(Offered as HIST 161 [LA/AF] and BLST 101 [CLA/D].) This course explores the historical roots of contemporary racial formations in Latin America and the Caribbean. It focuses particularly on the black experiences, inter-ethnic conflicts and racial solidarities in Brazil, Cuba, Jamaica, Haiti and Puerto Rico from the mid-nineteenth century to the present. Topics of discussion will include the struggles for emancipation from slavery, black notions of sovereignty, forms of black nationalism, Pan-Africanism, and political radicalism. We will examine a multiplicity of historical sources, including novels, music, film, personal testimonies, and historical monographs in order to understand the black diaspora as both an historical process and as a seedbed for various identities, racial cultures and political projects. Two class meetings per week.
Spring semester. Professor Castro Alves.2015-16: Not offered
[R] This interdisciplinary introduction to Black Studies combines the teaching of foundational texts in the field with instruction in reading and writing. The first half of the course employs How to Read a Book by Mortimer Adler and Charles Van Doren as a guide to the careful reading of books focusing on the slave trade and its effects in Africa, the Caribbean, and the United States. Important readings in this part of the course include Black Odyssey by Nathan Huggins, Racism: A Short History by George Frederickson, and The Black Jacobins by C. L. R. James. The second half of the course addresses important themes from the turn of the twentieth century to the present. Beginning with The Souls of Black Folk by W. E. B. Du Bois, it proceeds through a range of seminal texts, including The Wretched of the Earth by Franz Fanon and The Fire Next Time by James Baldwin. This part of the course utilizes Revising Prose by Richard Lanham to extend the lesson in reading from the first half of the semester into an exploration of precision and style in writing. Computer exercises based on Revising Prose and three short essays--one on a single book, another comparing two books, and the last on a major theme in the course--provide the main opportunity to apply and reinforce skills in reading and writing learned throughout the semester. After taking this course, students at all levels of preparation should emerge not only with a good foundation for advancement in Black Studies but also with a useful set of guidelines for further achievement in the humanities and the social sciences.
Each section limited to 20 students. Fall semester: Visiting Professor Drabinski. Spring semester: TBA.2015-16: Offered in Fall 2015 and Spring 2016
(Offered as HIST 283 [AFP] and BLST 121 [A].) South African history is undergoing radical shifts in the way it is being written, read and interpreted, and this course will explore established and emerging themes in the history of this intriguing country. The time period covered will span the precolonial indigenous cultures and move on to study the initiation and expansion of white settlement and its early dependence on slave labor. The course will also investigate African resistance, both in its political and cultural forms, as well as the social effects of gold-mining and migrant labor. African nationalism, including the ANC, the Black Consciousness Movement, and the United Democratic Front, will be the focus of our study of the responses to apartheid and the ultimate collapse of the apartheid state. The course will end with discussions of recent events in South Africa, particularly the Truth and Reconciliation Commission and its aftermath as well as the developing AIDS epidemic and the growing problem of crime. Two class meetings per week.
Spring semester. Professor Redding.2015-16: Offered in Spring 2016
(Offered as ARHA 149 and BLST 123 [A].) An introduction to the ancient and traditional arts of Africa. Special attention will be given to the archaeological importance of the rock art paintings found in such disparate areas as the Sahara and South Africa, achievements in the architectural and sculptural art in clay of the early people in the area now called Zimbabwe and the aesthetic qualities of the terracotta and bronze sculptures of the Nok, Igbo-Ukwe, Ife and Benin cultures in West Africa, which date from the second century B.C.E. to the sixteenth century C.E. The study will also pursue a general socio-cultural survey of traditional arts of the major ethnic groups of Africa.
Spring semester. Professor Abiodun.2015-16: Offered in Spring 2016
(Offered as LJST 105 and BLST 147 [US].) Understandings of and conflicts about place are of central significance to the experience and history of race and race relations in America. The shaping and reshaping of places is an important ingredient in the constitution and revision of racial identities: think of “the ghetto,” Chinatown, or “Indian Country.” Law, in its various manifestations, has been intimately involved in the processes which have shaped geographies of race from the colonial period to the present day: legally mandated racial segregation was intended to impose and maintain both spatial and social distance between members of different races.
