Fall 2006

African-American and African Studies

AAS 100A – Black Nationalism

1300-1500 R

PV8 108

Instructor: Claudrena N. Harold

This course examines black nationalists’ protracted struggle for political autonomy, economic independence, and cultural self-definition in twentieth-century America. Major events to be discussed include the rise and fall of the Marcus Garvey Movement during the 1920s, the emergence of Elijah Muhammad’s Nation of Islam after the close of World War II, and the political and cultural upheavals in Afro-America during the Black Power era. Students will have the opportunity to explore the politics of a wide range of black radicals, including Amy Jacques and Marcus Garvey, Robert Williams, Malcolm X, Huey P. Newton, Audley Moore, and Amiri Baraka (Leroi Jones). Scholarly investigations of black nationalism normally conclude with an analysis of the disintegration of the Black Power Movement in the early 1970s, but this course will also investigate the contemporary manifestations of black nationalism. Exploring diverse topics such as the Million Man March in 1995, the rise of Afrocentricity as a major theoretical framework in Black Studies, and the race consciousness articulated in the music of various hip-hop artists, students will investigate the continuing significance and visibility of black nationalism in American politics and culture. Possible texts for the course include Michele Mitchell’s Righteous Propagation: African Americans and the Politics of Racial Destiny after Reconstruction, Dean Robinson’s Black Nationalism in American Politics and Thought, Tony Martin’s Race First: The Ideological and Organizational Struggles of Marcus Garvey, Tommie Shelby’s We Who are Dark: The Philosophical Foundations of Black Solidarity, William L. Van Deburg’s New Day in Babylon: The Black Power Movement and American Culture, 1965-1975, James W. Smethhurst’s The Black Arts Movement: Literary Nationalism in the 1960s and 1970s, and Timothy Tyson’s Radio Free Dixie: Robert Williams and the Roots of Black Power. Students will read an average of 200 pages per week. Grades will be based on class attendance and participation, two exams, and three book reviews.

AAS 101 - Africa in the Atlantic World (4)

1230-1345 T R

WIL 301

Instructors: Roquinaldo Ferreira and Scot French

This team-taught lecture course is part of a year-long survey of the history and culture of Africans in Africa and people of African descent in the Americas. During this semester, we will cover a variety of topics, including African societies before 1800, the Atlantic slave trade, literatures of the Atlantic World, the origins and development of New World plantation societies, Africana religions, life and labor in the United States, and the protracted process of emancipation. Students should come away with an understanding of the major problems, events, and people that shaped the African-American experience. At the same time, we will gain a sense of how that experience fit into the history of people of African descent in the larger Atlantic world. Students are encouraged, but not required, to take both semesters of this course. Reading will include the following books: Herbert Klein, The Atlantic Slave Trade. Cambridge, 2001; Robin Law and Paul Lovejoy (eds.), Randy J. Sparks, The Two Princes of Calabar: An Eighteenth Century Atlantic Odyssey. Cambridge, Harvard University Press, 2004; Michael L. Conniff and Thomas J. Davis, Africans in the Americas: A History of the Black Diaspora. Blackburn Press, 2002; George Reid Andrews, Afro-Latin America, 1800-2000. Oxford, 2004. Grading for the class will consist of the following: Participation/Discussion; Short Response Papers; Midterm Exam; Short Writing Assignment; Final Exam.
(Cross-listed as HIAF 203: The African Diaspora)

AAS 323 – Rise and Fall of the Slave South(3)

0900-0950 MW

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 sixteenth century and extend through the Civil War and Reconstruction. We will examine the lives of slaves and slaveowners, small farmers and large planters, men and women, soldiers and civilians.
Requirements include substantial research in primary documents in Alderman Library. Research topics are broad and require students willing to tackle open-ended assignments. Readings will be diverse, including original documents, materials on the Web, fiction, and secondary accounts. Energetic participation in a weekly discussion section is a central part of the course.
(This course is cross-listed as HIUS 323.)

AAS 405B – From Black Arts to Hip-Hop

1300-1530 M

Minor 108

Instructor: Alwin A. D. Jones

In this seminar we will study the last 50 years of Black “writing” in America, especially focusing on the Black Arts and Hip Hop Movements, the impetus being: Black Writing is Still Alive and Emergent. We will investigate the politics, poetics, and aesthetics of writings as bracketed by these two movements. From its inception, scholars within Black Studies have always maintained an interdisciplinary approach in their intellectual pursuits, we will therefore follow suit in ours by examining film, "life writing," visual art, poetry, music and music lyrics, drama, performance arts, theory, history, activist writing, etc. Our in-depth study will highlight themes and issues within the period such as international collaboration, cross-generational discourse, generational identity, gender, race, space, religion and theodicy, revolution, the relationship between the written and spoken/performed word, “remix” and signification, the role of the cipher, and other interests that students might have. “When you roll up in the dance yo… Anything can happen” as we investigate these themes critically. For example, we will work together to “define” current hip hop sensibilities that include strains and urgings such as “neo-soul,” “spoken word,” “Hollywood rap/film star-ism,” “gangsta rap-ism,” etc. We would want to investigate what we happens when we look at urgings such as commercial and popular hip hop and/or rap in light of the political and aesthetic inclinations of the Black Arts Movement and other strains of hip hop.
The material that we will intellectually remix include the work of well known and important authors and figures, as well as other lesser known but still important writers. A tentative list of primary texts and authors include, but are not limited to: Sapphire’s Push, Sister Souljah’s The Coldest Winter Ever, El Hajj Malik Shabazz from myriad speeches and from The Autobiography of Malcolm X, Ntozake Shange’s for colored girls, from The Amiri Baraka Reader, Listen Up: Spoken Word Poetry, Sonia Sanchez’s Shake Loose My Skin, Tupac Shakur’s The Rose that Grew from Concrete, Saul Williams’s said the shotgun to the head, Toni Morrison’s Sula, Gloria Naylor’s The Women of Brewster Place, and Gwedolyn Brooks’ Blacks (and her autobiographical writings and commentaries). The film text and discussions will highlight productions such as Slam, Bamboozled, from Eyes on the Prize, Brown Sugar, Juice, Boyz in the Hood, Sankofa, The Brotherhood, Drop Squad, Chapelle Show, Ali, and a few blacksploitation films. Other writers and artists whose work we will cover include Audre Lorde, Carolyn Rodgers, Martin Luther King, Haki R. Madhubuti, Nikki Giovanni, John Coltrane, Jessica Care Moore, Sarah Jones, The Nuyorican Poets, The Last Poets, Nina Simone, Outkast, NWA, Dead Prez, Christopher Wallace, Kanye West, Talib Kweli.

