| Description: | This course introduces students to Wolof language and culture. Wolof is a West African language spoken in Senegal and the Gambia. It is also spoken on a smaller scale in Mauritania, Mali, French Guinea, and in the migrant communities in the US and France. This is the first course of a beginning-level of a Wolof program. In order to acquire a basic proficiency, students will practice speaking, reading, writing and listening. Each module will begin with a thematic and practical dialogue from which we can study vocabulary, aspects of grammar as well as a cultural lesson. Interactive material, including texts, images, videos, films, and audio, will be provided. Its aim is to provide students with knowledge of the basic structures of the language and the ability to communicate. Students will also learn important aspects of life and culture of the Wolof. |
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| | 01 | -T-R--- | 4:00P-5:30P | Seigle / 303 | DIALLO | May 3 2018 1:00PM - 3:00PM | 22 | 10 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | MT-R--- | 11:30A-1:00P | McMillan / 219 | Mutonya | May 3 2018 1:00PM - 3:00PM | 15 | 9 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:30A | Seigle / 111 | Mitchell | May 8 2018 6:00PM - 8:00PM | 20 | 21 | 0 | | |
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| Description: | Black women have been at the forefront of the Black radical tradition since its inception. Often marginalized in both the scholarship and popular memory, there exist a long unbroken chain of women who have organized around the principles of anti-sexism, anti-racism, and anti-capitalism. Frequently critical of heterosexist projects as well, these women have been the primary force driving the segment of the Black radical tradition that is commonly referred to as Black Feminism. Remaining cognizant of the fact that Black Feminist thought has also flourished as an academic enterprise-complete with its own theoretical interventions (ie. standpoint theory, intersectionality, dissemblance, etc.) and competing scholarly agendas-this course will think through the project of Black Feminism as a social movement driven by activism and vigorous political action for social change. Focusing on grassroots efforts at organizing, movement building, consciousness raising, policy reform, and political mobilization, Feminist Fire will center Black Feminists who explicitly embraced a critical posture towards capitalism as an untenable social order. We will prioritize the life and thought of 20th century women like Claudia Jones, Queen Mother Audley Moore, Frances Beal, Barbara Smith, Audre Lorde, Angela Davis and organizations like the Combahee River Collective, Chicago's Black Women's Committee, and the Third World Women's Alliance. At its core, the course aims to bring the social movement history back into the discourse around Black Feminism. |
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| | 01 | -T-R--- | 4:00P-5:30P | Seigle / 106 | Fenderson | See Instructor | 20 | 17 | 0 | | |
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| Description: | France and Africa have a long historical relationship, dating back to the early Euro-Mediterranean empires, the first explorers, long-distance traders, Christian missionaries, colonialists, and today's French West and North African communities. In this course, we delve into this long process of interaction between France and its colonies of Africa. During the first half of the semester, we explore these historical relationships and examine the scientific constructs of race in the 19th and early 20th century. We touch on themes that defined the colonial encounter, including the development of the Four Communes in Senegal, the Negritude movement, and French Islamic policies in Africa. The curriculum for this course includes articles, films, and monographs, to explore these themes and includes writers and social activists living in France and the African diaspora. The second half of the course examines Francophone Africa after independence. Here the course explores the political and cultural (inter) dependence between France and its Francophone African partners. In addition, we examine the challenges of many African states to respond to their citizen's needs, as well as France's changing immigration policies in the 1980s, followed by the devaluation of the West and Central African Franc (CFA). |
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| | 01 | -T-R--- | 2:30P-4:00P | Seigle / 303 | DIALLO | May 9 2018 3:30PM - 5:30PM | 23 | 14 | 0 | | |
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| Description: | This class will examine why James Baldwin, buried in 1987, often looks like today's most vital and most cherished new African American author. An inexhaustible public witness and the author of plays, essays, novels, and short stories, the Harlem-born Baldwin ranks with the most daring and eloquent American voices of the twentieth century. His first novel, the autobiographical "Go Tell It on the Mountain" (1953), wrestled with the heritage of black Christianity and black social realism. His second novel, "Giovanni's Room" (1956), set in Paris and peopled with non-black characters, explored the complexity of same-sex desire years before the Stonewall riots announced the gay rights movement. "Notes of a Native Son" (1955), the first collection of Baldwin's lush and searching essays, is perhaps the most-tweeted book of our era and is listed among the Modern Library's top twenty nonfiction books of the twentieth century. Our reading list will contain all of these books, but we'll also begin with Richard Wright's novel "Native Son" (1940), the young Baldwin's defining aesthetic enemy, and end with Ta-Nehisi Coates's memoir "Between the World and Me" (2015), the prize-winning Baldwin rewrite that illuminates the older author's elevated reputation in the wake of Black Lives Matter. Satisfies the Twentieth Century and later requirement. |