The objective of this course is to explore the complex intersections of race, place, and law. Our aim is to gain some understanding of geographies of race “on-the-ground” in real places, and of the role of legal practices--especially legal argument--in efforts to challenge and reinforce these racial geographies. We will ask, for example, how claims about responsibility, community, rationality, equality, justice, and democracy have been used to justify or resist both racial segregation and integration, access and expulsion. In short, we will ask how moral argument and legal discourse have contributed to the formation of the geographies of race that we all inhabit. Much of our attention will be given to a legal-geographic exploration of African-American experiences. But we will also look at how race, place and the law have shaped the distinctive experiences of Native Americans, Hispanic Americans, and Asian Americans.
Fall semester. Limited to 40 students. Senior Lecturer Delaney.2015-16: Not offered
(Offered as HIST 160 [LAP/AFP] and BLST 191 [CLA/D].) This course maps the range of black experiences in Latin America and the Caribbean from the emergence of Atlantic slave-based economies in the sixteenth century to the 1844 slave conspiracy of La Escalera in Cuba. It treats the Atlantic Ocean as a crossroads of diverse cultures and as a point of reference for understanding the condition of Africans and people of African descent. Topics of discussion will include the rise of the transatlantic slave trade, slave and free black communities, the meaning of Africa and African culture, changing ideas of freedom, and forms of black activism. We will read Alejo Carpentier’s historical novel The Kingdom of This World (1949), slave narratives and monographic works on the British colony of Demerara (today Guyana), Mexico, Peru, Jamaica, Brazil, Haiti and Cuba. Two class meetings per week.
Fall semester. Professor Castro Alves.2015-16: Not offered
[R] In this course students will focus closely on major debates that have animated the field of Black Studies, addressing a wide range of issues from the slave trade to the present. Each week will focus on specific questions such as: What came first, racism or slavery? Is African art primitive? Did Europe underdevelop Africa? Is there Caribbean History or just history in the Caribbean? Should Black Studies exist? Is there a black American culture? Is Affirmative Action necessary? Was the Civil Rights Movement a product of government action or grass-roots pressure? Is the underclass problem a matter of structure or agency? The opposing viewpoints around such questions will provide the main focus of the reading assignments, which will average two or three articles per week. In the first four weeks, students will learn a methodology for analyzing, contextualizing, and making arguments that they will apply in developing their own positions in the specific controversies that will make up the rest of the course.
Each section limited to 20 students. Fall semester: Professor Ferguson. Spring semester: Visiting Professor Drabinski.2015-16: Offered in Fall 2015 and Spring 2016
[D] This course focuses on twentieth- and twenty-first century texts by black women writers based in Africa and the Americas. We will consider the stylistic choices that these women writers make in response to the broad range of challenges confronting them within the modern and postcolonial contexts in which they write. The reading list varies from year to year. This year we will read works by Edwidge Danicat, Marie Elena John, Buchi Emecheta, Chimamanda Adichie and Suzan-Lori Parks.
Omitted 2011-12. Visiting Lecturer Bailey.2015-16: Not offered
(Offered as HIST 284 [AFP] and BLST 211 [A].) The African continent has been called by one historian the social laboratory of humanity. Art, trade, small-scale manufacturing, medical knowledge, religion, state systems, history and legend all flourished before the formal political take-over of the continent by European powers in the late nineteenth century and continue to have a decisive impact on African societies today. It is this varied and sometimes difficult to access history of states and cultures in the period before 1885 that this course will examine. Initially, we will investigate the notion of “tribe” and its relationship to language, political affiliation and identity. The largest segment of the course will examine historical myths and their impact on the research and construction of historical narratives on precolonial Africa while discussing four topics in depth: domestic, local slave-ownership and the impact of the slave trade; the interaction of religion and power on the rise and fall of the kingdom of Kongo and of the states along the southern border of the Sahara (the sahel); the genesis of the Zulu state in southern Africa and the creation of the legend of Tshaka; and the changing roles of women as economic, political and social actors in the period before 1885. We will also discuss some of the differences between oral historical narratives and written ones while we analyze primary documents and histories written by scholars over the past half-century to understand both the history of the people living on the continent as well as the active process of constructing that history. Two class meetings per week.
Fall semester. Professor Redding.2015-16: Not offered
(Offered as BLST 214 [A] and MUSI 106.) This course concentrates on the lives and music of selected West African musicians. Departing from ethnographic approaches that mask the identity of individual musicians and treat African societies as collectives, this course emphasizes the contributions of individual West African musicians whose stature as master musicians is undisputed within their respective communities. It examines the contributions of individual musicians to the ever continuous process of negotiating the boundaries of African musical practice. Individuals covered this semester include Babatunde Olatunji (Nigerian drummer), Youssou N’Dour (Senegalese singer), Kandia Kouyate (Malian jelimuso) and Ephraim Amu (Ghanaian composer). The variety of artistic expressions of selected musicians also provides a basis for examining the interrelatedness of different African musical idioms, and the receptivity of African music to non-African styles.
