Fall 2007

African-American and African Studies

AAS 100 – Leadership in Black Ethnic Communities (3)

1530-1800 R

CAB 330

Instructor: Leonard Perry

This course will provide an intellectual and social context (with field work) for the examination of leadership theory and its application for Black community development and leadership in African-American communities.
The Course will pursue a culturally specific perspective in the exploration of the various topics ofleadership and use an instructional framework that emphasizes experiential learning.
An analysis of African-centered leadership from historical and contemporary, domestic and international perspectives will provide an additional backdrop for gaining knowledge and understanding of leadership and its relationship to the African Diaspora and its communities.

AAS 101 – African American and African Studies I (3)

12:30-1:45 TR

WIL 301

Instructor: Roquinaldo Ferreira

AAS 101 is a team-taught lecture that explores the history and culture of Africans in Africa and people of African descent in the Americas. The class begins by analyzing issues such as the formation of agricultural/sedentary communities, food transformation, and technological innovations in Africa prior to the contacts with European. We will then examine the social and economical dimensions of African contacts with Europeans during the slave trade era. The class will also cover the African Diaspora in the Americas, emphasizing the African Diaspora to regions outside North America. Students will read the following: Herbert Klein, The Atlantic Slave Trade. Cambridge, 2001; Robin Law and Paul Lovejoy (eds.), The Biography of Mahommah Gardo Baquaqua: his Passage from Slavery to Freedom in Africa and America. Princeton, Markus Wiener Publishers, 2003; 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.

AAS 215 Culture and World Politics (4 with discussion)

1530-1800 (1800-1850 Disc) R

CLK 101

Instructor: Maurice Apprey

This course explores the role of culture in international politics. While cultural factors have long influenced the pattern of international relations, many people believe that religious, ethnic and other cultural factors have become increasingly important in the post Cold War era. These "identity" issues raise new questions about the role of national sovereignty, the prospects for democracy throughout the world, and the future of international interactions. Correlatively what experiences can today’s students bring to these discussions, given their own ethnic, national or religious identities
The course, then, will focus on several broad themes that are structured around the pivot of identity and Otherness but we will use multiple cultural, national, international and historical contexts to engage those central issues in the first instance. These in turn will feed our imagination in the EDLF laboratory course for investigating issues of identity and difference at the personal and relational levels with peers at this university. At length, we begin with broader themes and invariably end with discussions on how we situate ourselves in these complex and changing times.

• What kinds of arguments have dominated international discussions of the post Cold War international system? How have these changed in the wake of September 11?
• What kinds of assumptions structure national self-images? Images of others?
• How do "identity politics" – religion, ethnicity and nationalism – affect international relations?
• What are the roots of the tensions between “Islam” and the “West”?
• Are “democracy" and “human rights” universal concepts? How do Western and non-Western belief systems affect the social bases of political order in various countries?
• What assumptions structure U.S. foreign policy? How different are the perspectives of less powerful groups in the international system?
• What role do non-governmental organizations (NGOs) play in facilitating social problem-solving, conflict resolution and nation-building?
• Manifestations of Identity and Otherness in multiculturalism in the US. What is the residual legacy of Black Nationalism in the US?
• Manifestations of Identity and Otherness: The case of South Africa. What lessons can be learned from South Africa’s Truth and Reconciliation Project?

AAS 250 – The Health of Black Folks (3)

1100-12:15 R

MCL 2014

Instructor: Wende Marshall

"The Health of Black Folks" is a course in medical anthropology which will analyze the relationship between race, class, gender and health, both historically and in the present (with particular attention to the
experience of Native Americans and African Americans). The course is interdisciplinary and in addition to anthropology may offer readings and analysis from sociology, public health and epidemiology, literary
studies, cultural studies, ethnic studies and history. Issues addressed in the course may include: the myth of the biological basis of race; race, health and the environment; black, brown and poor bodies as research subjects for biomedical science; gender, race and reproductive health; and specific epidemics such as cancer or HIV.
(Cross listed under ANTH 250)

AAS 401 – Independent Study (1-3)

Topic to be determined by the instructor and the student

AAS 405A – Black Mater: Migrancy, Maternity and New Social Orders (3)

1300 -1530 W

CAB 331

Instructor: Alwin Jones

This course will introduce students to both historical and emergent debates and discourses regarding the place of the mother figure in the literature and culture of the Afro-Caribbean diaspora, especially as related to and through questions of migrancy and power. This study examines writing and cultural expressions in English of the “interstitial Caribbean” from the periods of 1789 to 1863, and 1950 to 2006, with interstitiality implying an overt association by the writers with Caribbeanness. Students will examine the works via a very interdisciplinary approach in this project, engaging not only the literary, but also the historical, sociological, religious, and performative. Our goal is to examine how these writers maneuver in and against the dominant social orders of chattel slavery, the pre/emancipation moment, or post/coloniality, in relation to how they “language” a politicized and political migrant maternity, and identify this mobilized maternity with the imagining of “new” social orders. Some of the writers and texts include but are not limited to: Olaudah Equiano’s Interesting Narrative (1789), Mary Prince’s The History of Mary Prince (1831), Martin Delaney’s Blake (1861-63), the poetry and performances of Louise Bennett, Audre Lorde, Linton Johnson’s and Saul Williams, Michelle Cliff’s No Telephone to Heaven, Paule Marshall’s Brown Girl, Brownstone, Jamaica Kincaid’s The Autobiography of My Mother, Audre Lorde’s Zami, and the film Sankofa, as well as other short stories and essays.

