[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 Frantz 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.
Limited to 20 students per section. Fall semester: Professor Vaughan. Spring semester: Professor Polk.
Other years: Offered in Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014, Spring 2015, Fall 2015, Spring 2016, Fall 2016, Spring 2017, Fall 2017, Spring 2018, Fall 2018, Spring 2019, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021, Spring 2022, Fall 2022, Spring 2023, Fall 2023, Fall 2024, Spring 2025(Offered as BLST 131 [US] and HIST 131 [US/TS]) This course will explore the rise and fall of African American social movements over the course of the twentieth century. It will survey the critical organizations, institutions, and figures of the black freedom struggle and will examine the ideological diversity of a movement that encompassed ever-shifting combinations of uplift politics, black nationalism, liberalism, and leftism. We will explore a number of critical black lives over the course of the semester, including Ida B. Wells, Booker T. Washington, Marcus Garvey, Pauli Murray, Ralph Bunche, Martin Luther King, Jr., Malcolm X, Fannie Lou Hamer, and Angela Davis. The course will also introduce students to foundational debates and issues in the field of African American history, and push students to ponder how the political, socioeconomic, and cultural endeavors of African Americans have and continue to alter conventional understandings of "freedom," "justice," "democracy," and "equality" within and beyond the United States.
Limited to 25 students. Fall semester. Professor Hickmott.
2023-24: Not offered(Offered as BLST 135 [US] and PHIL 366) What is distinctive about the African-American experience? How does that distinctiveness bear on the theory and practice of philosophy and philosophical thinking? And how does the African-American philosophical tradition alter European and Anglo-American philosophical accounts of subjectivity, knowledge, time, language, history, embodiment, memory, and justice? In this course, we will read a range of African-American thinkers from the nineteenth and twentieth centuries in order to develop an appreciation of the unique, critical philosophical voice in the Black intellectual tradition. Our readings of works by David Walker, Martin Delany, Maria Stewart, Booker T. Washington, W.E.B. Du Bois, Anna Julia Cooper, Ida Wells, Alain Locke, James Baldwin, Angela Davis, Cornel West and others will open up crucial issues that transform philosophy's most central problems: knowing, being, and acting. As well, we will consider the cluster of thinkers with whom those works are critically concerned, including key texts from nineteenth-century German philosophy, American pragmatism, and contemporary existentialism and postmodernism. What emerges from these texts and critical encounters is a sense of philosophy and philosophical practice as embedded in the historical experience - in all of its complexity - of African-Americans in the twentieth century.
Spring semester. Professor Drabinski.
2023-24: Not offered(Offered as BLST 146 and SOCI 204) This introductory course explores role power, race-relations, and identity in qualitative research. Through readings, methodological practices, and discussion, students will consider the ways research can reproduce and disrupt the status quo. We will examine how we walk through the world; explore the skill sets we need to conduct race-related inquiry; and reflect upon the motivations behind methodological decisions. Additionally, we will engage key topics in qualitative research methods and experiment with varied research approaches including the fundamentals of data collection through interviews, participant-observation, and document analysis. Students will document their evolving curiosities and questions about qualitative research and reflect on the roles and responsibilities of being a researcher in general and a researcher of race in particular.
Fall semester. Professor Hill.
2023-24: 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.
Limited to 20 students. Fall semester: Professor Drabinski. Spring semester: Professor Hickmott.
Other years: Offered in Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014, Spring 2015, Fall 2015, Spring 2016, Fall 2016, Spring 2017, Fall 2017, Spring 2018, Fall 2018, Spring 2019, Fall 2019, Spring 2021, Spring 2022, Spring 2023, Spring 2025(Offered as BLST 201 [D] and HIST 267 [AF/LA/TEp]) The formation of "the Black Atlantic" or "the African Diaspora" began with the earliest moments of European explorations of the West African coast in the fifteenth century and ended with the abolition of Brazilian slavery in 1888. This momentous historical event irrevocably reshaped the modern world. This class will trace the history of this transformation at two levels; first, we examine large scale historical processes including the Trans-Atlantic Slave Trade, the development of plantation economies, and the birth of liberal democracy. With these sweeping stories as our backdrop, we will also explore the lives of individual Africans and African-Americans, the communities they built, and the cultures they created. We will consider the diversity of the Black Atlantic by examining the lives of a broad array of individuals, including black intellectuals, statesmen, soldiers, religious leaders, healers and rebels. Furthermore, we will pay special attention to trans-Atlantic historical formations common during this period, especially the contributions of Africans and their descendants to Atlantic cultures, societies, and ideas, ultimately understanding enslaved people as creative (rather than reactive) agents of history. So, our questions will be: What is the Black Atlantic? How can we understand both the commonalities and diversity of the experiences of Africans in the Diaspora? What kinds of communities, affinities and identities did Africans create after being uprooted by the slave trade? What methods do scholars use to understand this history? And finally, what is the modern legacy of the Black Atlantic? Class time will be divided between lecture, small and large group discussion.