AAS 405C – Religion, Politics and the State in Africa (3)

1400-1630 T

Minor 108

Instructor: Vicki L. Brennan

This course addresses the politics of religion in sub-Saharan African societies including topics such as religious freedom, religious conflict, religious nationalism, and religious pluralism. We begin by looking at the interactions between pre-colonial African religions and politics in order to explore the ways in which religions can legitimate and/or undermine authority. We consider religious and political change in relation to both Islamic Jihad and Christian “civilizing missions” in West and South Africa respectively. In the nationalist and postcolonial period, we explore the political dimensions of religious movements and the religious dimensions of political movements; with a particular focus on the impact that transnational religions--such as Pentecostalism and global Islam--have on the soverignty of nation-states in Africa. Course requirements include active participation in seminar discussions, weekly one-page reports on the course readings, and a series of writing assignments that will culminate in a 20-page research paper.

AAS 405D – Race, Class, and Gender in Brazil

1100-1215 T R

Minor 108

Instructor: Angela Figueiredo

The purpose of this course is to introduce students to the relationship between race, class, and gender in Brazil since 1930. Classes will include contemporary public issues about affirmative action. Historically, the study of race in Brazil has centered on comparing Brazil and the U.S., with the conclusion that in Brazil racism is less than here because the mixed race population and Afro-Brazilians can negotiate their social position if they are middle-class; frequently, class prevailed over race and gender was not important. Actually, this context has changed in recent decades and we need to consider the economic and political changes that have taken place in Brazil as well as in the level of education, racial self-identification and identity formation among Afro-Brazilians. The study of gender and race in Brazil took off in the 1990s, the majority of it focusing on the difference in income between black and white women. This course will consist of four parts: first, we will study the classic texts on this subject; second, we will talk about the beginning discussions on racism in the 1980s; third, we will study the relationship between gender and race; and, finally, we will study the political context today.
This course meets twice a week, each class with 1:15 hours. Classes will combine lectures and audio-visual resource. In each class two students are expected to read a text and answer questions. Grading will be based on participation in the class and a small final paper.

 

American Studies

AMST 401 (0001) - White Supremacists Write the Americas: From Aryan Atlantis to White Aztlan

1400 – 1515 MW

BRN 334

Instructor: Ruth Hill

This seminar examines various racial projects that contributed to the national formation of white supremacy, ca. 1915-2005, especially those hemispheric projects that have constructed the ancient Aztec, Maya and Inca civilizations as Caucasian/ Aryan/ White. We will also be examining the related racial projects of ancient White Egypt and ancient White India, some transamerican racial formations of black supremacy and brown supremacy, and the confluence of white supremacy and Christian extremism in postmodern, electronic racial projects. Evaluation: Active and intelligent participation in classroom dialogues and weekly study group meetings, plus 1-2 pp. response papers after study group meetings: 20%; mid-semester précis of research paper including annotated bibliography (10 pp.): 20%; brief oral presentation of research project: 10%; research paper (25-30 pp.): 50%.
Readings and other materials will be on reserve at Clemons and available through toolkit. They include materials from white supremacist websites and selections from the following: Madison Grant, Passing of the Great Race or the Racial Basis of European History; Conquest of A Continent; Lothrop Stoddard, Rising Tide of Color Against White World-Supremacy; New World of Islam; Re-Forging America; Achmed Abdullah, “Through Mohammedan Spectacles”; W.E.B. Dubois, “African Roots of War”; José Vasconcelos, Cosmic Race (La raza cósmica); James Denson Sayers, Can the White Race Survive?; Earnest S. Cox, White America: The American Racial Perspective as Seen in A Worldwide Perspective; Let My People Go; Unending Hate; Teutonic Unity; Matthew Pratt Guterl, The Color of Race in America, 1900-1940; Lee Baker, From Savage to Negro: Anthropology and the Construction of Race, 1896-1954; Matthew Frye Jacobson, Whiteness of A Different Color: European Immigrants and the Alchemy of Race; and Michael Omi and Howard Winant, Racial Formation in the United States from the 1960s to the 1990s.

AMST 401 (0002) - Hollywood, Film, and American Culture: The 1930s

1300-1530 M W

RAN 212 (M) / MCL 2008 (W)

Instructor: Carmenita Higginbotham

This course examines American cinema produced in Hollywood during the 1930s. While the Great Depression serves as an important backdrop to our investigation, we will interrogate how issues such as ethnic/racial representation, shifting gender roles, sexuality, and urbanity are mediated in popular cinema in this decade. In addition to film, we also will consider extra-textual sources and other aspects influential to the film industry such as the studio system, the Hayes Code, stardom, and changes within narrative and film techniques. Requirements for this course include two short response essays and a 15-20-page research paper.

AMST 201 (0003) - Language in the US

1300-1350 MWF

Cauthen House 134

Instructor: Ashley M. Williams

Contrary to popular belief, the U.S. is not (and never has been) linguistically homogenous: from dying and revitalized Native American languages to newly arrived immigrant languages, from regional and social dialect variation to innovation among adolescents and Hip Hop, the American language situation is diverse and changing. This course invites students to investigate this not-quite-melting-pot variety both through readings in current research and through small-scale field research. Topics covered in the course will include the origins and distinctions of American English, language controversies such as Ebonics and the English-Only movement, research in language attitudes and discrimination, topics in bilingualism and education, plus the latest studies in language issues involving different ethnicities, genders, sexualities, ages, and social classes.
In this course we will pull material from a variety of sources (including films, literature, the media, and recent studies), and will employ a variety of approaches (linguistic, anthropological, sociological, historical, and more) as we investigate and debate what is uniquely “American” about the language situation in the United States:

Grading (100 points total):
Participation: 20
Individual Project & Presentation: 40
Weekly Critical Response Papers (10 @ 4 points each): 40

1) Attendance and participation are essential to completing this course successfully. You are expected to complete the readings, listen attentively and actively, and thoughtfully engage in discussion. Our class meetings depend on your having studied the assigned material inquisitively, critically, and energetically.
2) Individual Project and Presentation (10-15 pages) (papers due the last day of class, presentations during the last few weeks of class): You will write a paper on some topic on language in the US based on original research gathered from a variety of sources (recordings, interviews, articles, other print material, films, music, field observations, etc.) and present your work to the class. Please note that your topic proposal (a brief 1 page description of what you plan to do in your paper, including a short bibliography, plus a brief in-class presentation) is due by WEEK 8.
3) (Nearly) Weekly Critical Response Papers (due dates marked in Schedule; topics on Toolkit): You will hand in a 1-2 page response paper on a question given out the preceding week. These questions will ask you to critically respond to and engage with some aspect of the preceding week’s readings, films, discussions, etc. They probably also will help you in formulating and finalizing your individual paper topic.