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| | 01 | -T-R--- | 9:30A-11:00A | TBA | Henry Claude, Diadie Bathily | No Final | 20 | 6 | 0 | Desc: | This class will take place at COCA Staenberg Studio, 524 Trinity Avenue, St. Louis MO 63130
This stunning space measuring 56´ x 37.5´ is available exclusively for dancers and other performance artists. |
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| Description: | The course will permit an introduction to the field of Environmental Humanities through an exploration of environmental writings, practices, and artistic expressions. We will draw primarily from literature, as well as legal proceedings, history, culture, art, and digital media in order to understand the relationship between human beings and natural and built environments. We will also examine the interaction of health and well-being to the physical environment, with attention to women, people of color, and the poor as a way of thinking expansively about environmental justice issues. While social inequality shapes how environmental problems are created, recognized, and dealt with, we will explore how differences of culture and power complicate the meaning of concepts like "environment" and "justice" within and between groups. To do so, we will examine the specific roles the humanities have played in facilitating an environmental consciousness and activism amongst various groups of people. We will begin by posing questions regarding what is nature in order to think more expansively about what the term "environment" can denote. |
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| Description: | This course will examine the social construction of deviance as it relates to blackness in the U.S. context, with specific emphasis on the impact it has had on how black people make, claim, and belong to home. Here, I am referring to home not only in terms of the built environment (house) but also in terms of legal citizenship and cultural inclusion. There has been, and continues to be, a long history of racial minorities searching for and being denied home in geopolitical spaces that often articulate them as outside of home-as, in fact, homeless-literally and figuratively. This is evidenced by the constant displacement of black people through processes of gentrification; the overrepresentation of black people in carceral institutions; the racialized nature of the housing mortgage crisis; the alarming numbers of little black girls across the country who have gone missing without much public outcry or media coverage; and in the murdering of black trans women. And yet, racial minorities and black people in particular have simultaneously insisted on building and claiming home in the U.S., despite attempts to keep them out. This course will help frame these historical tensions and the subsequent processes contributing to these tensions as they relate to gender, sexuality, class and the nation. Particularly, we will be engaging popular representation and media, the law, and social and public policy to better understand who gets understood as deviant or normal, why, and what (im)material implications such cultural designations have on people's lives. In doing so, we will also examine how black people in the U.S. have mobilized the discourse of deviance as well as acts of deviance themselves, as modes of resistance, to both respond to and sometimes perpetuate systems of oppression organized around the banner of normativity. As such, student will develop a richer understanding of how the bad (re: deviant) and boujee (re: bourgeoisie) life, while seemingly at odds, are generative sites of social, political, and economic possibility. Key topics we will cover: black feminist thought and queer of color critique; blackness, respectability and the rise of capitalism; biopower, surveillance, and cercerality; and urban renewal and scenes/modes of resistance. |
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| | 01 | -T-R--- | 2:30P-4:00P | Seigle / 104 | Mutonya | May 9 2018 3:30PM - 5:30PM | 16 | 16 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:30A | McMillan / 219 | Zafar | May 7 2018 10:30AM - 12:30PM | 15 | 6 | 0 | | |
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| Description: | W.E.B. Du Bois can be considered the architect of black studies as a legitimate and necessary area of teaching and learning - both within discrete fields such as sociology, anthropology, political science, and history and within interdisciplinary ones such as American Studies. From a subject-reorienting dissertation on why slavery persisted so long in the United States compared to other countries to his seminal study on Reconstruction's successes, from the first systematic ethnography of a black neighborhood to what is probably the most influential meditation on blackness, racism, and inequality, Du Bois doggedly worked to increase the understanding and appreciation of the black experience. As Dr. Martin Luther King, Jr. noted in his eulogy for Du Bois, "Dr. Du Bois was a tireless explorer and a gifted discoverer of social truths. His singular greatness lay in his quest for truth about his own people." Despite all of his accomplishments, Du Bois's work has been largely marginalized, ignored, or forgotten. In recognition of Du Bois's importance as one of the founders of and central figures in black studies, this course is an intensive examination of his Du Bois and his work, paying special attention to the ways he advanced the understanding of the black experience. Broken into four broad sections, we will learn about Du Bois's life, read five of his most significant books (as well as several of his crucial essays, short stories, and poems), explore his most influential concepts regarding race, racism, and inequality, and evaluate his lasting legacy. |