Limited to 20 students. Omitted 2018-19. Professor Hicks.
2023-24: Not offered(Offered as BLST 203 [D], ENGL 216, and SWAG 203) The term “Women Writers” suggests, and perhaps assumes, a particular category. How useful is this term in describing the writers we tend to include under the frame? And further, how useful are the designations "African" and "African Diaspora"? We will begin by critically examining these central questions, and revisit them frequently as we read specific texts and the body of works included in this course. Our readings comprise a range of literary and scholarly works by canonical and more recent female writers from Africa, the Caribbean, and continental America. Framed primarily by Postcolonial Criticism, our explorations will center on how writers treat historical and contemporary issues specifically connected to women’s experiences, as well as other issues, such as globalization, modernity, and sexuality. We will consider the continuities and points of departure between writers, periods, and regions, and explore the significance of the writers’ stylistic choices. Here our emphasis will be on how writers appropriate vernacular and conventional modes of writing.
Limited to 18 students. Spring semester. Visiting Lecturer Bailey.
2023-24: Not offered(Offered as BLST 204 [A] and MUSI 105) This course focuses on twentieth-century African popular music; it examines musical genres from different parts of the continent, investigating their relationships to the historical, political and social dynamics of their respective national and regional origins. Regional examples like highlife, soukous, chimurenga, and afro-beate will be studied to assess the significance of popular music as a creative response to social and political developments in colonial and postcolonial Africa. The course also discusses the growth of hip-hop music in selected countries by exploring how indigenous cultural tropes have provided the basis for its local appropriation. Themes explored in this course include the use of music in the construction of identity; popular music, politics and resistance; the interaction of local and global elements; and the political significance of musical nostalgia.
Limited to 30 students. Omitted 2018-19.
2023-24: Not offered[D]What was colonialism? What sort of shadow does it cast over the formerly colonized world, even after formal colonial relations have ended? How does colonialism survive independence? What is the postcolonial moment? And what does it call for in processes of decolonization? This course introduces postcolonial theory as a form of philosophical thinking, political strategy, and transformative cultural intervention. We will read works on the meaning of colonialism and the imperatives of decolonial thinking from the black Atlantic world, including early thinkers like Albert Memmi, Aimé Césaire, and Frantz Fanon and their legacy in more contemporary thinkers like Ngũgĩ wa Thiong’o, Wole Soyinka, Édouard Glissant, and Achille Mbembe. As well, we will read selections from key figures in global postcolonial theory including Edward Said, Gayatri Spivak, Homi Bhabha, and Subcomandante Marcos. Our aim across these readings is to register the deep and complex harm of centuries of conquest, enslavement, and colonial rule, and the complicated, often paradoxical task of making a world after colonialism. That complicated and paradoxical task, as we shall see, makes it difficult, if not impossible, to make clean distinctions between the individual and the collective, ethnicity and race, history and memory, and ultimately culture and politics.
Omitted 2018-19. Professor Drabinski.
2023-24: Not offered(Offered as BLST 210 [A] HIST 210 [AF] and RELI 220) The course will examine the transformative impact of Christianity and Islam on West African societies since the wave of Muslim reformist and Christian evangelical movements in the nineteenth century. While providing a regional West African overview, the course will focus on a detailed case study of the Nigerian region (the diverse communities that constitute contemporary Nigeria). With significant populations of Christians, Muslims, and adherents of traditional African religions, Nigeria is a notable example of a West African country where religious encounters profoundly transformed state-society relations from the nineteenth century to the twenty-first century. Drawing on historical and social science texts, the course will explore the impact of Christianity and Islam on pre-colonial, colonial, and postcolonial West African states and societies.
