 1860-Present (3)

M W 1100-1150 MRY 104

Instructor: Reginald Butler

This lecture course is part of a year-long survey of the history and culture of people of African Americans in the United States from the early colonial period to the present. The course explores some of the major problems, events, structures, and personalities that shaped the lives of people of African descent in the United States, paying particular attention to how black people themselves shaped their experiences. At the same time, we will gain a sense of how those experiences fit into the history of people of African descent in the wider Atlantic world.
Readings will average about 150-200 pages per week. Students are encouraged, but not required, to take both semesters of the Introduction to African American History. Grades will be determined from section participation, two papers, and a final exam. Discussion section required.

HIUS 367 - History Of The Civil Rights Movement (3)

T R 1400-1450 MIN 125

Instructor: Julian Bond

This lecture course will examine the history, philosophies, tactics, events, and personalities of the Southern movement for civil rights from 1900 through the late 1960s, with special concentration on the years from the mid-'40s forward.
The Southern movement--variously called the black struggle, the freedom fight, or the civil rights movement--was a black-lead mass movement which effectively ended legal segregation in the South by the middle 1960s.
Lectures will outline the movement's three over-lapping phases--lobbying, litigation and protest. In the first phase, from 1910 to the middle '30s, it developed a campaign of propaganda, education and lobbying to shape public opinion and create a climate favorable to civil rights. In phase 2, from the '30s to the '50s, it sought and won important test cases in housing segregation, the denial of the right to vote, and attacking separate and unequal schools. The last phase, lasting a decade from '55 to '65, was a period of protest--boycotts, sit-ins, and mass demonstrations--as well as organizing campaigns that lay the groundwork for minority electoral victories in the late '60s and '70s.
Through the leadership of various national and local organizations, and through anti-segregation campaigns directed by indigenous and extra-communal leadership figures who built on extensive pre-existing networks of church, fraternal, social and labor organizations, drawing strength from a protest community rooted in black America and created in response to white supremacy, the movement succeeded in eliminating legal segregation in the United States. The movement's well-and lesser-known proponents and opponents and their stratagems will be examined. Discussion section required. Grades will be determined from a final examination, student participation in sections, and two five-to-seven page papers.
Texts:
Wilkins, Roy, with Tom Matthews, Standing Fast, Da Capo Press
Forman, James, The Making of Black Revolutionaries, Open Hand Press
Bond, Julian and Andrew Lewis, Gonna Sit At The Welcome Table, American Heritage
Videos:
"Eyes On The Prize -- America's Civil Rights Years, 1954-1965," # 1 -6; America At the
Racial Crossroads, 1965-1985, #1 & 2; PBS Video, Blackside, Inc. Boston.
"The Road to Brown", William Elwood, Producer, California Newsreel

HIUS 401, Sct. A "The South In The New Deal Era: Race, Class, And Politics In The U.S. South, 1933-1948" (4)