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| | 02 | TBA | | TBA | Phillips | See Department | 1 | 0 | 0 | | |
| 03 | TBA | | TBA | Mutonya | See Department | 1 | 0 | 0 | | |
| 04 | TBA | | TBA | Parsons | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Zafar | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Duncan | See Department | 1 | 0 | 0 | | |
| 07 | TBA | | TBA | Mustakeem | See Department | 1 | 0 | 0 | | |
| 08 | TBA | | TBA | Baugh | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Bedasse | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Parikh | See Department | 1 | 1 | 0 | | |
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| | 01 | -T-R--- | 2:30P-4:00P | Seigle / 106 | Fenderson | No Final | 15 | 8 | 0 | Desc: | Pre-requisite: L90 255 |
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| Description: | In this community-based learning course students will partner with a St. Louis AIDS service organization (ASO) or sexual health agency to explore how the interrelationships among gender, class, race/ethnicity, and sexual identity shape sexual health decisions, outcomes, and access to services. Students will also examine the complex relationship between men's and women's life goals and constraints, on the one hand, and the public health management of sexual health, on the other. In collaboration with their community partner and its clients, students will develop a project that addresses an identified need of the organization and the community it serves. Course readings will draw from the fields of anthropology, public health, feminist studies, and policy-making. Prerequisite: Students will be placed on the waitlist and will complete a bio form indicating their related past experience or coursework, and their commitment to partnering with a community agency. |
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| | 01 | --W---- | 2:00P-5:00P | McMillan / 219 | Parikh | No Final | 20 | 14 | 0 | Desc: | Prerequisite: Students will be placed on the waitlist and will complete a bio form indicating their related past experience or coursework, and their commitment to partnering with a community agency. |
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| | 01 | --W---- | 4:00P-7:00P | Seigle / 206 | Duncan, Barnes | See Instructor | 30 | 25 | 0 | | |
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| | 02 | TBA | | TBA | Phillips | See Department | 999 | 0 | 0 | | |
| 03 | TBA | | TBA | Mutonya | See Department | 999 | 0 | 0 | | |
| 04 | TBA | | TBA | Parsons | See Department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Zafar | See Department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Duncan | See Department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Martin | See Department | 999 | 0 | 0 | | |
| 08 | TBA | | TBA | [TBA] | See Department | 999 | 0 | 0 | | |
| 09 | TBA | | TBA | [TBA] | See Department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Parikh | See Department | 999 | 0 | 0 | | |
| 11 | TBA | | TBA | Himes | See Department | 999 | 0 | 0 | | |
| 12 | TBA | | TBA | Baugh | See Department | 999 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Phillips | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Mutonya | See Department | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Parsons | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Zafar | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Duncan | See Department | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Parikh | See Department | 999 | 0 | 0 | | |
| 11 | TBA | | TBA | [TBA] | See Department | 999 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Phillips | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Mutonya | See Department | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Parsons | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Zafar | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Duncan | See Department | 2 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See Department | 1 | 0 | 0 | | |
| 08 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Parikh | See Department | 999 | 0 | 0 | | |
| 11 | TBA | | TBA | Maxwell | See Department | 1 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Phillips | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Mutonya | See Department | 0 | 0 | 0 | | |
| 04 | TBA | | TBA | Parsons | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Zafar | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Duncan | See Department | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Bedasse | See Department | 1 | 0 | 0 | | |
| 08 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Parikh | See Department | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | [TBA] | See Department | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | [TBA] | See Department | 1 | 0 | 0 | | |
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