Omitted 2011-12. Five College Professor Omojola.2015-16: Not offered
(Offered as ANTH 226 and BLST 216 [A].) This course explores the cultural meaning of indigenous African institutions and societies. Through the use of ethnographies, novels and films, we will investigate the topics of kinship, religion, social organization, colonialism, ethnicity, nationalism and neocolonialism. The principal objective is to give students an understanding of African society that will enable them better to comprehend current issues and problems confronting African peoples and nations.
Limited to 50 students. Omitted 2011-12. Professor Goheen.2015-16: Not offered
(Offered as LJST 206 and BLST 217) The goal of this course will be to understand some of the problems posed for legal studies in the humanities by the emergence of the system of administrative and constitutional law known as apartheid. This system, which was designed to institute “separate development for separate peoples” in South Africa, is widely and rightly regarded to be among the most inhuman régimes of the 20th century. Yet even and especially today, more than a decade after its formal end in South Africa, apartheid’s social, economic, and epistemic conditions of possibility, as well as the place and function of lawyers, legal discourse, and legal scholars in the resistance to it, remains at best vaguely understood.
This course is designed to remedy this gap. Our inquiry will be at once specific and general. Under what economic and political conditions did apartheid come into being? What legal traditions and practices authorized its codification? What academic disciplines and intellectual formations rendered it intelligible and enabled its theorization? What specific arrangement of juridical institutions, practices, and theories together comprised the apartheid state? What was the place and function of law in the critique of and resistance to apartheid? What new and specific problems did apartheid pose for legal theory?
Limited to 40 students. Fall semester. Professor Sitze.2015-16: Not offered
(Offered as HIST 181 [AF] and BLST 221 [A].) This is a history of Africa from the late nineteenth century to the present day. In the first half of the course, we will study the imperial scramble to colonize Africa; the broader integration of African societies into the world economy; the social, political and medical impact of imperial policies; Western popular images of Africa in the colonial period; the nationalist struggles that resulted in the independent African states; and the persistent problems faced by those post-colonial states. In the final half of the course, we will investigate three cases: Congo-Zaire and the state as a source of chaos through the Second Congo War; violence, liberation and memories of childhood in late colonial Rhodesia and postcolonial Zimbabwe; the political history of economic development programs and the advent of “resource conflicts,” particularly those involving diamonds. Three class meetings per week.
Omitted 2011-12. Professor Redding.2015-16: Offered in Spring 2016
[A] This course examines prose fiction by selected African writers published between the mid-twentieth century and the present. We will explore the writers’ treatment of a range of issues, particularly those pertinent to post-colonial and post-independent African societies. These include: the ways African countries have fashioned themselves in the age of modernity, migration and the formation of diasporas, and the experiences of women. We will be especially attentive to how the intersections between European novelistic conventions and African oral traditions impact form in these works. We will focus on writings from Kenya, Nigeria, Zimbabwe, and South Africa and examine works by such writers such as Chinua Achebe, Ama Ata Aidoo, Ngugi wa Thiong'o, Chimamanda Adichie, and Yvonne Vera.
Fall semester. Visiting Lecturer Bailey
2015-16: Not offered
(Offered as SOCI 331 and BLST 226 [US].) The debate over the virtues of multiculturalism and the promotion of diversity have, ironically, led an increasing number of scholars to question the meaning of “whiteness.” What does it mean to be “white”? Who gets to decide who is and who isn’t “white”? Clearly, “white” means more than is captured by complexion alone, but what is there besides complexion? Given the undeniable fact that cultural variations among those regarded as white are as large as the variations between whites and non-whites, it is not clear what exactly constitutes whiteness. To study whiteness is to analyze the collective memory and practices of “white people” and to scrutinize carefully those moments when white identity is used to mobilize passions. This course will attempt to unpack the myths and realities that have created and maintained “white identity.”