Required Texts:
Course Reader: a collection of articles available through course web page on Toolkit.
Finegan, Edward & John R. Rickford (eds.). 2004. Language in the USA: Themes for the Twenty-first Century. Cambridge University Press.
Lippi-Green, Rosina. 1997. English with an Accent. Routledge.

 

Department of Anthropology

ANTH 228 Introduction to Medical Anthropology (3)

TR 1100-1230MCL 1020

Instructor: Wende Marshall

The suffering body is inevitable in human experience, but the meaning of suffering is interpreted differently across cultures and time. Conceptions of the body, notions of health and methods of healing vary considerably. The point of this course, which introduces medical anthropology to undergraduates, is to contextualize bodies, suffering, health and power. The aim of the course is to provide a broad understanding of the relationship between culture (particularly in the U.S.), healing (especially the Western form of healing known as biomedicine), health and political power.

ANTH 387 Archaeology of Virginia (3)

TR 1400-1515

MIN 130

Instructor: Jeffrey Hantman

This course provides an overview of the insights gained into Virginia's history and prehistory through the joining of archaeological and ethnohistoric research. The course explores culture change and adaptation in Virginia (and the Chesapeake region more broadly) from the time of earliest human settlement of the region to the nineteenth century. In this vast time frame, we will focus on a number of selected topics for which people, events and sites in Virginia provide a unique perspective. These include: the origins of archaeology in America, current debate surrounding the timing and process of the initial settlement of America, the development of distinct regional polities such as the Powhatan and Monacan chiefdoms, early interaction between American Indians and Europeans and the long-term impacts of colonialism, and archaeological research on Euroamerican and African-American culture in the region.

ANTH 401A Social Inequalities: Religious, Modern, and Postcolonial(3)

W 1400-1630

CAB 215

Instructor: Ravindra Khare

A seminar on comparative discussion of social inequalities in societies both postcolonial and modern (e.g., contemporary India and the U.S.), with a focus on how different social, religious and political forces now play their roles in continuing and complicating social differences and issues along the lines of gender, class, caste, race, religion, and latest, globalization. The seminar will include appropriate in-class exercises conducted by students on the inequalities experienced and coped with in life. Course satisfies Second Writing Requirement.

ANTH 543 African Languages (3)

Instructor: David Sapir

MW 1530-1645

The course will cover the classification of African languages, selected grammatical typologies, African lexicography, and examples of oral literature. Students will give presentations on these topics with respect to a specific language or languages. The intention of the course is to investigate the considerable variety of linguistic types present in sub-Saharan Africa. Permission of Instructor required.

ANTH 585 - Methods in Historical Archaeology (3)

W 1630-1900

CAM 108

Instructor: Fraser Neiman

This course offers an introduction to analytical methods in historical archaeology, their theoretical motivation, and their practical application in the interpretation of material culture. The class combines lectures and discussion with computer workshops, in which students have a chance to explore historical issues raised in the reading and lectures using real architectural and archaeological data. The course is designed to teach students in architectural history, history, and archaeology theoretical models, simple statistical methods, software applications, and how they can be integrated to address important historical questions. Our principle historical focus is change in the conflicting economic and social strategies pursued by Europeans, Africans, and Native-Americans, and their descendents in the colonial Chesapeake. In 2006, much of the course will be devoted to seventeenth-century Jamestown.

 

Common Courses

CCFA 202 – Arts and Culture of the Slave South

MW 1530-1645

WIL 301

Instructors: Maurie McInnis and Louis P. Nelson

We will embark on an exploration of the interrelations between history, material and visual cultures, music, and literature in the formation of Southern identities. The course covers subjects ranging from the archaeology of seventeenth-century Virginia and the formation of African American spirituals, to creolization and ethnicities in Louisiana, to the plantation architectures of the big house and outbuildings and the literary traditions of antebellum women. Students are introduced to the interpretive methods central to a wide range of disciplines, from archaeology and anthropology, to art and architectural history, to material culture, literature, and musicology.

 

Department of English

ENAM 313 – African American Survey(3)

TR 1400-1515

CAB 132

Instructor: Deborah McDowell

Analyzes the earliest examples of African-American literature, emphasizing African cultural themes and techniques that were transformed by the experience of slavery as that experience met European cultural and religious practices. Studies essays, speeches, pamphlets, poetry, and songs.

ENAM 322 – Faulkner

MWR 1100-1150

CAB 216

Instructor: Stephen Railton

We'll spend the semester inside the fictions Faulkner wrote about Yoknapatawpha County, that intersection of his imagination with the Old South and the Modernist Novel.

ENAM 341 – Black Women Writers (3)

TR 930-1045

CAB 318

Instructor: Lisa Woolfork

Course description unavailable.

ENAM 381 – Black Protest Narrative (3)

TR 1100-1215

Instructor: Marlon Ross

This course explores the relation between modern racial protest and African American narrative art (fiction, autobiography, film, narrative poetry) from the mid-1930s to the early 1970s, focusing on the Great Depression, World War II, the Civil Rights movement, and the emergence of Black Power. As well as examining the social, political, and economic contexts of protest narratives, we’ll probe their aesthetic, formal, and ideological structures, and assess how protest writers represent controversial topics of the time, such as lynching, segregation, sharecropping, disenfranchisement, anti-Semitism, unemployment, migration, urbanization, religion, sexuality, war and military service, strikebreaking, cross-racial coalitions, and the role of the individual in social change. We start with the most famous protest narrative, Richard Wright’s Native Son , then study other narratives, many of which challenge Wright’s forms and ideas. Other writers include Angelo Herndon, William Attaway, Ann Petry, Chester Himes, Ralph Ellison, James Baldwin, Gwendolyn Brooks, Martin Luther King, Jr., Alice Walker, and Bobby Seale, as well as pertinent readings in history, literary criticism, journalism, and social science. Films include: Native Son (starring Richard Wright), No Way Out (starring Sidney Poitier), and The Education of Sonny Carson . Heavy reading schedule. Midterm, final, and reading journal required.