AAS 405B – African Women Write the (Post) Colonial (3)

1530-1800 T

CAB B026

Instructor: Z’etoile Imma

Course Description: In this seminar we will explore the diverse expressions of the (post)colonial experience from the myriad of voices that constitutes African women’s writing. Traversing various landscapes through African women’s writings will allow to us insight into their significant yet often overlooked re-formulation of history, experience, identity, and agency. We will focus primarily on the novel and short fiction as the genres of focus. Undoubtedly, questions regarding the (post)colonial, gender, race, class, modernity, space, exile, violence, resistance, war and language will arise. Informed by various theories, we will attempt to define and grapple with these terms. Specifically we will deconstruct the postcolonial as a gendered experience, gather various postulations on “third world feminisms,” learn to recognize significant themes that appear inter-textually, offer our own analysis of the profound work we have collectively examined, and enjoy the company/challenge of our own diverse standpoints.

AAS 451 – Directed Research for DMP (3)

Meeting time to be determined by instructor and student

AAS 452 – Thesis for DMP (3)

Meeting time to be determined by instructor and student

 

American Studies

AMST 201 (0003) – Race, Identity and American Visual Culture (3)

1230-1345 TR

CAB 323

Instructor: Carmenita Higginbotham

Course description unavailable

 

Department of Anthropology

ANTH 401D -Contemporary African Societies (3)

1530-1645 MW

CLK 101

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 are drawn from fiction, ethnography, and social history, and are taught against a backdrop of economic strategies, forms of social organization, and challenges facing modern African women and men. We will discuss urban dwellers and rural farmers, both the elite and poor, and the forces that draw them together; transnational migration; and belief systems. How relationships between men 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. Course Satisfies the Second Writing Requirement.

ANTH 589 – Precolonial African Cities and States (3)

1530-1800 T

CAB 336

Instructor: Adria LaViolette

This seminar explores the archaeological and other forms of evidence concerning larger-scale African societies prior to the 16th century A.D. It will focus on the origins and trajectories of these societies, their changing political economies, ideologies, and the nature of their connections to each other, their regional neighbors, and to other parts of the world. Permission of Instructor.

Department of English

ENAM 313 African American Survey (3)

1400-1515 TR

BRN 328

Instructor: Deborah McDowell

This course surveys pivotal moments and texts in the history of African-American letters, from Briton Hammon's Narrative of Uncommon Sufferings (1860) to W. E. B. DuBois's The Souls of Black Folk (1903)Charles Chesnutt's The Marrow of Tradition (1901). Working our way through a variety of genres (elegy, drama, the captivity narrative, the slave narrative, the essay, public oratory, speeches, and novels), we will explore a number of matters pertinent to literary studies in general, as well as those with specific implications for African-American writing and writers. We will consider the circumstances of textual production and reception, ideas and ideologies of literary history and culture, aesthetics, authorship and audience. We will focus our attention immediately on the emergence of African-American writing under the regime of slavery and the questions it poses about "race," "authorship," "subjectivity," "self-mastery," and "freedom." We will consider the material and social conditions under which our selected texts were edited, published, marketed, and "authenticated," lingering especially on the role white abolitionists and editors played in the production and mediation of these texts for various reading publics. Our ultimate aim is to situate our selections within the broadest possible contexts of their time and ours. Other required texts include Phillis Wheatley's Poems on Various Subjects, Religious and Moral, Frederick Douglass's Narrative of the Life of Frederick Douglass, Harriet Jacobs's Incidents in the Life of a Slave Girl, Frances Harper's Iola Leroy, William Wells Brown's Clotelle, Harriet Wilson's Our Nig and Charles Chesnutt's The Marrow of Tradition. Restricted to 2nd and 3rd years.

ENAM 315 American Renaissance (3)

10-10:50 MWF

AST 265

Stephen Railton

This course will look closely at the achievements of the period 1835-1855 in American literature. We'll study canonical masterpieces like Emerson's essays, Thoreau's Walden, Hawthorne's Scarlet Letter, Melville's Moby-Dick and Whitman's first edition of Leaves of Grass. We'll also study some of the most popular works of this period: Longfellow's poetry and Stowe's Uncle Tom's Cabin, for instance. We'll also study the beginnings of African American literature in the work of Frederick Douglass and Harriet Wilson. In the twice-weekly lectures and once-weekly discussions, we'll consider each work on its own terms, and in terms of its relationships to the other works and to the preoccupations of the period. During these decades there was, as Emerson said later, "a new consciousness." We'll try to figure out what that means.

