| | 01 | MT-R--- | 11:30A-1:00P | McMillan / 219 | Mutonya | May 2 2019 1:00PM - 3:00PM | 15 | 6 | 0 | | |
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| | Description: | How might we map the evolution of African American poetry in the 20th century? Both formally and thematically, can we identify and analyze patterns, transformations, and differences to better understand African American poetry and its monumental growth over the course of the 20th century? As an integral and expansive realm within American poetry, influencing and influenced by American poetics as a whole, in what ways are the thematic concerns and craft techniques found in African American poetry different from 'American' poetry (if at all)?
This discussion-based class will analyze and map African American 20th century poetic trajectories (literary legacies, inheritances, and "genealogies") with the goals of 1) developing a language for the evolution of a major field of American poetry in the 20th century, 2) questioning and broadening the 20th century American canon, and 3) crafting new, more precise questions that examine black poetic identity in the past century. |
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| | 01 | M-W---- | 11:30A-1:00P | Seigle / 204 | Coleman | May 6 2019 1:00PM - 3:00PM | 20 | 6 | 0 | | | |
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| | 01 | -T-R--- | 2:30P-4:00P | Seigle / 304 | Bedasse | Paper/Project/Take Home | 25 | 21 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:30A | Umrath / 140 | Ward | May 6 2019 1:00PM - 3:00PM | 20 | 20 | 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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| | Description: | The course provides an overview of the field Africana Studies and provides analysis of the lives and thoughts of people of African ancestry on the African continent and throughout the world. In this course we will also examine the contributions of Africana Studies to other disciplines. The course takes an interdisciplinary approach drawing from history, philosophy, sociology, political studies, literature, and performance studies and will draw examples from Africa, the United States, the Caribbean, Europe, and South America. When possible, we will explore Diaspora relationships and explore how the African presence has transformed societies throughout the world. This class will focus on both classic texts and modern works that provide an introduction to the dynamics of African American and African Diaspora thought and practice. |
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| | 01 | -T-R--- | 1:00P-2:30P | Wrighton / 250 | Fenderson, Bedasse | See Instructor | 79 | 76 | 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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| | 06 | TBA | | TBA | McCune | No Final | 2 | 2 | 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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| | Description: | As a hip-hop artist Kanye West has had unprecedented impact on the sonic force of music, fashion, politics, and videography. Coupling his controversial moments, with his corpus of musical texts with special focus on sonic production, this course illuminates "Mr. West" as a case studey for interrogating the interplay between fame, gender, sexuality, and race. Mostly, we explore how racialized ways of doing iconography, complex ways of seeing, creates a distorted or reductive frame through which we see the black and famous. Nonetheless, the course oscillates with entertaining these nuances, while being entertained by the decade-long catalogue of music and visual imagery. Together, we extract the "Politics of Mr. West" in his music and life, while also illuminating the importance of a politics of genius-making in the larger arc of black pop culture tradition. |
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| | 01 | M-W---- | 10:00A-11:30A | McMillan / G052 | McCune | May 6 2019 10:30AM - 12:30PM | 85 | 52 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:30P | McMillan / 219 | Zafar | May 7 2019 1:00PM - 3:00PM | 8 | 5 | 0 | | Desc: | Priority will be given to African & African American Studies majors. |
| | | 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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| | 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 / L004 | DIALLO | May 8 2019 3:30PM - 5:30PM | 25 | 23 | 0 | | |
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| | Description: | What does it mean to be at home? How do home and nation intersect? What are some of the ways African Americans have cultivated home spaces, and within what societal conditions? Using these questions and drawing from literature, geography, black feminism, and film, we will explore home space as a force and factor in shaping black identities in the U.S.
As microcosms of cities and the nation, home spaces are structured by the social, economic, political, and historical landscape of a society. As places of individual and communal living and dwelling, home spaces shape and are shaped by people. To study home is necessarily to study nation, family and affective ties, gender, and built space. In the United States, slavery, Jim Crow, redlining, restrictive covenants, and gentrification have targeted and disproportionately affected black lives, communities, and home spaces. In the face of this dehumanization, devaluation, and discrimination, black people have found ways to claim, make, and obtain spaces and senses of home, whether fleeting or permanent, conceptual or concrete. Modes of homemaking serve as a lens through which to ascertain the challenges, triumphs, and banalities of black life in the U.S. throughout history.