W 1900-2130 CAB 335

Instructor: Lawrence Richards

The New Deal was a turning point in the history of the South. New Deal policies set in motion a process that would result in the demise of the Southern low-wage, agrarian economy and transform it into the dynamic, urban-based economy of the present "Sunbelt." Further, the New Deal sowed the seeds of the civil rights movement of the 50s and 60s.
These consequences were not foreseen, and certainly not intended by most Southern politicians. While initially they supported the New Deal, by 1938 most Southern leaders had turned against Franklin Roosevelt and had allied themselves with conservative Republicans to stymie liberal legislation. What motivated this change? Were Southerners primarily concerned that the New Deal was undermining the South's traditional low-wage economy? Were they fearful that increased Federal activism would threaten the racial status quo? And how do we account for the fact that, while we normally think of Southern politicians in this period as staunch conservatives, many prominent liberals also managed to attain high office in the South even in the late 30s? These are some of the questions this course will attempt to answer.
Students taking this course will write a 25 page research paper exploring some facet of Southern politics, race relations, or labor policy during the New Deal era. Topics may range from a study of African-American political activity in the South, to the effect of New Deal policies on Southern workers, to some aspect of Southern politics and/or politicians. These, of course, are only some of the many issue in Southern history from 1933 to 1948 that students may wish to pursue.
Seventy-five percent of the student's final grade will be based on papers and 25 percent will be based on class participation. This course meets the second writing requirement. (Note: some of these readings will be on reserve at Clemons, others will be included in a course packet.)
Readings will include the following:
Sullivan, Patricia, Days of Hope: Race and Democracy in the New Deal Era (University of North Carolina Press, 1996)
Simon, Bryant, A Fabric of Defeat: The Politics of South Carolina Millhands, 1910-1948 (University of North Carolina Press, 1998)
Schulman, Bruce, From Cotton Belt to Sunbelt: Federal Policy, Economic Development, and the Transformation of the South, 1938-1980 (Oxford University Press, 1991
Bartley, Numan, The New South, 1945-1980 (Louisiana State University Press, 1995
Heinemann, Ronald, Depression and New Deal in Virginia: The Enduring Dominion (University Press of Virginia, 1983
Key, V. O., Southern Politics in State and Nation (Alfred Knopf, 1950
Mason, Lucy Randolph, To Win These Rights: A Personal Story of the CIO in the South (Harper, 1952)
Logan, Rayford, ed., What the Negro Wants (University of North Carolina Press, 1944)

Department of Music

MUSI 212 - History Of Jazz Music (3)

M W 123--1345 OCH 101

Instructor: Peter Spaar

This course is a survey of the history of jazz from its beginnings around 1900 through the stylistic changes and trends of the twentieth century. Important instrumental performers, vocalists, composers, and arrangers are listened to and discussed.

MUSI 309 – Performance In Africa (4)

T 1715-1930 OCH 107

Instructor: Michelle Kisliuk

[This course is combined with MUSI 369, African Drumming And Dance Ensemble. Students registered for 309 4 academic credits, those only in 369 receive 2 "performance" credits only]

This course explores performance in Africa through reading, discussion, audio and video examples, and hands-on practice. The course will explore both "traditional" and "popular" styles, leading us to question those categories. With a few exceptions, we will focus mostly on areas of West and Central Africa, with occasional glances at the Caribbean (Cuba) and Latin America. We will explore musical/dance styles and their sociomusical circumstances and processes, as well as performed resistances and responses to the colonial and post/neo-colonial encounter. In addition, we will address the issues and politics involved in translating performance practices from one cultural context to another.
Attendance at all class meetings is required, as is careful reading, film viewing, and preparation for discussion. Students will keep a weekly response journal (handed into the instructor via e-mail or hard copy notebook) with brief entries for each week responding to the reading, discussions, performance labs, and listening. Every week (by Sunday, 5 p.m.) each student will choose at least one recording from the music library (via the web catalogue) to listen to and respond to in their journal. There will be a mid-term paper (6-8 pages, typed) and a final exam (open book, essay and short answer).

MUSI 369 – African Drumming And Dance (2)

T 1715-1930 OCH 107

Instructor: Michelle Kisliuk

This is a practical, hands-on course focusing on several music/dance forms from West Africa (Ghana, Togo) and Central Africa BaAka pygmies and Bagandou farmers), with the intention of performing informally throughout the semester. We will give special attention to developing tight ensemble dynamics, aural musicianship, and a polymetric sensibility. Concentration, practice, high attention, interaction, and faithful,/prompt attendance are required of each class member. Each member is also respectfully expected to