Fall semester. Professor Vaughan.
2023-24: 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.
Limited to 30 students. Omitted in 2018-19. Five College Professor Omojola.
2023-24: Not offered(Offered as BLST 231 [US] and HIST 247 [US]; 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.
Limited to 25 students. Omitted 2018-19. Professor Moss.
Other years: Offered in Fall 2013, Fall 2019, Spring 2023[US] The iconic, militant images of the Black Power and Black Panther movements are familiar, embodying so many of the cultural and political shifts in African-American life after the civil rights movement. But what sort of concepts of liberation, identity, and revolution generated such iconic images? Why did armed struggle and other forms of militancy emerge as centerpieces of political thinking and mobilization? This course reads key players in the Black Power and Black Panther movements as vernacular intellectuals, revolutionary theorists, and transformative figures in African-American culture, from the early blending of the civil rights struggle with armed resistance in the writings of Robert F. Williams to charismatic and influential figures like Stokely Carmichael and Huey Newton to key feminist interventions by Elaine Brown and Angela Davis. We also read the revolutionary sources of both movements, with particular focus on W.E.B. DuBois, Frantz Fanon, Che Guevara, and Mao Tse-Tung, in order to engage fully with their sense of Black militancy and a revolutionary global south. Lastly, the course will draw out key differences in the cultural and political visions of the Black Power and Black Panther movements, including conceptions of race, gender, class, internationalism, and sexuality.
Omitted 2018-19. Professor Drabinski.
2023-24: Not offered(Offered as BLST 236 [US] and SWAG 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.
Limited to 25 students. Fall semester. Professor Polk.
2023-24: Not offered[US] This course explores the complex relationship between race, racism, and mass incarceration. Readings from the African-American intellectual tradition, contemporary critics of the prison industrial complex, and memoirs from political prisoners will help us understand the depth and structure of the historical and cultural meaning of racialized imprisonment. In particular, we will look at how incarceration has been both a metaphor for the Black experience in the United States and a constant presence in that experience as a form of social, cultural, and political control. We will also examine how economic factors intersect with race and racism in the expansion of the prison system in the United States. Lastly, we will read a cluster of prison memoirs in light of contemporary historical and critical race analysis in order to discern the effects and affects of imprisonment on African-American life.
Omitted 2018-19. Professor Drabinski.
2023-24: Not offered(Offered as BLST 239 [US] and HIST 239 [US]) This course will examine the practices, cultures, and consequences of racial segregation in the modern United States. Beginning with the Jim Crow South, students will learn to interpret segregation not simply as a system of racial separation but as a critical site of political, economic, and psychological investment. Two questions will animate this class: how did segregation work and for whom, historically, did it work? In attempting to answer these questions, students will learn to see the ways in which a supposedly bygone institution has continued to profoundly shape the nature and distribution of power in the United States. Students will, for instance, ponder connections between the color line in the South and the history of red-lining in the urban North. In doing so, this class will ask students to consider the ways in which southern history might be understood as national history, and the ways in which the presence of segregation remains central to the persistence of inequality in American life.
Limited to 25 students. Fall semester. Professor Hickmott.
2023-24: 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. Omitted 2018-19.
2023-24: Not offered(Offered as BLST 246 [US] and SWAG 246) The course introduces students to theories, methods, and analytical approaches to the study of Black girlhood. Students will interrogate Black girlhood as a political category of identity and symbol of agency, addressing such topics as foundations of the field, utility of the categories of "girl" and "woman" and representation of Black girlhood in academic literature and popular culture. We will explore problems pressing upon the lives of Black girls with respect to their lived experiences of work, sexuality, and education and illuminate the strategies, genius and potential of Black girls and Black girlhood. Working within and beyond Black radical hip hop feminist frameworks, our learning will involve thinking through and embodying theories and practices—emancipatory, humanizing, radical acts—as produced by Black girls, artists, and scholars. Class materials will include journal articles, films, novels, music and student-generated ethnographic observations.