ENAM 481 – African American Women's Autobiography (3)

TR 930-1045

BRN 332

Instructor: Angela Davis

Course description unavailable

ENAM 481 – The Slave Narrative

TR 1100-1215

PV8 108

Instructor: Deborah McDowell

Course description unavailable

ENAM 481/ENLT 255 – Disenfranchised Voices

TR 930-1045

CAB 335

Instructor: Marion Rust

For more than a century before Benjamin Franklin, in 1771, purportedly began the letter to his son that became the Autobiography of and for a young nation, inhabitants of colonial America – British, African and Native American, enslaved and indentured, male and female, ministers, heads of state and condemned criminals on their way to the scaffold – found occasion to engage in some form of life-writing. In this class we examine their words, both to broaden our understanding of why and how people choose to narrate a self into being, and to narrow our focus on a particular historical period newly accessible to us through a host of recently discovered personal writings. How does early American life-writing challenge our assumptions regarding what counts as autobiography and what purposes it serves?How did early Americans surmount the obstacles to rendering fluid life experience in the clumsy medium of language, and what can we learn from their attempts as we engage in our own practices of self.

ENAM 481C Crane, Chopin, and Chesnutt

1400-1515 MW

BRN 312

Instructor: Stephen Railton

From very different backgrounds, these American artists all arrived at the end of the 19th and the turn into the 20th century at about the same time. We'll look closely at each writer's own achievement, especially in Maggie, The Red Badge of Courage, The Conjure Woman, The Marrow of Tradition and The Awakening, but we'll also study them in the context they create together as they push American literature into new thematic territories, and define new roles for American readers. Because the class is a seminar, I'll expect you to come to class prepared to talk and listen to each other, and ask you to do a variety of tasks, from leading a class discussion to writing several short writing assignments and a long (10-12 page) final essay.

ENAM 358 - U.S. Literature and Citizenship

TR 1100-1215

CAB 134

Instructor: Victoria Olwell

How has literary writing shaped conceptions of citizenship? What resources does literature provide for thinking about the kinds of inclusion-and exclusion-that citizenship defines? In this course, we’ll explore how U.S. literature has “imagined” national community, to borrow Benedict Anderson’s famous term. We’ll define citizenship in multiple ways: as formal incorporation in the state, as civic participation, as a form of subjectivity, and as cultural inclusion, to name just a few of the most important. Our major project will be to see how literature not only has been essential to the formation of discourses of citizenship, but also has created modes of citizenship. In part, our course will consider the thematics of citizenship in selected literary texts from the late eighteenth century through the present day. We’ll see how literature has provided a space of conversation where conceptions of national community could be formed and disputed. But, we’ll also see literature as itself a technology of citizenship, one that produces relations among readers and styles of subjectivity that are themselves instances, rather than reflections, of citizenship. Our literary readings will be clustered around several areas of struggle over the terms of citizenship; these include national formation, race, gender, immigration, sexuality, labor, and the security state. Literary readings will likely include Charles Brockden Brown, Weiland; Hannah Webster Foster, The Coquette; Walt Whitman, Leaves of Grass and other poems; several pieces by Frederick Douglas; Harriet Jacobs, Incidents in the Life of a Slave Girl; short stories by Hawthorne and Melville; women’s suffrage plays, poems, and fiction; The Autobiography of Malcolm X, Audre Lorde, Zami, A New Spelling of My Name, Tony Kushner, Angels in America, and Gish Jen, Mona in the Promised Land. We’ll also read a few pieces of recent theory and criticism.
Course requirements include energetic participation, two short papers, a longer essay, and a final examination.

ENLT 224 Studies in Drama– 20th Century American Drama in Black and White

TR 1400-1515

BRN 310

Instructor: Brian Roberts

This course surveys plays by important 20th century American writers--both black and white--with an eye toward examining the movement away from the minstrel tradition as well as with the goal of interrogating the strategies, ethics, and implications of representing racial Others in drama. While reading works in which black and white playwrights script the interactions of black and white characters, we will closely analyze selected scenes and acts in order to become familiar with the techniques of the dramatic art, including issues of dramatic genre, reading versus performance, conventions of speech and dialogue, and issues of plot and subplot. We will also pay attention to African and European influences on 20th century American drama's important movements and modes of stage expression. Course requirements include weekly quizzes, three papers, and a comprehensive final exam.

ENLT 247 –Black Writers in America

TR 1700-1815

CAB 334

Instructor: Erich Nunn

This course traces the interrelations of twentieth-century African American literary and musical histories from W. E. B. Du Bois's The Souls of Black Folk through the Negro Renaissance of the 1920s and the Black Arts movement of the 1960s to the present day. Texts include those by writers on music and writing by musicians. Including autobiography, poetry, fiction, drama, and criticism, as well as instrumental and vocal music, the course provides a broad overview of these traditions. Students will learn to pay close attention to language and form, while gaining an understanding of the cultural and historical contexts that inform these literary and musical productions. Course requirements include extensive class participation, three formal essays, weekly response papers, reading quizzes, a mid-term, and a final exam.