ENAM 381 (0001) – Black Protest Narrative (3)

1530-1645 TR

MRY 113

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 381 (0002) – Reading the Black College Campus (3)

1530-1645 TR

CAB 340

Instructor: Ian Grandison

Have you ever thought about how the monumentality of the signature buildings on the campuses of land-grant colleges and universities in America, resist the aim of the slight “ Cow School ” to belittle the official mission of these institutions? What about how the ubiquitous ivy, cloaking all manner of structures on the campuses of “Ivy League” colleges and universities, signify the high status of these institutions? In this student-centered, sensing, interpreting, and communication course, we consider the ways in which identity politics are implicated spatially in built environments. We focus on college campuses, especially those of HBCUs (Historically Black Colleges and Universities). We consider how such built environments were shaped by (and shaped) the struggle to democratize education in the United States especially during the Jim Crow Period. Rather than the still predominant approach in architectural and landscape architectural criticism of understanding built-environments art-historically; as collections of artifacts—usually buildings—assessed in relation to rigorously policed canons of accepted types and styles, we foreground the importance of understanding built environments as arenas of cultural conflict and negotiation. Thus, beyond its significance as an outdoor museum of neo-classical buildings, the Lawn is a multi- layered record of the sometimes delicate and sometimes robust negotiation among the individuals and groups connected with it for position and privilege in the social hierarchy. Consider how the Pavilions distinguish those who live in them from those who live in the rooms that stretch like motels between the Pavilions? Better, beyond the discourse associated with it, how does the Lawn distinguish its residents from those who have no other business there except as respectful and admiring passers-by? Understood in this way, built environments become crucial sources in cultural critique. With the help discussions, required field trips, occasional workshops and lectures, and student presentations, we will explore concepts and methods to read built environments by synthesizing knowledge gained from sensing them, studying them through maps and diagrams and through primary and secondary written and oral accounts. Readings will include Anderson ’s Black Education in the South as will as a number excerpts drawn from within and beyond the disciplines of architecture, landscape architecture, urban planning, historic preservation, and environmentalism. In addition to studying required readings and preparing for class discussion, you shall complete a mid-term quiz, three group exercises, and a semester journal. All this culminates in a month-long group research project that will be presented in a Final Open House at the end of the semester. You will continue to develop your abilities of critical reading and discussion of textual, graphic, and physical materials. You will be able to practice important interdisciplinary group process skills. When all is said and done, however, you will acquire ideas that will never allow you to experience the spaces around you in quite the same way!

ENAM 481A – African American Women Writers (3)

1530-1645 MW

BRN 332

Instructor: Angela Davis

We will read several novels and short stories by African American women, examining in particular how the authors portray black women as individuals and in the context of American society. This course requires active class participation, two written responses to readings (each 2 to 3 double spaced typed pages long) and a formal essay (12 to 15 pages long). The reading list is: Zora Neale Hurston, Their Eyes Were Watching God; Ntozake Shange, For Colored Girls; Toni Morrison, Sula, and Tar Baby; Alice Walker, In Love and Trouble; Paule Marshall, Brown Girl, Brownstones; Gloria Naylor, The Women of Brewster Place. Restricted to English, African-American Studies, and Women's Studies Majors

ENAM 481B – Fictions of Black Identity (3)

1100-1215 TR

CAB BO29

Instructor: Lisa Woolfork

This combined graduate and advanced undergraduate seminar will explore the dual meaning of its title "Fictions of Black Identity." The first implication suggests the literary inventions (novels, essays, critical works) that address the meanings of blackness in an American context. The second meaning is heavily invested in the first: that Black identity is a fiction, not necessarily in the sense of falsity, but in its highly mediated, flexible, and variable condition. Questions to consider include: how does one make and measure Black identity? Can one be phenotypically White and still be Black? What is the value of racial masquerade? What does it mean to be legitimately Black? Readings include, but are not limited to, McBride's The Color of Water, Walker's Black, White, and Jewish, Beatty's White Boy Shuffle, and a range of critical essays. Mandatory assignments include weekly response papers, comparative essays, leading class discussion, midterm and final exams. This class is restricted to instructor permission. It is designed for advanced undergraduates in English, African American Studies, and American Studies.

ENAM 358 - U.S. Literature and Citizenship

1100-1216 TR

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.

ENCR 481 A – Race, Space and Culture

1830-2100 T

CAB 130

Instructors: Marlon Ross and Ian Grandison

Co-taught by K. Ian Grandison and Marlon Ross, this interdisciplinary seminar examines the spatial implications at work in the theories, practices, and experiences of race, as well as the cultural implications at stake in our apprehensions and conceptions of space. Themes include: 1) the human/nature threshold; 2) public domains/private lives; 3) urban renewal, historic preservation, and the new urbanism; 4) defensible design and the spatial politics of fear; and 5) the cultural ideologies of sustainability. The seminar foregrounds the multidimensionality of space as a physical, perceptual, social, ideological, and discursive phenomenon. This means melding concepts and practices used in the design professions with theories affiliated with race, postcolonial, literary, and cultural studies. We’ll investigate a variety of spaces, actual and discursive, through selected theoretical readings from diverse disciplines (e.g., William Cronon, Patricia Williams, Philip Deloria, Leslie Kanes Weisman, Gloria Anzaldua, Oscar Newman); through case studies (e.g., National Geographic documentary, Indian reservations, burial grounds, suburban homes, gay bars, national monuments); and through local site visits (Monticello, Vinegar Hill, Woolen Mills). Requirements include a midterm and final exam, two brief critical essays, one site visit response paper, and a major team research project.