help prepare the classroom (move chairs, sweep, set up drums/sticks)and to restore the space to classroom style at the end of each meeting. Participation in public performance is also expected. Students are strongly encouraged to bring a cassette tape recorder to class and to dress comfortably. Class repertoire audiotape available in the music library. Several readings are recommended/On reserve in the music library:
Peruse:
1) Locke, David 1996 "Africa" chapter [Chapter 3] in Worlds of Music Jeff Todd Titon, editor. Schirmer books. Comes with a recording of Agbeko with hardcover book. Read intro and first part of the chapter that focuses on Atsiagbeko and the feel of African polyrhythm. Then peruse the last section of the chapter which focuses on BaAka music.
2) Chernoff, John Miller. 1978. African Rhythm and African Sensibility, Univ. of Chicago Press. This book is less than 200 pages long. I recommend reading the entire book, but at least Chapters 1 and 2 ( pp. 27-88).
3) Kisliuk, Michelle. (Available at the bookstore and on reserve in music library): "Seize the Dance!" BaAka Musical Life and the Ethnography of Performance Oxford University Press.
Further reading:
Manuscript article: "What's the 'it' That we Learn to Perform? Teaching BaAka Music and Dance" Michelle Kisliuk with Kelly Gross. In Ted Solis, ed., Performing Ethnomusicology: World Music Ensembles (tentative title). Manuscript accepted by editor. Contract pending for volume. (Will put copy on electronic reserve)

MUSI 420 – Gender, Race, And Film Musical (3)

M 1530-1800 CLM 322A

Instructor: Suzanne Cusick

(Description not available – see instructor)

Department of Religious Studies

RELA 276 – African Religion In America (3)

M 1900-2130 CAB 118

Instructor: Michael Mason

The Atlantic Slave Trade carried millions of Yoruba-speaking peoples to the Caribbean and Brazil. They brought a diverse pantheon of deities, complex religious ideas, and a wide range of ritual practices. In the Americas, enslaved people and their descendants transformed the pantheon, ideas, and practices in response to their new social circumstances. Recent years have seen the publication of many excellent studies of Yoruba religion in Africa and its relatives in the Americas. These studies have focused on two main questions: How have people used these religious systems to find and express meaning in their lives? What leads people to changed these religions over time? This course explores these questions through several examples from Yoruba religion before turning to Haitian Vodou, Brazilian Candomblé, and Cuban Santería. Discussion section required.

RELC 323 – Pentacostialism: Origins And Development (3)

T 1100-1215 MCL 2009

Instructor: Wallace Best

This course will analyze the Pentecostal movement of the past 20th century as a transcultural religious phenomenon. Looking to a wider international context, we will explore the development of Pentecostalism in such countries as Mexico, Brazil, Korea, and China. We will also concern ourselves with the way ethnic minorities within the United States have reshaped the practice and the meanings of Pentecostalism, as well as Evangelicalism in general, particularly with regard to race and gender. Because the course is about a religious movement, our analytical approach will be historical, anthropological, and theological. Using various Pentecostal texts and articles, we will work toward a clearer understanding of the basic tenets of Pentecostalism, namely "divine healing," "baptism in the Holy Spirit," and "speaking in tongues." We will also investigate how the most recent internationalist shift within the Pentecostal movement has renewed millennialist thought and efforts for Christian ecumenism.

RELG 556 – Issues In African-American Religion (3)

W 1530-1800 CAB 432

Instructor: Wallace Best

The literature on African American religion and religious history has grown substantially in the past half century. In this course we will examine many of the crucial texts as a way to understand how scholars have gone about the study African American religion and history, and as a way to understand the issues that have shaped the religious development of American people of color. In this way the emphasis in the course will be both methodological and historiographical. Topics will include: black religion as history and phenomenon, dialectical models of black faith, black Christian nationalism, religious pluralism, and politico-religious organization. Requirements will include weekly short papers and a final research essay.

Department of Slavic Languages and Literatures

LNGS 222 – Black English (3)

M W 1100-1150 CAB 138

Instructor: Mark Elson

Introduction to the history and structure of what has been termed Black English Vernacular or Black Street English. Emphasizes the sociolinguistic factors which led to the emergence of this variety of English, as well as its present role in the black community and its relevance in education, racial stereotypes, etc. Discussion section required.