Limited to 25 students. Fall semester. Professor Basler.2015-16: Not offered
(Offered as BLST 231 [US] and HIST 247[USp; or may be included in AF concentration, but not AF for distribution in the History major.]) This course is a survey of the history of African American men and women from the sixteenth and seventeenth centuries through the Civil War and Reconstruction. The content is a mixture of the social, cultural, and political history of blacks during two and a half centuries of slavery with the story of the black freedom struggle and its role in America’s national development. Among the major topics addressed: the slave trade in its moral and economic dimensions; African retentions in African American culture; origins of racism in colonial America; how blacks used the rhetoric and reality of the American and Haitian Revolutions to their advancement; antebellum slavery; black religion and family under slavery and freedom; the free black experience in the North and South; the crises of the 1850s; the role of race and slavery in the causes, course, and consequences of the Civil War; and the meaning of emancipation and Reconstruction for blacks. Readings include historical monographs, slave narratives by men and women, and one work of fiction.
Combined enrollment limited to 50 students. Omitted 2011-12. Professor Moss.2015-16: Not offered
(Offered as MUSI 224 and BLST 234 [US].) One of two courses that trace the development of jazz from its emergence in early 20th-century New Orleans to its profound impact on American culture. Jazz History to 1945 examines its early roots in late 19th-century American popular culture and its role as American popular music in the 1920s, '30s, and '40s. Using themes that connect the evolution of jazz practices to social and racial politics in American popular culture, we will look closely at the work of well-known historical figures (Louis Armstrong, Jelly Roll Morton, Duke Ellington, Fletcher Henderson, Billie Holiday, Count Basie, Benny Goodman, and several others) as well as the vibrant communities that nurtured and prompted their innovative musical practices. Two class meetings per week.
Requisite: MUSI 111 or consent of the instructor. Limited to 25 students. Omitted 2011-12. Professor Robinson.2015-16: Not offered
(Offered as RELI 238 and BLST 238 [US]. A study of African-American religion, from the time of slavery to the present, in the context of American social, political, and religious history. Consideration will be given to debates concerning the "Africanity" of black religion in the United States, to the role of Islam in African-American religious history, and to the religious impact of recent Caribbean immigration. The major emphasis throughout the course, however, will be on the history of African-American Christianity in the United States. Topics covered will include the emergence of African-American Christianity in the slavery era, the founding of the independent black churches (especially the AME church) and their institutional development in the nineteenth century, the predominant role of the black Baptist denominations in the twentieth century, the origins and growth of black Pentecostalism, the increasing importance of African-American Catholicism, the role of the churches in social protest movements (especially the civil rights movement) and electoral politics, the changing forms of black theology, and the distinctive worship traditions of the black churches.
Fall semester. Professor Wills.2015-16: Not offered
(Offered as BLST 241 [US] and HIST 248 [US; or may be included in AF concentration, but not AF for distribution in the History major].) This course is a survey of the social, cultural, and political history of African American men and women since the 1870s. Among the major topics addressed: the legacies of Reconstruction; the political and economic origins of Jim Crow; the new racism of the 1890s; black leadership and organizational strategies; the Great Migration of the World War I era; the Harlem Renaissance; the urbanization of black life and culture; the impact of the Great Depression and the New Deal; the social and military experience of World War II; the causes, course and consequences of the modern civil rights movement; the experience of blacks in the Vietnam War; and issues of race and class in the 1970s and 1980s. Readings and materials include historical monographs, fiction, and documentary films.
Limited to 50 students. Spring semester. Visiting Lecturer Rabig.2015-16: Not offered
[D] In the moment of anti-colonial struggle, what meanings can be found in cultural forms and expressions? Are the colonized suffocated by the violence of history and the imposition of foreign cultural forms? Or is another language, poetics, community, and politics possible? How might another language, poetics, etc., redefine the meaning of blackness after colonialism? In this course we will examine these questions as they arise in the anti-colonial movements of mid-twentieth century Francophone Africa and the Caribbean. Our readings will engage questions of nation, identity, language, and the cultural and political meaning of diaspora in the Surrealist and Negritude movements. In particular, we will examine the complex and subtle debate between theorists, artists, and poets René Ménil, Aimé Césaire, Léon Damas, and Léopold Senghor regarding the theory and practice of anti-colonial culture and politics. What are the limits and possibilities of Surrealism and its conception of "the marvelous"? How is that conception of the marvelous transformed and politicized in the pan-African context of the Negritude movement? What does blackness mean in these two movements? How are questions of race transformed by the Surrealist and Negritude methods of cultural and political creation? As well, we will consider the lesser-known contributions by Suzanne Césaire, Paulette Nardal, and Jane Nardal to these movements and consider crucial questions of gender in the politics of cultural meaning. Last, we will measure the veracity of Surrealism and Negritude in relation to the political movements, poetry, and plastic arts produced by those movements, with special attention to Césaire's Martinique and Senghor's Sénégal.