Limited to 25 students. Spring semester. Professor Hill.
2023-24: Not offered(Offered as BLST 248 [US] and HIST 246 [US]) An unconventional history of capitalism, this class explores the various ways African Americans have experienced and responded to shifts in the organization of the American economy. Beginning with the middle passage and creation of plantation slavery in the New World, we will explore the commodification of African Americans' labor, and the ways in which that labor became a cornerstone of capital accumulation, both globally and in the United States. We continue through the revolutions of emancipation, the rise of Jim Crow and the making of urban America, to our present day reality of deeply rooted, and racialized, economic inequality. More than a history of exploitation, however, we will address the various ways in which African Americans chose to manage both the challenges and possibilities of American capitalist development. How, for instance, did black ownership of real estate in the segregated South shape Jim Crow governance? To what extent has black business contributed toward struggles for political and social equality? Finally, we will assess the numerous black critics, including intellectuals, activists and working African Americans, of the American political economy. How have such men and women called attention to the ways race and class have combined to shape both black lives and black political subjectivity?
Spring semester.. Professor Hickmott.
2023-24: Not offered[D and C/LA] Who was Frantz Fanon as a theorist? How did he change our thinking about colonialism, its contestation, and what comes after? And how are we to assess his legacy after decades of critical assessment? Fanon is arguably the most important anti-colonial writer of his generation. His decade of work, beginning in 1952 with Black Skin, White Masks and ending upon his death in 1961, engaged the major trends of his day: existentialism, Négritude, surrealism, psychoanalysis, and Marxism. But Fanon makes those trends his own by infusing them with imperatives of anti-, de-, and post-colonial thinking, fundamentally revolutionizing basic philosophical and political categories, from language to dialectic to the self to a wide range of formal and informal social institutions. What is Fanonian thinking in these intersections? And what is its future? To those ends, the aim of this course is simple: read all of Fanon’s published work and assess its meaning and legacy. We will offer close readings of Fanon’s books, essays, and psychiatric case studies, and then examine how that work has been received both inside the Caribbean and Africa (Édouard Glissant, the creolist movement, Achille Mbembe, and others) and across the global South (Homi Bhabha and others). What will emerge from our studies is a deep understanding of Fanon the thinker and an appreciation of the complexity of anti-colonial, de-colonial, and post-colonial thought and practice in his wake.
Omitted 2018-19. Professor Drabinski.
2023-24: Not offered[A/D] This course will critically examine seminal works on African and African diaspora thought since the eighteenth century and will explore the following major issues: the consolidation of Atlantic slavery in the eighteenth century, the anti-slavery struggle in the eighteenth and nineteenth centuries, the Black freedom movements in the twentieth century, and the consolidation and fall of colonialism in Africa and the Caribbean in the twentieth century. Discussed in their appropriate historical context, the course will explore anti-slavery, pan-Africanist, Black feminist, and Black nationalist thinkers, notably Frederick Douglass, Harriet Jacobs, Olaudah Equiano, Thomas Fowell Buxton, W. E. B. Du Bois, Edward Blyden, Alexander Crummell, Frantz Fanon, Claudia Jones, and Angela Davis.
Spring semester. Professor Vaughan.
2023-24: Not offered(Offered as BLST 294 [D] and EUST 294) This research-based seminar considers the enduring presence of people of African descent in Europe from the nineteenth century to the contemporary moment, a fact that both confounds and extends canonical theories of African diaspora and black internationalism. Focusing particularly on the histories of black people in Britain, Germany, and France, this course will take an interdisciplinary approach in its study of the African diaspora in Europe. We will examine literature, history, film, art and ephemera, as well as newly available pre-1927 audio recordings from Bear Family Records (http://www.black-europe.com/) in effort to better comprehend the materiality of the black European experience. These inquiries will enable us to comment upon the influence black people continue to have upon Europe today. Reading the central texts in the emerging field of Black European Studies—including African American expatriate memoirs, Afro-German feminist poetry, and black British cultural theory—student work will culminate in an annotated bibliography and a multimedia research project.
Limited to 20 students. Omitted 2018-19. Professor Polk.
2023-24: 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.
Limited to 20 students. Spring semester. Professor Cobham-Sander and Professor Hill.