ENLT 248 - Fictions of the yard

1700-1815 TR

CAB 247

Instructor: Alwin Jones

This course will introduce students to the various permutations of the genre called “Yard Fiction,” generally associated with the writings of Caribbean nationals and expatriates of color. We will examine mostly novels and novellas, starting with C.L.R. James’s Minty Alley (1939), which is considered the first “Yard Fiction” text. The “yard” can be defined as a space that is home to mostly people of color who are predominantly all working class citizens, employed and unemployed. The yard is usually a building, or a group of buildings on the same street, basically a “tenement.” Subsequently, everything thing in the selected texts generally occurs in each of the different characters’ “own back yard.” The yard, as a physical space, generally binds the characters/people and the text.
Some of the primary texts include Sandra Cisneros’s The House on Mango Street, Gloria Naylor’s The Women of Brewster Place, V.S. Naipaul’s Miguel Street, Samuel Selvon’s Moses Ascending, and Earl Lovelace’s The Dragon Can’t Dance. We will also listen and examine the music and poetry of artists such as Linton Kwesi Johnson and Saul Williams. We will examine how these different authors image and utilize the space of yard in order to tell their story. As we progress along in the course, students will be able to develop a working history of “yard fiction” as a specific genre through discussion and written scholarship. Some general themes that are consistent with the genre are gender, race, ethnicity, sexuality, class, urban space, imperialism, globalization, coloniality, independence, property/territory, and culture, along with music/calypso and gossip as primary carrier of news and information.

 

Department of French Language and Literature

FREN 443 – Africa in Cinema (3)

TR 1230-1345

CAB 321

Instructor: Kandioura Drame

Study of the representation of Africa in American, Western European and African films. Ideological Constructions of the African as “other”. Exoticism in cinema. History of African cinema. Economic issues in African cinema: production, distribution, and the role of African film festivals. The socio-political context. Women in African cinema. Aesthetic problems: themes and narrative styles. Prerequistes: FREN 332 and FREN 344

FREN 570 – Francophone Literature of Africa(3)

TR 1530-1645

WIL 141B

Instructor: Kandioura Drame

Studies the principal movements and representative authors writing in French in Northern, Central, and Western Africa, with special reference to the islands of Madagascar and Mauritius. Explores the literary and social histories of these regions.

Department of Germanic Languages and Literature

GETR 348 (3); ENGN 362: Autobiography, Memoir, and Memory-Making in the Twentieth-Century and Beyond

MWF 1100-1150

Instructor: Ms. Schenberg

Isabel Allende writes, "My life is created as I narrate, my memory grows stronger with writing."
This course asks, what is the relation between memory and creation of an autobiography or memoir? What does Allende mean by her claim that her writing creates (rather than records) her life? How do various twentieth-century authors put memory to work in creating autobiography and memoir?
In reading our selected texts, we will consider the above questions, as well as the following: How is autobiography used to explore childhood, trauma, race, gender and the self as writer? We will also explore the current surge in popularity of these forms of writing.
Authors read will include Walter Benjamin, Annie Dillard, Ruth Klüger, Christa Wolf, Malcolm X, and Maxine Hong Kingston and Barbara Kingsolver.
Students will be expected to keep a reading journal, write response papers, prepare two five-page papers and write a final exam.

 

Department of History

HIAF 203 – The African Diaspora (4)

TR 1230-1345

WIL 301

Instructor: Roquinaldo Ferreira

HIAF 203/AAS 101 is a team-taught course that is part of a year-long survey of the history and culture of Africans in Africa and people of African descent in the Americas. During this semester, we will cover a variety of topics, including African societies before 1800, the Atlantic slave trade, literatures of the Atlantic World, the origins and development of New World plantation societies, Africana religions, life and labor in the United States, and the protracted process of emancipation. Students should come away with an understanding of the major problems, events, and people that shaped the African-American experience. At the same time, we will gain a sense of how that experience fit into the history of people of African descent in the larger Atlantic world. Students are encouraged, but not required, to take both semesters of this course. Reading will include the following books: Herbert Klein, The Atlantic Slave Trade. Cambridge, 2001; Robin Law and Paul Lovejoy (eds.), Randy J. Sparks, The Two Princes of Calabar: An Eighteenth Century Atlantic Odyssey. Cambridge, Harvard University Press, 2004; Michael L. Conniff and Thomas J. Davis, Africans in the Americas: A History of the Black Diaspora. Blackburn Press, 2002; George Reid Andrews, Afro-Latin America, 1800-2000. Oxford, 2004. Grading for the class will consist of the following: Participation/Discussion; Short Response Papers; Midterm Exam; Short Writing Assignment; Final Exam.
(Cross-listed as AAS 101).

HIAF 302 – History of Southern Africa

TR 0930-1045

CAB 323

Instructor: John E. Mason

HIAF 302 is a lecture and discussion course on the history of southern Africa during the nineteenth and twentieth centuries. The emphasis is on South Africa. HIAF 302 begins with a look at the precolonial African societies of the region, before moving on to a study of conquest, colonialism, the rise and fall of apartheid, and the recent rebirth of African independence.
By the end of the nineteenth century, all of the African peoples of southern Africa had been conquered by European powers and incorporated into Dutch, British, Portuguese, and German colonial empires. Conquest had not come easily. Every society in the region resisted European domination fiercely, sometimes for many decades before being finally defeated. Colonialism and African responses to it dramatically reshaped societies in southern African, transforming political and economic systems, gender and class relations, even religious beliefs.
Resistance to colonialism assumed new forms in the twentieth century, as Africans began to bridge ethnic divisions to create multi-ethnic trade unions, churches, political parties, and liberation movements. Particularly in South Africa, African nationalism was influenced by nonracialism, uniting blacks and progressive whites in the ultimately successful struggle against apartheid.
Course materials include biographies, memoirs, fiction, music, and films, as well as academic studies. Students will write two five to seven page essays and write two blue book exams, a mid-term and a final.