Fall semester. Professor Drabinski.2015-16: Not offered
(Offered as SOCI 333 and BLST 246 [US]. This course is an intensive examination of the politics, and the policy consequences, of racial and ethnic identity in the United States. The course focuses on the historical and contemporary experiences of several racial and ethnic groups in American politics. Attention is given to contemporary issues, emphasizing the roles of governmental actors, institutions, and policies. In the first part of the course, we begin by considering the concept of racial identity. We then look at various principles such as equality, freedom, and solidarity, which underlie the ways in which we think about and judge racial politics and race-related policies. The second part of the course focuses on race and politics: public opinion, political image, and political and social movements. In the third part of the course, we move to policy-related case studies. Most policy-related case studies focus on blacks and whites, but this course considers the ways in which the traditional model may be outdated or otherwise inappropriate. Among the issues to be discussed are vote dilution, school desegregation, affirmative action, “new” multiculturalism, immigration, and bilingual education. We close the course with a look to the future of race and ethnicity in American politics. A fundamental premise of this course is that knowledge of race and ethnic dynamics in the United States is necessary to comprehensively analyze American political development and many important issues in contemporary American politics. The course is conducted in a seminar format.
Limited to 30 students. Omitted 2011-12. Professor Basler.2015-16: Not offered
(Offered as ENGL 317 and BLST 252 [CLA].) A survey of the work of Anglophone Caribbean poets, alongside readings about the political, cultural and aesthetic traditions that have influenced their work. Readings will include longer cycles of poems by Derek Walcott and Edward Kamau Brathwaite; dialect and neoclassical poetry from the colonial period, as well as more recent poetry by women writers and performance (“dub”) poets.
Omitted 2011-12. Professor Cobham-Sander.2015-16: Not offered
(Offered as ARHA 270 and BLST 293 [D].) The course of study will examine those African cultures and their arts that have survived and shaped the aesthetic, philosophic and religious patterns of African descendants in Brazil, Cuba, Haiti and urban centers in North America. We shall explore the modes of transmission of African artistry to the West and examine the significance of the preservation and transformation of artistic forms from the period of slavery to our own day. Through the use of films, slides and objects, we shall explore the depth and diversity of this vital artistic heritage of Afro-Americans.
Fall semester. Professor Abiodun.2015-16: Offered in Fall 2015
[D] During the middle decades of the twentieth century, existentialism dominated the European philosophical and literary scene. Prominent theorists such as J-P Sartre, Albert Camus, and Maurice Merleau-Ponty put the experience of history, alienation, and the body at the center of philosophical and literary life. It should be no surprise, then, that existentialism appealed to so many Afro-Caribbean and African-American thinkers of the same period and after. This course examines the critical transformation of European existentialist ideas through close readings of black existentialists Aime Césaire, Frantz Fanon, George Lamming, and Wilson Harris, paired with key essays from Sartre, Camus, and Merleau-Ponty. As well, we will engage black existentialism not just as a series of claims, but also a method, which allows us to read works by African-American writers such as W.E.B. Du Bois, James Baldwin, and Ralph Ellison in an existentialist frame. Lastly, we will consider the matter of how and why existentialism continues to function so centrally in contemporary Africana philosophy.
Omitted 2011-12. Visiting Professor Drabinski.2015-16: Not offered
[R] This seminar prepares students to conduct independent research. Although it concentrates on the field of Black Studies, it serves as a good introductory research course for all students in the humanities and social sciences regardless of major. The first part of the course will intensively introduce students to the library through a series of readings, exercises, and discussions aimed at sharpening the ability to locate information precisely and efficiently. The second part of the course will introduce research methods in three important areas of Black Studies: the arts, history, and the social sciences. Faculty members of the Black Studies Department, departmental affiliates, and visitors will join the class to present their own ongoing research, placing particular emphasis on the disciplinary methods and traditions of inquiry that guide their efforts. Also in the second part, through individual meetings with professors, students will begin developing their own research projects. The third part of the course will concentrate more fully on development of these projects through a classroom workshop. Here students will learn how to shape a topic into a research question, build a bibliography, annotate a bibliography, shape a thesis, develop an outline, and write a research proposal, or prospectus.