ENLT 247 – Black Women Writers

930-1045 TR

BRN 330

Instructor: Lisa Woolfork

This seminar uses Black women's writings from mid-century to the present to introduce new English majors to important concepts in literary analysis. To better understand genre, themes, and assorted literary conventions, we will focus closely on a range of literary styles. 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 specific cultural or historical moments?

ENLT 247 – Black Writers in America

12-1250 MWF

BRN 332

Instructor: Nathan Ragain

Course description unavailable

ENMC 481C – Cross Cultural Poetries

1400-1515 MW

BRN 330

Intructor: Jahan Ramazani

In this seminar, we will explore the dynamics of cross-cultural influence and exchange in modern and contemporary poetry in English. One of the most prominent features of modern and contemporary poetry is an intensified cross-pollination across boundaries of nation and ethnicity. To frame our work, we will read essays on modern transnationalism, diaspora, mobility, and intercultural affiliation by James Clifford, Homi Bhabha, Stuart Hall, and Neil Lazarus. We will also pause over Picasso’s appropriation of African art in inventing Cubism. Reading poetry and critical essays, we will then turn to the appropriations by such Euro-modernist poets as Yeats, Eliot, and Pound of East Asian and South Asian cultural forms and genres, asking if these are acts of inventive assimilation or imperial theft. Conversely, we will ask what happens to Euro-modernist texts and forms when African American poets and postcolonial poets from Africa , India , and the Caribbean hybridize them with their indigenous cultural resources. We will consider similar questions with regard to other cross-cultural poetries, including Irish, Native American, Latino, Asian American, and Black British. While tracing cross-cultural mediation within individual poems, we will also ask broad questions about the ethics, aesthetics, and politics of the cross-cultural. Teaching strategies will require active class collaboration, cooperative engagement, and co-leading of discussion. An abstract and a seminar paper will also be required. Our primary texts will be volumes 1 and 2 of The Norton Anthology of Modern and Contemporary Poetry, third edition.

 

Department of French Language and Literature

FREN 411 – Francophone Literature of Africa (3)

TR 1530-1645

CAB 216

Instructor: Kandioura Dramé

Introduction to the Francophone literature of Africa; survey, with special emphasis on post- World War II poets, novelists, and playwrights of Africa. The role of cultural and literary reviews (Légitime Défense, L'Etudiant noir, and Présence Africaine) in the historical and ideological development of this literature will be examined. Special reference will be made to Caribbean writers of the Negritude movement. Documentary videos on African history and cultures will be shown and important audio-tapes will also be played regularly. Supplementary texts will be assigned occasionally. Students will be expected to present response papers on a regular basis.
In addition to the required reading material, 2 essays (60%), regular class attendance, and contribution to discussions (10%), and a final exam (30%) constitute the course requirements. Papers are due on the dates indicated on the syllabus.

Required reading
Diop, Birago. Les contes d’Amadou Koumba .
Chevrier, J. Anthologie Africaine: Poésie
Bâ, Mariama. Une si longue lettre.
Assia Djebar. Femmes d’Alger dans leur appartement (Toolkit).
Boudjedra, Rachid. L'escargot entêté.

FREN 443 – Africa in Cinema (3)

TR 1230-1345

CAB 321

Instructor: Kandioura Dramé

This course is a study of the representation of Africa in American, Western European and African films. 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 the 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 one mid-semester paper (select a film by an African filmmaker and provide a sequential reconstruction of the story based on the methods of P. S. Vieyra and of F. Boughedir ), a final paper (7-10 pages), an oral presentation and contributions to discussions. Each oral presentation should contribute to the mid-semester paper and to the final research paper. The final paper should be analytical, well documented and written in clear, grammatical French using correct film terminology supplied with this description.

Reading list (on reserve, see Toolkit for FREN 443)
Required:
Ferid Boughedir: Le cinéma africain de A a Z
(Specific selections of the following works 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