Other years: Offered in Spring 2012, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Fall 2022, Fall 2023, Fall 2024[CLA/D] This course examines the meaning of “the postmodern” in contemporary Caribbean and African-American philosophy, cultural theory, and the arts. What is the postmodern? And how does the experience of the Americas transform the meaning of postmodernity? Four basic concepts guide our inquiry: fragmentation, nomad, rhizome, and creoleness. Short readings from European theorists will provide the backdrop for our treatment of how the experiences of the Middle Passage, colonialism, and postcolony life fundamentally transform postmodern ideas. In tracking this transformation, readings and reflections will explore the possible meanings of the AfroPostmodern in the works of Édouard Glissant, Antonio Benítez-Rojo, Wilson Harris, and Patrick Chamoiseau. In addition, with such theoretical considerations in place, the class will examine the specifically AfroPostmodern significance of aesthetic practices in dub, sampling, graffiti, and anti-racist irony. Lastly, the class will consider how AfroPostmodern conceptions of mixture, counter-narrative, and syncretism offer an alternative to dominant accounts of modernity and globalization.
Spring semester. Professor Drabinski.
2023-24: Not offered(Offered as BLST 311 [A/D] and HIST 311 [AF]) As the crisis of the postcolonial nation-state deepens in the context of globalization and statism in African countries especially in the last three decades, African societies have experienced significant migration of skilled and unskilled workers. These migration flows are raising new questions about the nature of politics, economics, and culture in various African national and transational contexts. To explore the political, social, and economic consequences of these waves of migration in African states and among countries receiving African migrants, this course will examine the following topics at the core of the transformation of African states in the global age: colonialism and the construction of modern African states; globalization and political legitimacy in postcolonial African states; globalization and African labor migration; globalization and African popular culture; globalization and Africa's new religious movements; globalization and Africa's refugee crisis; Africa and globalization of the media; Africa and the global discourse on gender and sexuality; Africa and the global discourse on AIDS/HIV; Africa and the globalization of football (soccer). Course readings will focus not only on the impact of globalization and state crisis on African societies, but also on how emerging national and transnational African populations are shaping the processes of globalization.
Limited to 25 students. Spring semester. Professor Vaughan.
Other years: Offered in Fall 2011, Fall 2013, Spring 2018, Spring 2025(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.
2023-24: Not offered(Offered as BLST 315 [A] and ARHA 353) 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.
2023-24: Not offered[A] This course will focus on African popular culture, with emphasis on music, literature, cinema, and fine art. African popular arts have been marginalized in the academia because they usually deviate from pre-colonial indigenous forms and are often nonconforming to the aesthetic preferences of European elite artistic traditions that were introduced to the continent during colonial rule. This course will examine the status of African popular arts as artistic categories and sites of contested ideas as well as the ways in which they challenge, undermine, and complicate entrenched notions of aesthetics and authenticity. Class discussions will be richly illustrated with relevant literary and dramatic texts, music, film, painting and sculpture in examining the political significance of artistic hybridity and the role of individual agency in the process of recasting older African and European art forms in new ways. Professional artists and scholars with diverse expertise will visit the class.
Requisite: At least three Five-College courses in African Studies or consent of the instructor. Limited to 25 students. Open to juniors and seniors. Spring semester. Professor Abiodun and Five College Africanist Faculty.
2023-24: Not offered[US] This course examines the interplay of Blackness, embodiment, and schooling. Conceptualizing schooling as a hierarchical organizing and socializing process, the course examines how schooling sculpts, appraises, and understands Black bodies, behavior, and performance of identity in and beyond formal educational spaces. Course participants examine distinctions between schooling and education as well as investigate the behind-the-scene politics of lived educational experiences. Framing the Black body as a contested and potential-filled site, the course also explores how different pedagogical forms can serve as interventions to schooling and expand possibilities for understanding and assigning meaning to Blackness, bodies, and Black embodiment.
Limited to 30 students. Fall semester. Professor Hill.