This class is required of Black Studies majors. It is open to non-majors with the consent of the instructor. Although BLST 111 and 200 are not required for admission, preference will go to those who have taken one or both of these courses. Spring semester. Professors Castro Alves and Ferguson.2015-16: Offered in Spring 2016
(Offered as BLST 313 [A] and ARHA 138.) In the traditionally non-literate societies of Africa, verbal and visual arts constitute two systems of communication. The performance of verbal art and the display of visual art are governed by social and cultural rules. We will examine the epistemological process of understanding cultural symbols, of visualizing narratives, or proverbs, and of verbalizing sculptures or designs. Focusing on the Yoruba people of West Africa, the course will attempt to interpret the language of their verbal and visual arts and their interrelations in terms of cultural cosmologies, artistic performances, and historical changes in perception and meaning. We will explore new perspectives in the critical analysis of African verbal and visual arts, and their interdependence as they support each other through mutual references and allusions.
Fall semester. Professor Abiodun.2015-16: Offered in Fall 2015
[A] Through a contrastive analysis of the religious and artistic modes of expression in three West African societies--the Asanti of the Guinea Coast, and the Yoruba and Igbo peoples of Nigeria--the course will explore the nature and logic of symbols in an African cultural context. We shall address the problem of cultural symbols in terms of African conceptions of performance and the creative play of the imagination in ritual acts, masked festivals, music, dance, oral histories, and the visual arts as they provide the means through which cultural heritage and identity are transmitted and preserved, while, at the same time, being the means for innovative responses to changing social circumstances.
Spring semester. Professor Abiodun.2015-16: Offered in Spring 2016
(Offered as HIST 488 [AF] and BLST 321 [A].) There were numerous rebellions against the colonial state during the period of European colonial rule, and violent resistance to state authority has continued to characterize political life in many post-colonial African states. This seminar will examine the development of several outbreaks of violence in Africa in the colonial and post-colonial periods. We will look at the economic, social, religious, and political roots of these disturbances, and we will discuss the problems historians face in trying to narrate and analyze these often chaotic events. The events studied will include the Maji-maji rebellion in German-controlled Tanganyika; the first (1896-1897) and second (1960-1980) Chimurengas (revolts) in southern Rhodesia/Zimbabwe; Hutu extremism and the 1994 genocide in Rwanda; the widespread revolt in the 1980s and 1990s in South Africa against the white-supremacist apartheid regime; and the rebel movements led by Alice Lakwena and then Joseph Kony in northern Uganda beginning in the late 1980s. We will also discuss the legends and rumors that often develop both before and after violent revolts and their role in the creation of historical narratives. Students will each write a 20-page research paper on an individually chosen topic. One class meeting per week.
Admission with consent of the instructor. Limited to 20 students. Not open to first-year students. Fall semester. Professor Redding.2015-16: Offered in Fall 2015
(Offered as HIST 355 [US; or may be included in AF concentration, but not AF for distribution in the major] and BLST 341 [US].) This seminar is an interdisciplinary exploration of the relationship between race and educational opportunity in American history. Students will gain a historical understanding of the divergent educational experiences of various groups within American society. The course is divided into four units: ethnicity and educational access in early America, education and segregation in Jim Crow America, desegregation (implementation and opposition) after Brown v. Board of Education, and contemporary discussions over race and access to education. In the first section of the course, students will pay special attention to trends including northern and southern resistance to African American education, education as assimilation, and vocational vs. classical education. Next, they will delve into twentieth- and twenty-first-century issues involving race and education. For example, they will examine how specific communities--northern, southern, and western--grappled with the desegregation process. Finally, students will assess the extent to which desegregation has been achieved and the transformative effects of this policy on public schools. One class meeting per week.
Limited to 20 students. Omitted 2011-12. Professor Moss.2015-16: Not offered
(Offered as ENGL 360 and BLST 342 [US].) The topic changes each time the course is taught. In spring 2011 the topic was “The Weary Blues: Mourning in African American Literature and Culture.” As a population generally familiar with the facts of living too hard and dying too soon, how have African Americans used their literary and cultural traditions to memorialize--to articulate and often to work through conditions of pain and loss? Using a variety of literary and cultural texts, including RIP murals, poetry, and music, this semester’s topic examined the various ways African Americans express and aestheticize loss; how mourning often works as a foundation for militancy; and, most importantly, how loss is often recuperated through ideologies of art, love, and memory.