HIAF 201 – The History of Africa through the Era of the Slave Trade

930-1045 TR

CAB 138

Instructor: Joseph Miller

From the mists of the once-dark continent’s unwritten past Early African History draws out Africans’ distinctive achievements in culture, politics, and economic strategies. Starting broadly at the dawn of history and continuing in detail from the millennium before the Present Era, HIAF 201 follows the sometimes-surprising ways in which village elders, women, merchants, kings, cattle lords, and ordinary farmers pursued meaningful lives without the technologies that modern Americans take for granted. The last third of the course examines the ironic interplay of tragedy and ambition in a continent increasingly trapped in exiling its own people in slavery to Europeans, until the Atlantic slave trade began to wind down after about 1800. (A second semester of modern African history, HIAF 202, taught in spring semester, follows subsequent events down through twentieth-century colonialism and the post-1960 era of independence and impoverishment.)
HIAF 201 is an introductory lower-division survey. The instructor presents the major themes of the early history of the continent in lectures twice each week. Students meet additionally in discussion sections for reviews of readings, map quizzes, and preparation for written assignments. Requirements include weekly short map quizzes, short written responses to each class, a short paper reacting to assigned readings, and a take-home final exercise. The course belongs to the Afro-American and African Studies curriculum, qualifies for the new minor in African Studies, meets the “non-western/non-modern” requirement for the major in History, and qualifies for the College “non-western perspectives” area requirement.
Readings revolve around weekly assignments in texts of varying perspectives (Shillington, History of Africa, and Newman, Peopling of Africa – subject to revision upon availability of a superior alternative). Other chapters and professional articles introduce the distinctive methodologies of doing history without written sources (including the famous Mande oral epic Sundiata), highlight interpretive (“historiographical”) issues, and consider concepts relevant to understanding early Africa.
No formula determines final marks for HIAF 201. Students are graded according to their “highest consistent performance” in all aspects of the course, including attendance at lectures and participation in discussions, with ample allowance made early in the term for the unfamiliarity of the subject matter; options allow students to devise personal combinations of graded work that allow each one to take advantage of specialized abilities and accommodate other academic commitments.
HIAF 201 presumes no prior knowledge of Africa or experience with the study of history. However, consistent application and preparation are expected, particularly early in the term, since the subject is new to nearly everyone in the course. Students in all four years of their undergraduate careers and in all colleges of the University complete HIAF 201 with success. Most find it a challenging and rewarding opportunity to discover a once-neglected story of Africa and its place in world history and to examine assumptions that modern Americans – themselves included – make that they did not know they held

HIAF 302 – History of Southern Africa

TR 0930-1045

CAB 215

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 402 – History Colloquium: Race and Culture in South Africa and the United States (4)

TR 1400-1515

CAB 330

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 (1-3)

Topic to be determined by instructor and student

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 401A – History Seminar: Conquest and Convivencia (3)

1300-1530

RAN 212

Instructor: Brian Owensby

This seminar (limited to 12 students) will explore a variety of themes in relation to the world-shaping encounter between European-, indigenous-, and African peoples between the 16th- and 18th- centuries. We will explore the meaning of conquest, violence, and what it meant for such different peoples to relate to each other through religion, law, sex, work, and knowledge. The course will culminate in a research paper exploring broad historiographical or historical themes.

HIST 589 – South Atlantic History

1530-1800 R

CAB 247

Instructor: Roquinaldo Ferreira

HIST 589 is a reading and discussion course on Atlantic History. We will focus on the commercial and cultural interconnections between Africa (West and Central Africa) and Latin America (Brazil). The class takes a historiographical approach to such concepts as Atlantic History, African Diaspora and Black Atlantic. We will examine and discuss different historiographies that deal with overlapping issues but not always speak to each other. Reading will include the following titles: Linda Heywood (ed.), Central Africans and Cultural Transformations in the American Diaspora. Cambridge, Cambridge University Press, 2002; José Curto and Paul Lovejoy (eds.), Enslaving Connections: Changing Cultures of Africa and Brazil during the Era of Slavery. New York, Humanity Books, 2004; Mieko Nishida, Slavery and Identity: Ethnicity, Gender, and Race in Salvador, Brazil, 1808-1888. Bloomington and Indianapolis, Indiana University Press, 2003; James Sweet. Recreating Africa: Culture, Kinship, and Religion in the African-Portuguese World, 1441-1770. London, University of North Carolina Press, 2003; Wim Klooster and Alfred Padula (eds.), The Atlantic World: Essays on Slavery, Migration, and Imagination. New Jersey, Prentice Hall, 2005; The Yoruba Diaspora in the Atlantic World. Bloomington and Indiana Press, Indiana University Press, 2005; Peter Coclanis (ed.), The Atlantic Economy during the seventeenth and eighteenth centuries: Organization, Operation, Practice, and Personnel. Columbia, University of South Carolina Press, 2005; Paul Gilroy, The Black Atlantic: Modernity and Double Consciousness. Cambridge, Harvard University Press, 1993; Paul Lovejoy and David Trotman (eds.), Trans-Atlantic Dimensions of Ethnicity in the African Diaspora. London, Continuum, 2003; Randy J. Sparks, The Two Princes of Calabar: An Eighteenth Century Atlantic Odyssey. Cambridge, Harvard University Press, 2004; Robin Law and Paul Lovejoy (eds.), The Biography of Mahommah Gardo Baquaqua: his Passage from Slavery to Freedom in Africa and America. Princeton, Markus Wiener Publishers, 2003. Grades will be based on class participation, presentation of the readings, and a final paper.