HIAF 389 – Africa In World History

TR 0930-1045

CAB 337

Instructor: Joseph C. Miller

HIAF 389 is an experimental exploration in “world history” for advanced undergraduates. The Department of History at the University of Virginia has offered courses placing Africa in broader “Atlantic” frameworks, mostly in the modern era, but never considering Africa’s place in the long-term history of the human race – even though genetic and other evidence establishes that all modern humans descended from ancestors living in Africa. “World history”, a very recent addition to the UVa history curriculum, characteristically finds only the most marginal of roles for Africa – mostly as a continent victimized and colonized by others, Muslims and modern Europeans. Hegel, philosopher of the modern discipline of history, specifically excluded Africa as the “continent without history”.
HIAF 389 tackles all these challenges: (1) to historicize an African past (all 50,000 years of it) still commonly seen in static, quasi-ethnographic terms; (2) to place this narrative of challenges and changes in the broader story of human history throughout the world; and (3) to look afresh at the familiar narrative of world “civilizations” in terms derived from African perspectives, strategies, and experiences. If you want to think again about what you thought you knew, about any part of the world (including the modern US), this could be the course for you. I hope to leave no one in the room unchallenged.
HIAF 389 will provide the usual narrative framework of Africa’s past through reading a current text (Gilbert & Reynolds, Africa in World History) but will develop significantly different interpretive emphases; the critical contrast will reveal the assumptions underlying the way that historians think, or should think, since so few of them actually do. We will also read a world-history text and attempt to bring the two texts together with the approach to be developed in the course. We will also read more technical articles on concepts and processes integral to understanding Africa and history. You need not have taken either HIAF 201 or 202 (Introductions to early and modern Africa), but if you have not you will need to take responsibility for grasping the basic narrative from which the course will build.
The instructor will lecture one session/week on Africa and then, during the second session, invite students to compare the materials presented for Africa to historical patterns and processes elsewhere around the world. Students will write short “take-home points” at the end of every class. Frequent, short map quizzes will encourage useful awareness of the geographical contexts of all human history. Written requirements will include periodic short “position papers” reflecting on the course content as it develops. There will be no in-class examinations. The final exercise will be a take-home examination asking a single question: “How do you now, having spent a semester looking at the past in Africa in the context of global history, and vice versa, see the similarities and the differences between Africans’ experiences and those of others elsewhere around the globe?” Student writing will be considered intensely and analytically.

HIAF 402A – History Colloquium - Color And Culture in South Africa and the United States (4)

TR 1400-1515

CAB 334

Instructor: John E. Mason

HIAF 402 is a small, research-oriented course that explores the histories of South Africa and the United States in comparative perspective.
South Africa and the American South are cousins: instantly recognizable as members of the same family, but with distinctively different personalities. Both countries owe much of their early economic development to slavery. In both complex systems of racial domination shaped society for generations before and after the emancipation of the slaves. And in both the interracial struggle against racial domination gave rise to some of the most important people and events in their histories.
At the same time, the differences between the two countries cannot be ignored. In South Africa blacks constitute the overwhelming majority of the population, and the descendants of European immigrants are a small minority. In the United States, of course, the reverse is true. Both white supremacy and the struggle against it were more violent in South Africa than in the United States. And, since 1994, a democratic political system has ensured that black South Africans have enjoyed a degree of political power that black Americans have never experienced.
The course holds the similarities and differences between the two countries in a creative tension. Through biography, autobiography, music, film, and scholarship, we will look at the ways in which race shaped the lives of South Africans and Americans, both black and white.
HIAF 402 is designed primarily, but not exclusively, for history majors and fulfills the history department's seminar/colloquium requirement. Students enrolling in the course should have taken at least one course in African history, preferably South Africa, and two courses in American history.

HIAF 404 – Independent Study in African History

TBA

In exceptional circumstances and with the permission of a faculty member any student may undertake a rigorous program of independent study designed to explore a subject not currently being taught or to expand upon regular offerings. Independent Study projects may not be used to replace regularly scheduled classes. Enrollment is open to majors or non-majors.

HILA 306 – Modern Brazil

TR 0930-1045

CLK 101

Instructor: Brian Owensby

Land of the Future. World’s ninth largest economy. More people of African descent than all but a handful of African countries. Nation of immigrants. Last country in the Western hemisphere to abolish slavery. Society of Racial Democracy. Home of samba and bossa nova. Five-time world soccer champion. A place where a metal worker without a college education was elected president. Home of the Cordial Man. Leader of a movement that has begun to question globalization.
All of these are Brazil. This course will trace the history of Brazil from the late 18th century to the present day. We will focus on trying to understand the trajectory of a nation that in many ways defies the idea of what a nation is supposed to be. We will look at how Brazil became modern, and how this history forces us to question the very idea of modernity itself. In doing so, we will compare Brazil and the US, for only by confronting what Americans take for granted is it possible to learn anything about Brazil—or any other place for that matter.

HILA 402A – Race & Hybridity in Latin America

R 1300-1530

CAU 112

Instructor: Brian Owensby

Half a millenium of biological and cultural mixing has made Latin America a place where race means something quite different from what it does in the US and other places. This colloquium will explore Latin America’s unique history of race mixing, from the earliest moments of contact between Europeans and indigenous peoples, to the later arrival of Africans, to the emergence of multi-hued societies of castas, to the creation of national ideologies of mestizaje. The idea is to explore Latin America on its own terms and to allow that exploration to unsettle taken-for-granted notions of race as US Americans generally think of it.

HIME 100A – Migration, Modernity, Democracy: Cultural Exchange and Conflict (3)

M 1530-1800

CAB 337

Instructor: Monica Black

What might such diverse subjects as depictions of the Prophet Muhammad in a Danish newspaper cartoon, Muslim women veiling, unrest in the suburbs of Paris, and Turkey entering the European Union have in common? Particularly as Middle Eastern and North African migration to Europe has increased over the past decades, questions of cultural exchange and difference have come more and more to dominate relations between the Middle East and Europe. This course will explore how different ways of conceiving of modernity, democracy, the place of religion in peoples’ lives, and certain political struggles—such as the Palestinian-Israeli conflict or Iran’s nuclear program—have brought Middle Easterners and Europeans increasingly into dispute. The history of European imperialism and decolonization in the Middle East, the rise of forms of Middle East nationalism, the nature and variety of contemporary Muslim religious identity and activism, and the Middle Eastern and North African immigrant experience in Europe will be major themes in the course. Course meetings will be comprised of short lectures introducing the main themes for the week, followed by a discussion of assigned texts. On average, students can expect to read around 150 pages per week. Requirements include a short, midterm paper (5-6 pages), a longer (15 page) paper due at the end of the semester, and active participation in discussions. The course fulfills the college’s second writing requirement.

HIST 100 – Great Migrations of the 20th Century

W 1530-1800

CAB 337

Instructor: Pablo Davis

Three great Northward and Westward migrations that reshaped the politics, economy, society, and culture of the United States in the 20th were those by Southerners, Black and White, and by Puerto Ricans. Drawing on a range of historiographic, literary, and film sources, the course will consider the origins, unfolding, and consequences of these massive movements of people. The course will also draw on soul, country, salsa, and related musical genres as an important auxiliary source of insight into the world of migration.