Limited to 20 students. Omitted 2011-12. Professor Parham.2015-16: Not offered
(Offered as ENGL 318 and BLST 362 [A/CLA].) The course will concentrate on Caribbean authors. It explores the process of self-definition in literary works from Africa and the Caribbean that are built around child protagonists. We will examine the authors’ various methods of ordering experience through the choice of literary form and narrative technique, as well as the child/author’s perception of his or her society. French texts will be read in translation.
Open to first-year students with consent of the instructor. Spring semester. Professor Cobham-Sander.2015-16: Offered in Fall 2015
This seminar provides students an opportunity to study closely the works of a single great African American intellectual, such as Frederick Douglass, W. E. B. Du Bois, Zora Neale Hurston, James Baldwin, Richard Wright, or Toni Morrison. The specific topic for the course will be announced and available from the Black Studies Academic Department Coordinator four months in advance each time it is taught. In 2011-12 we will study works by James Baldwin. Readings will include major and minor works of the author, secondary sources such as biographies and literary criticism, and archival resources when available at a local or regional library. Classes will place a strong emphasis on in-depth discussion of individual works and class participation will constitute a substantial proportion of the final grade. Students will also be required to develop their own research project that will serve as the basis for a 20-25-page term paper, due at the end of the semester. Students will also be asked at the discretion of the instructor to report to the class from time to time regarding the progress of their research project.
Not open to first-year students. Open to sophomores with the consent of the instructor. Recommended requisite: BLST 300. Limited to 20 students. Spring semester. Professor Ferguson.2015-16: Not offered
[US] Ralph Waldo Ellison wrote Invisible Man to confirm the existence of the universal in the particulars of the black American experience. The same can be said of the larger aim of this course. It will provide students with the opportunity to explore the broadest themes of Black Studies through the careful reading of a particular text. Due to its broad range of influence and reference, Invisible Man is one of the most appropriate books in the black tradition for this kind of attention. The course will proceed through a series of comparisons with works that influenced the literary style and the philosophical content of the novel. The first part of the course will focus on comparisons to world literature. Readings will include James Joyce, Portrait of the Artist as a Young Man; Sigmund Freud, Totem and Taboo; and H.G. Wells, The Invisible Man. The second part of the course will focus on comparisons to American literature. The readings in this part of the course will include Herman Melville, The Confidence Man; William Faulkner, “The Bear”; and some of Emerson’s essays. The last part of the course will focus on comparisons with books in the black tradition. Some of the readings in this part of the course will include W.E.B. Du Bois, Souls of Black Folk and Booker T. Washington, Up From Slavery. Requires 20-25 page research paper.
Limited to 15 students. Open to juniors and seniors. Preference given to Black Studies majors. Fall semester. Professor Ferguson.2015-16: Offered in Fall 2015
[before 1800] (Offered as ENGL 466, BLST 435 [US], and FAMS 314.) Mining a variety of archives in search of captivity narratives created by American slaves and their progeny, this class will use its materials to consider larger questions regarding the overlapping roles of voice, testimony, trauma, and narrative in cultural and historical understanding. Work for this semester will culminate in the production of a multimedia research project, but no previous familiarity with media production is required.
Junior/Senior seminar. Limited to 15 students. Spring semester. Professor Parham.2015-16: Not offered
(Offered as ENGL 456, BLST 441 [US], and FAMS 451.) This class begins with narratives about individuals who pass–that is, who come to be recognized as someone different from whom they were sexually or racially “born as.” Such stories suggest that one’s identity depends minimally on the body into which one is born, and is more attached to the supplementation and presentation of that body in support of whichever cultural story the body is desired to tell. Drawing on familiar liberal humanist claims, which centralize human identity in the mind, these narratives also respond to the growing sophistication of human experience with virtual worlds–from acts of reading to immersions in computer simulation. But what kinds of tensions emerge when bodies nonetheless signify beyond an individual’s self-imagination? As technology expands the possibilities of the virtual, for instance surrogacy, cloning, and cybernetics, what pressures are brought to bear on the physical human body and its processes to signify authentic humanness? Rather than ask whether identity is natural or cultural, our discussions will project these questions into a not-so-distant future: What would it mean to take “human” as only one identity, as a category amongst many others, each also acknowledged as equally subject to the same social and biological matrices of desire, creation, and recognition? We will approach these questions through works of literature, philosophy, media history, and contemporary science writing.