HIUS 323 – Rise and Fall of the Slave South

0900-0950 MWF

FRN G004B

Instructor: Jaime Martinez

Course description unavailable

HIUS 329 – Virginia History, 1861 - the Present

1230-1345

MRY 115

Instructor: George Gilliam

History is the study of continuities and change over time. This course will examine Virginia history from about 1861 to the present. We will especially consider the following issues:
1. Between the end of the Civil War and the post-civil rights era, which groups have tried to empower which Virginians, at what times, and utilizing which strategies? Which groups have tried to disempower which Virginians, at what times and utilizing which strategies?
2. How have Virginians used racism to weave the political, social, and economic fabric of modern Virginia?
3. How have Virginians dealt with concerns about debt (public and private) and the financing of public infrastructure since the Civil War? What roles have state and federal governments played in dealing with those concerns? What have been the results of the ways Virginians have managed those concerns?
4. In which respects were the political, economic, social and racial landscapes of Virginia during the post-World War II decades similar to, and in which respects dissimilar to, those of the post-Civil War decades?
Readings will average approximately 90 pages per week, and will be drawn from both primary documents and secondary texts (books and journal articles). Classes will involve discussion of the required reading material, as well as presentations of additional material by the instructor and invited guest participants. There will be a map exercise, a multiple choice and short answer mid-term exam, one 5-7 page paper on a topic of the student’s choice, based upon original research in primary source materials, one group project, and a final examination requiring two essays.

HIUS 365 – African American History Through Reconstruction

1300-1350 MWF

CAB 319

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 (HIUS 365) covers the period from the beginnings of trans-Atlantic slave trade through Reconstruction. We hope 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 considerable attention to primary sources, with a focus on the intersection of the "local" and the "global." In addition, we will explore the relevance of the African American past to contemporary social and political debates, such as immigration, affirmative action, and reparations.

HIUS 367 – History of the Civil Rights Movement

1530-1730 T

WIL 402

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 401B – History Seminar: Reconstruction in the North (4)

1530-1800

CAB B028

Instructor: Erik Alexander

This seminar, entitled “Reconstruction in the North”, will ask students to examine closely the change over time in white Northerners’ attitudes towards federal Reconstruction policies, with the rationale that the waning commitment of northern voters to federal Reconstruction programs had a direct relationship with political decisions in Washington. Northern attitudes towards the South were vastly different in 1865 and 1877, and this seminar will ask students to consider what those changes were, and what events helped to cause the changes.
Under this broad umbrella of northern attitudes towards Reconstruction, students will be able to approach this period through a wide range of more specific topics. Potential topics of study include political developments, economic changes, labor movements and social change, white Northerners’ conceptions of race, and the legacy and memory of the Civil War.
The product of the seminar will be a 25-page term paper of original historical research on a topic of the student’s choosing. The seminar will begin with 5 weeks of reading and discussion to help give students a historical context for their paper topics. Students will also be required to submit a 6-8 page research proposal for their term paper topic in week 6, and participate in a peer review of term paper drafts. The seminar paper will be due at the end of the semester. The semester grade will come from class participation and peer review (25%), the research proposal (25%), and the seminar paper (50%).
Likely assigned texts include Eric Foner, Reconstruction: America’s Unfinished Revolution, 1865-1877 (1988), Mark Wahlgren Summers, The Era of Good Stealings (1993), David Montgomery, Beyond Equality: Labor and the Radical Republicans, 1862-1872 (1967), Heather Cox Richardson, The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901 (2001), and David Blight, Race and Reunion: The Civil War in American Memory (2001).

HIUS 401D – History Seminar: Free African Americans in the United States, 1787-1865 (4)

1300-1530 M

CAB 242

Instructor: Sarah Maxwell

This course will focus on the lives of free blacks in both the slave states of the south, and the emerging free states of the North in the early republic and antebellum decades. The lives of free blacks differed between the two regions. As slavery became more central to life in the southern states, free people of color found their lives influenced by the relative status of slaves. In the North the decline of slavery bolstered free black numbers, however economic fluctuations and mass immigration had a substantial effect on race relations, circumscribing their opportunities in some arenas while opening up other options. During the first several weeks of the course, students will read and analyze major secondary works, to gain an understanding of the scholarship of free blacks, and to guide students to a paper topic of the proper breadth. The remainder of the semester students will spend researching and writing an original 25-30 page paper on a topic of their own choice, while consulting with their fellow students and the course instructor. Readings may include Ira Berlin, Slaves Without Masters; David Cohen and Jack Greene, eds. Neither Slave Nor Free; Melvin Ely, Israel on the Appomattox; and James Oliver Horton and Lois E. Horton, In Hope of Liberty

HIUS 403B– African American Culture to 1865

1300-1530 T

CAB 241Instructor: Reginald D. Butler

This course will examine how African American cultures and societies developed in the north and south. How did forcibly transported Africans respond to the different agricultural economies, the conditions of enslavement, and European and native American cultures that they encountered during the colonial period? The course will begin in the early period during which large numbers of Africans arrived in British North America. It will then shift its focus to mature African American communities in which the vast majority of persons were American born. We will examine issues of African ethnicity and geography; family and kinship; religious practice; and diverse forms of aesthetic expression. Readings may include selections from: Johannes M. Postma, The Atlantic Slave Trade; Sidney W. Mintz and Richard Price, The Birth of African-American Culture: An Anthropological Perspective; Ira Berlin, Generations of Captivity: A History of African-American Slaves; W. Jeffrey Bolster, Black Jacks: African American Seamen in the Age of Sail; Leon F. Litwack, North of Slavery: The Negro in the Free States, 1790-1860; Walter Johnson, Soul by Soul: Life inside the Antebellum Slave Market; and Dylan Penningroth, The Claims of Kinfolk: African American Property and Community in the Nineteenth-Century South.