HIUS 100A –Black Nationalism

R 1300-1500

PV8 108

Instructor: Claudrena N. Harold

This course examines black nationalists’ protracted struggle for political autonomy, economic independence, and cultural self-definition in twentieth-century America. Major events to be discussed include the rise and fall of the Marcus Garvey Movement during the 1920s, the emergence of Elijah Muhammad’s Nation of Islam after the close of World War II, and the political and cultural upheavals in Afro-America during the Black Power era. Students will have the opportunity to explore the politics of a wide range of black radicals, including Amy Jacques and Marcus Garvey, Robert Williams, Malcolm X, Huey P. Newton, Audley Moore, and Amiri Baraka (Leroi Jones). Scholarly investigations of black nationalism normally conclude with an analysis of the disintegration of the Black Power Movement in the early 1970s, but this course will also investigate the contemporary manifestations of black nationalism. Exploring diverse topics such as the Million Man March in 1995, the rise of Afrocentricity as a major theoretical framework in Black Studies, and the race consciousness articulated in the music of various hip-hop artists, students will investigate the continuing significance and visibility of black nationalism in American politics and culture. Possible texts for the course include Michele Mitchell’s Righteous Propagation: African Americans and the Politics of Racial Destiny after Reconstruction, Dean Robinson’s Black Nationalism in American Politics and Thought, Tony Martin’s Race First: The Ideological and Organizational Struggles of Marcus Garvey, Tommie Shelby’s We Who are Dark: The Philosophical Foundations of Black Solidarity, William L. Van Deburg’s New Day in Babylon: The Black Power Movement and American Culture, 1965-1975, James W. Smethhurst’s The Black Arts Movement: Literary Nationalism in the 1960s and 1970s, and Timothy Tyson’s Radio Free Dixie: Robert Williams and the Roots of Black Power. Students will read an average of 200 pages per week. Grades will be based on class attendance and participation, two exams, and three book reviews.
(Cross-listed with AAS 100A).

HIUS 323 – Rise and Fall of The Slave South

0900-0950 MW

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 sixteenth century and extend through the Civil War and Reconstruction. We will examine the lives of slaves and slaveowners, small farmers and large planters, men and women, soldiers and civilians.
Requirements include substantial research in primary documents in Alderman Library. Research topics are broad and require students willing to tackle open-ended assignments. Readings will be diverse, including original documents, materials on the Web, fiction, and secondary accounts. Energetic participation in a weekly discussion section is a central part of the course.

HIUS 329 – Virginia History, 1861-2005

1230-1345

GIL 141

Instructor: George Gilliam

History is the study of change over time. This course will examine change in Virginia from about 1861 to the present. The course will especially follow six main topics: (a) the evolving nature of democracy in Virginia; (b) continuities and change between “Ol’ Virginny” and modern Virginia; (c) the role of Reconstruction in configuring Virginia’s racial and political divisions; (d) the role of debt and the resolution of the conflict between Funders and Readjusters into Virginia’s “pay-as-you-go” philosophy; (e) social and cultural change in Virginia; and (f) the rural machine politics of Harry F. Byrd.
Readings will average approximately 100 pages per week, and will be drawn from both primary documents and secondary material. Among the readings will be selections from: Eric Foner, A Short History of Reconstruction; Jane Dailey, Before Jim Crow: The Politics of Race in Postemancipation Virginia; Edward L. Ayers, Southern Crossing, Bruce Schulman, From Cotton Belt to Sunbelt: Federal Policy, Economic Development, and the Transformation of the South, 1938-1980, and Jay Winik, April 1865: The Month that Saved America.
The class will meet twice per week. Approximately half of each class will be spent in lecture and half in a class discussion. There will be a multiple choice/short answer mid-term exam, one 5-7 page paper involving the use of primary source materials, one group project, and a final examination requiring one short and one long essay.

HIUS 365 – African American History Through Reconstruction

MWF 1300-1350

CAB 341

Instructor: Reginald D. Butler

This lecture course is part of a year-long survey of the African American experience in British Colonial North America and the United States. This segment (AAS-HIUS 365) covers the period from the beginnings of trans-Atlantic slave trade through Reconstruction. We seek to relate the African American experience to the broader experience of Africans in the Diaspora, as well as larger themes and concepts (the rise of capitalism and the nation-state, European expansion, slavery and the slave trade in Africa, the development of racial ideologies, etc.) in world history. We will examine some of the major themes, problems, events, structures, and personalities, paying particular attention to how African Americans themselves shaped their experiences. We will devote some portion of each class to the close examination of primary sources, with a particular focus on the intersection of the "local" and the "global." Students will be evaluated on three test grades and a research project to be explained fully in the syllabus.

HIUS 367 – History of the Civil Rights Movement

T 1530-1730

WIL 301

Instructor: Julian Bond

This lecture course examines 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, interracial mass movement which effectively ended legal segregation by the mid-60s.
Lectures will outline the movement's three over-lapping and occasionally complimentary 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 and the right to vote, and attacking separate and unequal schools.
The last phase, lasting a decade from '54 through '65, was a decade of protests - boycotts, sit-ins, and mass demonstrations - as well as grass-roots organizing campaigns that laid 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 and followers from a protest community rooted in black America and created in response to white supremacy, the movement succeeded in eliminating legal segregation. The movement's well-known and lesser-known proponents and their strategies will be examined.
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, University of Washington Press
• Bond, Julian and Andrew Lewis, Gonna Sit at the Welcome Table, Thompson Learning
Videos:
• "Eyes on the Prize - America's Civil Rights Years, 1954 - 1965", # 1 to 6
• "America the at the Racial Crossroads, 1965 - 1985," # 1 and 2; PBS Video, Blackside Inc., Boston
• "The Road to Brown," William Elwood, Producer, California Newsreel

HIUS 401C – History Semnar –The North and Reconstruction (4)

W 1300-1530

CAB 335

Instructor: Michael F. Holt

The purpose of this majors seminar is to examine how bid a role the post-Civil War experiment of Reconstruction in the South played in northern elections between 1865 and 1876. That is, to what extent did those northern elections revolve around federal policy for the South as opposed to intrinsic developments and issues in the North. After a few weeks of common reading and discussion, each student will pick a year and research its state, congressional, and, if relevant, presidential elections in newspapers, Appleton’s Annual Cyclopaedia, which contains both Republican and Democratic platforms for most states, Harpweek, and any other possible primary sources.
Students’ grades will be based on participation in class discussion, a short paper on the preliminary reading, the research paper which will be presented to the seminar, and the criticism they offer of fellow students’ papers. This course fulfills the second writing requirement.