Junior/Senior seminar. Limited to 15 students. Spring semester. Professor Parham.2015-16: Offered in Fall 2015
(Offered as ENGL 454 and BLST 442.) William Faulkner and Toni Morrison are generally understood as two of the most important writers of the twentieth century, and indeed, the work of each is integral to American literature. But why are Morrison and Faulkner so often mentioned in the same breath–he, born in the South, white and wealthy, she, the daughter of a working-class black family in the Midwest? Perhaps it is because in a country that works hard to live without a racial past, both Morrison’s and Faulkner’s work bring deep articulation to the often unseen, and more commonly–the unspeakable. This class will explore the breadth of each author’s work, looking for where their texts converge and diverge. And we will learn how to talk and write about the visions, dreams, and nightmares–all represented as daily life–that these authors offer.
Limited to 15 students. Omitted 2011-12. Professor Parham.2015-16: Not offered
(Offered as ENGL 491 and BLST 461 [CLA].) What would it mean to write in the language in which we dream? A language that we can hear, but cannot (yet) see? Is it possible to conceive a language outside the socio-symbolic order? And can one language subvert the codes and values of another? Questions like these have animated the creolité/nation language debate among Caribbean intellectuals since the mid-1970s, producing some of the most significant francophone and anglophone writing of the twentieth century. This course reads across philosophy, cultural theory, politics, and literature in order to consider the claims such works make for the Creole imagination. We will engage the theoretical and creative work of Édouard Glissant, Maryse Condé, Wilson Harris, Derek Walcott, Kamau Brathwaite, Patrick Chamoiseau, Jamaica Kincaid, and Edwidge Danticat. We also will consider how these writers transform some of the fundamental ideas of psychoanalysis, poststructuralism, and critical historiography. At stake in our readings will be the various aesthetic and political aspects of postcolonial struggle–how to think outside the colonial architecture of language; how to contest and subvert what remains from history’s violence; and how to evaluate the claims to authenticity of creolized New World cultural forms.
Junior/Senior seminar. Limited to 20 students. Spring semester. Professor Cobham-Sander and Visiting Professor Drabinski.2015-16: Not offered
Fall and spring semesters. Members of the Department.2015-16: Offered in Fall 2015 and Spring 2016
(Offered as HIST 418 [C] and BLST 491 [CLA/D].) The seminar traces in historical perspective the relationship between Black radicalism and Marxist thought. Since the late nineteenth century, Black diasporic intellectuals have found in Western Marxism, particularly its internationalist discourse, theory of class formation, and historical materialist analysis, the recipes for critical inquiry and radical politics. Their engagement with Marxism and socialist theory, however, has not precluded tensions and new theoretical resolutions. Black intellectuals from various generations have questioned “classical” Marxism’s economic reductionism, simplistic understanding of peasant politics, and dismissal of political struggles outside metropolitan regions. For writers such as W.E.B. Du Bois, Richard Wright, Frantz Fanon, and C.L.R. James, Western Marxism has failed to account for the racial character of capitalism or to provide a historical narrative of blacks’ emancipatory politics. Students will acquire a basic knowledge of Marxist theory, and a historical understanding of Black Marxism by analyzing the works from two generations of intellectuals: the modernist and Pan-Africanist generation (Du Bois, Wright, James, Oliver Cromwell Cox, and Eric Williams), and the New Left generation (Frantz Fanon, Amiri Baraka, Amilcar Cabral, Walter Rodney, Stuart Hall, Angela Davis, and Ngugi wa Thiong’o). One class meeting per week.
Limited to 15 students. Fall semester. Professor Castro Alves.2015-16: Not offered
Spring semester. Members of the Department.2015-16: Offered in Spring 2016
(Offered as BLST 236 [US] and WAGS 330) From the modern era to the contemporary moment, the intersection of race, gender, and class has been especially salient for people of African descent—for men as well as for women. How might the category of sexuality act as an additional optic through which to view and reframe contemporary and historical debates concerning the construction of black identity? In what ways have traditional understandings of masculinity and femininity contributed to an understanding of African American life and culture as invariably heterosexual? How have black lesbian, gay, and transgendered persons effected political change through their theoretical articulations of identity, difference, and power? In this interdisciplinary course, we will address these questions through an examination of the complex roles gender and sexuality play in the lives of people of African descent. Remaining attentive to the ways black people have claimed social and sexual agency in spite of systemic modes of inequality, we will engage with critical race theory, black feminist thought, queer-of-color critique, literature, art, film, “new media” and erotica, as well as scholarship from anthropology, sociology, and history.
Priority to students who have taken introductory courses in either Black Studies or Women’s and Gender Studies. Limited to 25 students. Spring semester. Visiting Professor Polk.2015-16: Offered in Fall 2015