 

Department of Music

MUEN 369 African Drumming and Dance Ensemble (2)

1715-1915 TR

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, Bagandou farmers), with the intention of performing during and at the end of the semester. These traditions include drumming, dancing, and singing, all students are expected to try all aspects, even if they then specialize only in a given medium for performance. We will give special attention to developing tight ensemble dynamics, aural musicianship, and a polymetric sensibility. Concentration,
practice, and faithful attendance are required of each class member.

MUSI 212 - History of Jazz (3)

1100- 1150 MWF

MRY 209

Instructor: Scott Deveaux

No previous knowledge of music is required. This course meets the Non-western perspectives requirement. This course is a survey of the history of jazz from its beginnings around 1900 through the stylistic changes and trends of the 20th century. Important instrumental performers, vocalists, composers, and arrangers are listened to and discussed..

MUSI 308 Issues in American Music (3)

3:30-4:45 TR

MRY 104

Instructor: Melvin Butler

Issues in American Music will examine ethnomusicological perspectives on various popular musical genres in the United States, including minstrelsy, blues, jazz, gospel, rhythm-and-blues, and rock-and-roll. Reading, writing, and listening assignments will deal primarily, but not exclusively, with African American contributions to these musical traditions. Class discussions will center on the historical interplay of black and white musical aesthetics, the politics of race and ethnicity, and the role of music in constructing "Americanness."

 

Department of Politics

PLAP 570 – Racial Politics (3)

9:30-10:45 TR

BRN 324

Instructor: Vesla Weaver

Course description unavailable.

PLCP 212 – Politics of Developing Areas (3)

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 (3)

1530-1800 T

CAB 330

Instructor: Denise Walsh

Comprehensive introduction to gender politics in Africa, including gender transformations under imperial rule, gender and national struggles, gender and culture claims, women’s movements and the gendering of the post-colonial state.
Prerequisite: Some background in comparative politics or at least one social science course in SWAG. Including: gender and the state; feminist perspectives on war and peace, security, international political economy and the politics of development; and women and human rights. No prior knowledge of feminist theory or international relations is assumed or required. Cross-listed as SWAG 432.
The course meets the second writing requirement

PLPT 320: African American Political Thought (3)

1230-1345 TR

CAB 132

Instructor: Lawrie Balfour

Course description unavailable

 

Department of Psychology

PSYC 405 – Oppression, Empowerment and Social Change

9-11:30 T

GIL B001

Instructor: Melvin Wilson

This course will focus on an analysis of oppression, empowerment and liberation. Also, the course will discuss methods and strategies aimed at its amelioration of oppression in modern American society. Topics to be covered are the definition of oppression, social impact of oppression, including racial, economic, sexual discrimination, alienation, and loss of self-esteem. Moreover, we will talk about the role of privilege in the maintenance of an oppressive society.

 

Department of Religious Studies

RELA 275 Introdcution to African Religions (3)

1300-1350 MW

PHS 204

Instructor: Cynthia Hoehler-Fatton

An introductory survey of African religions. The course concentrates on African traditional religions but Islam and Christianity are also discussed. Topics include indigenous mythologies and cosmologies, sacrifice, initiation, witchcraft, artistic traditions and African religions in the New World.

RELC 409 African Americans and the Bible (3)

1530-1800 W

CAB 230

Instructor: Valerie Cooper

Course description currently unavailable.

RELG 270 Festivals of the Americas (3)

930-1045 TR

CAB BO21

Instructor: Jalane Schmidt

Communities (and even entire nations) throughout the Caribbean, and South, Central and North America celebrate festivals which are rooted in religious devotion, and which serve to mark sacred time and and to assert claims about religious, ethnic, and national identities. The class will read ethnographic accounts and listen to musical recordings of signature religious festivals--such as Saint Patrick's Day in Boston, Mardi Gras in New Orleans, Carnival in Brazil, the Day of the Dead in Mexico--in order to study significant features of contemporary religious life in the Americas. Students will develop skills as critical readers of anthropological, historical, and religious studies accounts of religious and cultural change, and increase their ability to theorize about ritual, festivity, and sacred time and space in relation to ethnicity.

RELG 280 African American Religious History (3)

1230-1345 TR

CAB 130

Instructor: Valerie Cooper

This course will explore African American religious traditions in their modern and historical contexts, combining an examination of current scholarship, worship and praxis. This course will explore the religious life and religious institutions of African Americans from their African antecedents to contemporary figures and movements in the US. While the course will emphasize the growth and spread of Evangelical Christianity among African Americans, it will also consider a few non-Christian influences upon black churches and black communities. In considering the wide variety, popularity, economic strength, and ubiquity of religious institutions in the African American community, we will ask what role religion plays for black people, and what role African American religious life plays in the broader scheme of American life.