Preliminary readings may include:
• David H. Donald, Jean H. Baker, and Michael F. Holt, The Civil War and Reconstruction
• David Montgomery, Beyond Equality: Labor and the Radical Republicans, 1862-1872
• Heather Cox Richardson, The Failure of Reconstruction
• Dale Baum, The Civil War Party System: The Case of Massachusetts, 1848-1876

HIUS 401E – History Seminar – Slavery and the Southern Frontier (4)

T 1530-1800

BRN 310

Instructor: Andrew Torget

This seminar will examine the expansion of the nineteenth-century American South in the decades before the Civil War. The region we know today as the South expanded drastically between 1810 and 1860 as men and women, black and white, poured into regions of North America that would eventually become Alabama, Mississippi, Louisiana, Missouri and Texas. Growing wealthy by growing cotton, white migrants who brought their enslaved workforce to this Southern frontier created the most powerful slave regime in world history--all in a span of only fifty years. Students in the course will examine the rapid and turbulent growth of the Southern frontier during this important period, assessing what the development of this region meant for United States history. The first several weeks of the course will be devoted to reading secondary works on the South and its frontier, to gain a collective sense of what other historians have said about it. For the rest of the class, students will research and write an original paper (approximately 25-30 pages) in consultation with their fellow students and instructor on a topic of their own choosing that relates to the course. Possible readings include: James Oakes, The Ruling Race: A History of American Slaveholders; Joan Cashin, A Family Venture: Men and Women on the Southern Frontier; James Miller, South by Southwest: Planter Emigration and Identity in the Slave South; Michael Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War.

HIUS 403 – Slavery & Freedom in the North

T 1400-1630

MIN 108

Instructor: Reginald D. Butler

This course will examine slave and free black life in the towns, seaport cities, and on rural farms and plantations in the Northern and New England colonies/states from the early seventeenth century through the Civil War. Thematically the course will explore the parallel and interactive processes of European expansion/colonization and the construction of uniquely American racial, class, and gender formations. The course will challenge traditional colonial, revolutionary, and early national historiography that situated slavery on the region's political, social, and cultural margins. Rather, we will argue that slavery played a central role, not only as a major source of cheap agricultural, industrial, domestic, and maritime labor, but as a vehicle for minimizing class conflict and cohering ethnic, religious, social and political discord, particularly in Northern port cities. While the thematic and geographical focus of the course will center on the development of "societies with slaves" in this region, it will naturally suggest comparable experiences in other societies in the West Indies, Central and South America and the American South. Other topics for consideration will include, relations with native peoples, changing patterns of the region's slave trade and the impact on African American culture, slavery's implications for the development of working class identity and culture, shifting racial demographies, the role of gender in constructing race and identity, forms of resistance, the role of blacks in the Revolution, slavery and the making of the constitution, the reinvention of racial ideologies to support the exclusion of blacks from participation in the new republic, emancipation and colonization as solution to the "problems" of race and slavery, the abolitionist movement in black and white, African American cultural institution building, the role of blacks in the growth of Ante bellum politics, and African Americans in the Civil war.
We will read extensively in the recent secondary literature, including the works of Ira Berlin, David Roediger, Thelma Foote, Graham Hodges, Gary Nash, Jeffrey Bolster, and William Pierson. The class will also examine related published primary documents (newspapers and other periodicals) and manuscripts. Students will be evaluated on class discussion, required weekly critical writing assignments, and a major paper of twenty or more pages.

 

Department of Music

MUSI 426 Caribbean Music, Identity, and Power

TR 1100-1215

OCH S008

Instructor: Melvin Butler

Course description unavailable.

 

Department of Politics

PLAP 570 – Racial Politics

R 1530-1800

CAB 325

Instructor: Lynn Sanders

Course description unavailable.

PLCP 212 – Politics of Developing Areas

MW 0900-0950

WIL 301

Instructor: Robert Fatton

Surveys patterns of government and politics in non-Western political systems. Topics include political elites, sources of political power, national integration, economic development, and foreign penetration.

PLCP 524 – Gender Politics in Africa

TR 0930-1045

RAN 212

Instructor: Denise Walsh

Course description unavailable.

PLIR 424A: International Political Economy of Africa

T 1300-1530

CAB B021

Instructor: Andrew Lawrence

Course description unavailable.

PLIR 424D – U.S. Foreign Policy in Africa

W 1300-1530

CAB 130

Instructor: Leonard H. Robinson

Course description unavailable.

 

Department of Psychology

PSYC 487 – The Minority Family

M 0900-1130

GIL 081

Instructor: Melvin Wilson

Examines the current state of research on minority families, focusing on the black family. Emphasizes comparing “deficit” and “strength” research paradigms. Prerequisite: PSYC 306 and at least one course from each of the following groups: PSYC 210, 215 or 230, and PSYC 240, 250 or 260, and students in the Afro-American and African studies or studies in women and gender programs.

 

Department of Religious Studies

RELA 389 Christianity in Africa

TR 1230-1345

TBA

Instructor: Cynthia Hoehler-Fatton

Historical and topical survey of Christianity in Africa from the second century C.E. to the present. Cross listed with RELC 389. Prerequisite: A course in African religions or history, Christianity, or instructor permission.

RELG 280 African-American Religious History

TR 1100-1215

TBA

Instructor: Valerie Cooper

Course description unavailable.

 

Department of Sociology

SOC 341 – Race And Ethnic Relations

MW 1400-1515

CAB 316

Instructor: Milton Vickerman

Introduces the study of race and ethnic relations, including the social and economic conditions promoting prejudice, racism, discrimination, and segregation. Examines contemporary American conditions, and historical and international materials

SOC 410 – Afro-American Communities

TR 1530-1645

TBA

Instructor: M. Rick Turner

Study of a comprehensive contemporary understanding of the history, struggle and diversity of the African-American community

 

Studies in Women and Gender

SWAG 432 - Gender Politics in Africa

TR 0930-1045

RAN 212

Instructor: Denise Walsh

Course description unavailable.