2023-24: Not offered(Offered as BLST 342 [US] and HIST 358 [US]) Often overshadowed by the long 1960s and the conservative ascendancy in the 1980s, the 1970s provides an important transitional moment for the United States, one that arguably linked local experiences to global dynamics and social movements in unprecedented ways. It was also a decade fraught with contradictions. On the one hand, Americans experienced widespread disillusionment with the power of the federal government to promote and protect the minority from the majority. Historians seeking to understand the collapse of the welfare state or the origins of white resistance to civil rights’ initiatives most often point to the 1970s as the time when the Supreme Court abandoned school desegregation and the federal government shifted the burden of the social welfare system onto the market, state and local governments, and onto poor people themselves. And yet, the 1970s also saw an explosion of progressive social activism, as the women’s movement, the gay rights movement, and the environmental movement, among others, all came into their own. Likewise, this was also a time of U.S. retreat and military overextension, and a time of new hegemonies of human rights regimes and multinational corporations. This course asks students to consider how connecting the local with the global can help us better understand and resolve these apparent contradictions. How does our understanding of American politics, society, and culture change depending upon our point of view? What are the possibilities and limitations of global and local methods of inquiry? How might historians more fruitfully combine sub-disciplines to understand the ways in which Americans experienced and engaged with their historical realities as members of local, national, and global communities? One class meeting per week.
Limited to 25 students. Omitted 2018-19. Professors Moss and Walker.
2023-24: Not offered(Offered as BLST 346 [US] and ENGL 362) What is the political responsibility of the writer? Is the Black writer obligated to testify to, represent, and subject to critique the deep effects and affects of anti-Black racism? Or is the responsibility also something different, something better when committed to documenting life outside and in the cracks of an anti-Black racist world? What is art in relation to politics, politics in relation to art? What ought the artist do with the rage generated by three and a half centuries of anti-blackness? And with the pleasures of life that exist alongside that rage? This course explores the mid-century dispute between Richard Wright, Ralph Ellison, and James Baldwin concerning the meaning of the Black writer. Questions of colonialism, the uniqueness of the African-American experience, affective life (from rage to pleasure), community, and the genesis of cultural production will frame our readings and critical discussions. Beginning with exemplary novels by Wright, Ellison, and Baldwin—Native Son, Invisible Man, and Go Tell It on the Mountain—we will then consider their non-fiction, focusing on how each thinks through problems of nihilism, art, racialized subjectivity, gender, language, sexuality, class, region, and politics in a national and transnational context. As well, the questions raised in the fiction and non-fiction will help us engage with a cluster of contemporaries (Lorraine Hansberry, Norman Mailer, Kenneth Clark, others) and predecessors (Bessie Smith, W.E.B. Du Bois, Louis Armstrong, Alain Locke, Zora Neale Hurston), all of whom hold important critical positions in this argument.
Fall semester. Professor Drabinski.
2023-24: Not offered(Offered as BLST 347 [US] and SWAG 347) From the aftermath of the Civil War to today's "global war on terror," the U.S. military has functioned as a vital arbiter of the overlapping taxonomies of race, gender, and sexuality in America and around the world. This course examines the global trek of American militarism through times of war and peace in the twentieth century. In a variety of texts and contexts, we will investigate how the U.S. military's production of new ideas about race and racialization, masculinity and femininity, and sexuality and citizenship impacted the lives of soldiers and civilians, men and women, at "home" and abroad. Our interdisciplinary focus will allow us to study the multiple intersections of difference within the military, enabling us to address a number of topics, including: How have African American soldiers functioned as both subjects and agents of American militarism? What role has the U.S. military played in the creation of contemporary gay and lesbian subjectivity? Is military sexual assault a contemporary phenomenon or can it be traced to longer practices of sexual exploitation occurring on or around U.S. bases globally?
Limited to 25 students. Fall semester. Professor Polk.
Other years: Offered in Spring 2015, Spring 2016, Fall 2017, Fall 2018, Fall 2019, Spring 2021, Spring 2023, Fall 2023(Offered as BLST 381 [CLA/D] and HIST 365 [LA/FA]) Did the emancipation of millions of African-descended people from the bonds of chattel slavery—beginning with the 1791 slave rebellion in Haiti and ending with Brazilian abolition in 1888—mark the beginning of an irrevocable march towards Black freedom? Or was it merely an evolution in the continuing exploitation of Black people throughout the Americas? This course scrutinizes the complex economic, political, ideological, social and cultural contexts which caused and were remade by emancipation. Students are asked to consider emancipation as a global historical process unconstrained by the boundaries of the modern nation-state, while exploring the reasons for and consequences of emancipation from a trans-national perspective that incorporates the histories of the U.S., the Caribbean, Latin America and Africa. By focusing on the ideological ambiguities and lived experiences of enslaved people, political actors, abolitionists, religious leaders, employers and many others, this seminar will question what constitutes equality, citizenship, and freedom. Finally the course will explore what role emancipated slaves played in shaping the historical meanings and practices of modern democracy.