RELG 336 - Religions in the New World: 1400s-1830s (3)

1400-1515 TR

CAB 225

Instructor: Jalane Schmidt

A history course which examines Latin American and Caribbean religions from the 1400s through the 1830s. We will proceed topically (in rough chronological order), studying religious encounters during the pre-Columbian era, the Spanish conquest and colonial eras, the trans-Atlantic slave trade, Latin American independence (1820s), and slave emancipation in the anglophone Caribbean (1830s). The class will focus primarily upon the signature religious episodes, devotions, personalities and institutions of indigenous, African, Afro-creole, and mestizo communities, since these "gente de color" constituted the majority population in the New World during this historical epoch. We will consider issues of historiography?specifically, the problem of interpreting (sometimes hostile) extant archival sources and the use of such primary material in the writing of secondary literature. Students will develop their abilities to evaluate primary sources (in translation), and to identify the interpretive choices which scholars make in the crafting of historical narratives.

 

Department of Sociology

SOC 341 – Race and Ethnic Relations (3)

MW 1400-1515

CAB 341

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

 

Studies in Women and Gender

SWAG 224 – Black Feminities and Masculinities in the US Media (3)

1900-2145 R

CAB 325

Instructor: Lisa Shutt

This course will explore U.S. media representations of gendered African-American and African worlds, individuals, and experiences and will address the role the U.S. media has played in creating the popular images and understandings that prevail in this country surrounding categories of blackness and gender.
Focusing largely on the intersection of race, gender and otherness, this class will analyze the ways different media (including feature films, popular television, documentaries, popular fiction, academic writing, and radio, television, and print news media) produce and reproduce cultural categories in different ways for (different) Americans - each media encapsulating its own markers of legitimacy and expertise - each negotiating its own ideas of authorship and audience.
How does the media create and perpetuate categories of blackness, whiteness, femininity, masculinity, foreignness, safety, danger? Working toward their own particular projects, students will collect examples each week from various sources (print, television, film, etc.) for discussion. We will concentrate on the particular ways various media produce, display, and disseminate information. Finally, we will ask what responsibilities those who create and circulate information have and whether or not the viewing public shares in any sort of responsibility. Students will assemble a detailed portfolio/research paper.

SWAG 416 – Single Mother to Welfare Queen: Women, Poverty and Public Policy (3)

1600-1830 W

CAU 134

Instructor: V. May

There is a long cultural history connecting women and poverty, from depictions of single immigrant mothers in the 1890s to media images of “welfare queens” in the 1980s. Today, women are more likely to be impoverished than men. This course will examine women and poverty in twentieth-century America. Over the course of the semester we will answer the following questions: How have middle-class people and reformers thought about women in poverty and how have racial and gender expectations colored their analyses? Have reformers’ policies had the effect on poor women that reformers intended? Is there a pragmatic public policy to meet the needs of poor families? This course will look not only at the various policies crafted to reach women in poverty but will also examine the daily experiences of poor women as they and their families struggled to survive. Course readings will include some scholarly treatments of policy initiatives but will emphasize the voices of poor women themselves telling their own stories through memoir.

SWAG 432 – Gender Politics in Africa (3)

1530-1800 T

CAB 330

Instructor: Denise Walsh

Comprehensive introduction to gender politics in Africa, including gender transformations under imperial rule, gender and national struggles, gender and culture claims, women’s movements and the gendering of the post-colonial state.
Prerequisite: Some background in comparative politics or at least one social science course in SWAG. Including: gender and the state; feminist perspectives on war and peace, security, international political economy and the politics of development; and women and human rights. No prior knowledge of feminist theory or international relations is assumed or required. Cross-listed as PLCP 524.
The course meets the second writing requirement.

 

Department of Spanish, Italian and Portuguese

SPAN 490 – Race in the Americas (3)

1400-1515 MW

CAB 119

Instructor: Ruth Hill

This course explores representations of caste, race, and class by Latin Americans, Spaniards, West Indians, and Latinos, alongside critical race theory and case studies produced in the Americas, Africa, Asia, and Europe. The bulk of our readings will consist of poems, essays, dramas, histories, and novels, spanning the early modern period to the twentieth century.

Readings will include:
José Gumilla. Orinoco ilustrado (1, cap. 5);
Benito Feijoo, “Color etiópico” (Teatro crítico, 7, disc. 3)
José Martí, “Madre América” y “Nuestra América”
Jorge Amado, Jubiabá.
José Vasconcelos, Raza cósmica
Gloria Anzaldúa, Borderlands/La Frontera.
Richard Rodriguez, Brown: The Last Discovery of America.
Peter Wade, Race and Ethnicity in Latin America.
Edouard Glissant, Poetics of Relation.
Rafael Pérez Torres, Mestizaje: Critical Uses of Race in Chicano Culture