Department of Sociology

SOC 341 – Race And Ethnicity (3)

T R 1400-1515 CAB 325

Instructor: Milton Vickerman

The terms "race" and "ethnicity," and issues associated with them are, to say the least, problematic. The meanings of these – and related – terms are unclear and policies that address "racial" issues are usually very contentious. Why is this the case? Why is race, seemingly, a source of unending conflict? This course will address these questions by examining the general issue of race from a historical and comparative perspective.

SOC 410 - African American Communities (3)

T R 1530-1645 CAB 338

Instructor: Rick Turner

The purpose of this course is to provide students with a clear, comprehensive understanding of the history, struggles and diversity of the African-American community. Emphasis will be placed on salient contemporary public issues as well as on the historical role of the African-American community within urban society and on the need for students to obtain knowledge of the cultural history of African-Americans. The course will approach these topics from a framework of analysis with consideration for African-American people's sociological and historical relationship to the political and economic system in America. By means of discussion, lectures, videos, reading, writing, and class presentation, this course will provide new insights and perspectives into the dynamics of the African-American community.

School of Architecture

ARCH 507 – Gender And Race Theories (3)

F 0900-1145 CAM 302

Instructor: Lisa Henry

Given the references to the human body throughout the history of architectural discourse, it is surprising that particular bodies: the female body or the black body for example have been mostly suppressed and marginalized. Contemporary critical theory, however, provides a system through which to study the very margins of architectural production. It is the aim of this semester to mobilize some of these discourses in order to study public and domestic architecture, revealing the implications of gender and race within them. We will examine the structure of history, autobiography, and memory, as a means of exploring issues of gender, race, authorship, representation, and the production and reception of architecture. The objective is not only to provide a working methodology with which to analyze and critique architecture, but also to sustain a possible ground for its production. Requirements: The course will be taught in a seminar format. Participants will be responsible for weekly readings, class discussion, a short autobiographical text to be developed over the course of the semester, a collaborative presentation of readings and projects, a short investigative work to include visual representations and text (3-6 pages) will be developed by each student in conjunction with their presentation, and a research/design project developed from the autobiographical text.

ARCH 556 – Interpreting Community: A Case Study Of Cape Coast, Ghana

R 1800-2100 Minor Hall 108

Instructor: Maurice Cox

Through the townscape of Cape Coast, Ghana, we will investigate methods of reading cultural landscapes and challenge assumptions about interpretations of place. The course will unfold against the larger context of the West Coast of Africa and the involvement of Cape Coast and other coastal towns in the history of trade-particularly the enslavement of Africans.
This course targets advanced undergraduate and graduate students whose research interests focus on discerning cultural patterns and deciphering expressions of change in the built, natural, and social environments. Using non-traditional sources such as oral testimony, ritual, and performance, students will develop the skills needed for collecting, distilling, and conveying the complexities of community through intensive exposure to Cape Coast. In interdisciplinary teams, students will develop, reformat, and produce interpretations of this place using a variety of digital media.
Requirements include the completion of weekly reading assignments/interpretive exercises, participation in class discussion, weekly journal entries, and a final multimedia product.
The course will be taught in a seminar/workshop format and is conceived of as the predecessor to an interdisciplinary student research project for the summer of 2001 in Cape Coast, Ghana. This summer project is contingent upon funding from the United States Department of Education, Fulbright-Hays Group Study Abroad Program and will have an application process independent of the spring seminar. Collaborators: School of Architecture, Afro-American and African Studies, and the Digital Media Lab, Robertson Media Center.

University Seminars

USEM 171/0014 – The 60's In Black & White (2)

T 1530-1730 PV8 103

Instructor: Julian Bond

The 1960’s saw a generation of young people begin to build movements which would stop a war abroad and start a war at home. What made these movements for peace and equal rights possible? What events triggered them? Who were participants? What is their legacy in the present? This seminar – through biographies activists in the movements – attempts to answer these and other questions as we examine personalities, events, and culture of the 1960s. Students will be required to write a comprehensive a paper on a 60’s subject – a participant, an organization, a movement.