Limited to 20 students. Omitted 2018-19. Professor Hicks.
2023-24: Not offeredIndependent reading course.
Fall and spring semesters. The Department.
Other years: Offered in Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014, Spring 2015, Fall 2015, Spring 2016, Fall 2016, Spring 2017, Fall 2017, Spring 2018, Fall 2018, Spring 2019, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021, Spring 2022, Fall 2022, Spring 2023, Fall 2023, Fall 2024[D/US] As one of the most important writers of his generation, James Baldwin articulated key truths about race and racism in the United States. His fiction and non-fiction bear witness to the cruelty of anti-black racism, while also attending to the complexities of love, hope, and community in the African-American context and the context of democracy in the United States more widely. But he lived and wrote in an era that saw an explosion of black writing across the diaspora. His era was also the era of the postcolonial global South, the source of radical and revolutionary writings about race, identity, revolution, and massive cultural upheaval. How does Baldwin’s long reflection on race and Americanness sit in relation to other theorizings of blackness and nation from that same historical moment in the Caribbean and West Africa? What critical tensions emerge when Baldwin’s work is drawn into conversation with figures like Aimé Césaire, Frantz Fanon, Léopold Senghor, and others? This course focuses on Baldwin’s non-fiction and its complicated relation to mid-century trends in black Atlantic theory, from the racialism of Négritude to various iterations of existentialism to post-independence notions of pan-Africanism and Black Power. What emerges from our considerations will be a portrait of Baldwin as a writer of the particularity of African-American experience and as a vernacular intellectual dedicated to the articulation of localized forms of knowing and being, while also being attentive to the blurry borders of blackness, whiteness, and the history of anti-black racism.
Omitted 2018-19. Professor Drabinski.
2023-24: Not offered(Offered as BLST 412 [A] and ENGL 472) This advanced, digital humanities, project-based course allows students to develop individual projects that follow and critique the social media presences of selected twenty-first-century African writers for whom digital spaces have become significant sites for creating, disseminating, and theorizing their work. Alongside independent projects, students will work collaboratively to understand the social and political events that have shaped recent technological shifts in sub-Saharan Africa, as well as to locate and critique theoretical texts that attempt to account for how digital technologies shape new literary genres and publics. In collaboration with the library staff, students will develop their proficiency in using a variety of bibliographical resources and digital humanities tools. Possible projects may engage such online artifacts as the video loops created by Kenyan filmmaker Jim ChuChu, YouTube performances by the Ghanian duo, Fokn Bois, and fanzines dedicated to the work of Chinua Achebe, as well as tweets and Instagram postings of a range of writers who work in multiple hybrid forms.
Requisite: Previous coursework in or knowledge of Africa or previous work on digital humanities projects preferred. Limited to 15 students. Open to Juniors and Seniors. Fall semester. Professor Cobham-Sander.
2023-24: Not offered[US] What relationships connect education, self-actualization, and transgressive acts? How can body centric and Black feminist pedagogies help us (re)imagine education? What insights and possibilities emerge from placing imagination, transgression, and education in conversation? "The Radical Black Imagination" ruminates on these questions. By studying texts and pedagogical practices of Black feminists, in particular, this course endeavors to illuminate under-explored pathways of freedom and transgression as educative tools.
The course entails class discussion, engagement with artistic mediums, translation of traditional texts into creative and transgressive terms, as well as opportunities to put the pedagogical theories covered in the course into practice. The course will culminate with a collective public presentation.
Limited to 12 students. Omitted 2018-19. Professor Hill.
2023-24: Not offeredSpring semester. The Department.
Other years: Offered in Spring 2012, Spring 2013, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2025