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| | 01 | M-W---- | 1:00P-2:30P | Seigle / 306 | Morrison | Paper/Project/Take Home | 20 | 18 | 0 | | |
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| | 01 | -T-R--- | 4:00P-5:30P | Seigle / 208 | Kolk, Bernstein | Paper/Project/Take Home | 25 | 18 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:30P | Seigle / L002 | Parsons | Paper/Project/Take Home | 15 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | Description: | In his 1972 essay No Name in the Street James Baldwin recounts that he could never in good conscience just write, because he had never been just a writer. Indeed, Baldwin saw himself as a "public witness to the situation of black people," compelled to speak truth to power in whatever form he deemed necessary. Baldwin as: black, gay, man, American, author, activist, and so much more, has served as an essential figure in theorizing alterities of the presumed rigidity of these very concepts. In this respect, this course will center Baldwin the thinker as much as Baldwin the author. We will examine his classic novels and essays as well as his work across many less-examined domains - theatre, sermon, dialogue, film, short story. Moreover, while committing ourselves to close reading methods, we will situate Baldwin's works within socio-historical context and consider how he shaped, and was shaped by, events beginning with the Civil Rights Era through our precarious contemporary moment in which he remains, often tragically, a timely voice. |
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| | 01 | -T-R--- | 11:30A-1:00P | Seigle / 306 | Manditch-Prottas | Paper/Project/Take Home | 15 | 15 | 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 | -T-R--- | 9:30A-11:00A | TBA | Claude, Bathily | Paper/Project/Take Home | 20 | 5 | 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: | Ideas concerning the evolution of violence, crime, and criminal behavior have been framed around many different groups. Yet, what does a typical criminal look like? How does race - more specifically blackness - alter these conversations, inscribing greater fears about criminal behaviors? This course taps into this reality examining the varied ways people of African descent have been and continue to be particularly imagined as a distinctly criminal population. Taking a dual approach, students will consider the historical roots of the policing of black bodies alongside the social history of black crime while also foregrounding where and how black females fit into these critical conversations of crime and vice. Employing a panoramic approach, students will examine historical narratives, movies and documentaries, literature, popular culture through poetry and contemporary music, as well as the prison industrial complex system. The prerequisite for the course is L90 3880(Terror and Violence in the Black Atlantic) and/or permission from the instructor, which will be determined based on a student´s past experience in courses that explore factors of race and identity. Enrollment limit: 20 |
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| | 01 | M-W---- | 1:00P-2:30P | Umrath / 140 | Mustakeem | See Instructor | 15 | 14 | 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 | -T-R--- | 2:30P-4:00P | Umrath / 140 | Mutonya | May 8 2019 3:30PM - 5:30PM | 13 | 10 | 0 | | |
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| | Description: | From the period of bondage through the 21st century, terror and racialized violence have consistently been used as a form of social control. This course is constructed to explore the historical foundations of extreme threats of violence inflicted among populations of African descent. The fabric of American culture has given birth to its own unique brand of terrorism, of which this class spends considerable time interrogating. Yet, in recognizing that these practices are commonly found in other parts of the Black Atlantic, students will be encouraged to take a comparative view to better tease out the wider strands of violence operative in places like England, the Caribbean, and Latin America Within this course, we will explore the varied ways in which music, films, newspapers, and historical narratives shed light on these often life altering stories of the past. Some of the themes touched upon include: the use of punishment/exploitation during the era of slavery; lynching; sexual violence; race riots; police brutality; motherhood; black power; and community activism. |
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| | 01 | M-W---- | 11:30A-1:00P | Umrath / 140 | Mustakeem | May 6 2019 10:30AM - 12:30PM | 15 | 9 | 0 | | |
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| | Description: | Discourse about African American identity has been indelibly shaped by the nexus of language and visual representations that configure blackness as a deviant other to the West and U.S. citizenship. From racist caricature in travel narratives and pro-slavery tracts, to contemporary representations of "welfare queens" and "thugs," visual representations serve as allegedly transparent, and objective, examples of the perpetual and inevitable failure of people of African descent to be human. To combat these representations, many photographers, visual artists, and film and television producers have attempted to challenge and subvert this history of visual imperialism. Combatting this imperialism requires untangling the web of raced and gendered representations shaping what Patricia Hill Collins has called "controlling images" of African Americans-images such as Mammy, the pickaninny, Sapphire, Jezebel, the Welfare Queen, Coon, Sambo, Thug, and Man on the Down Low. At the same time, even discourses of respectability and "good" blackness can contribute to hegemony. In this course, we'll begin with representations of the slave in the 19th century and end with representations of (an always) gendered blackness in social media in order to explore the ways in which African American male and female identities have been shaped and resisted in visual culture. |
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| | 01 | M-W---- | 10:00A-11:30A | Eads / 103 | Wanzo | May 6 2019 10:30AM - 12:30PM | 20 | 19 | 0 | | |
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| 11 | TBA | | TBA | Fenderson | See Department | 1 | 1 | 0 | | |
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| | Description: | Muslim societies are prevalent in Africa-from the Horn, the North, the East to the West, with smaller conclaves in Central and South Africa. Islam has played an influential role in these diverse societies, particularly through its Sufi form. Even though Sufism originated in the Arabian Peninsula, it has fit well with African beliefs and cultures. This course aims to explore Sufi beliefs, values, and practices in Africa. It intends to reconsider the academic constructions of "African Islam" by exploring education, intellectual life, economics, gender roles, social inequalities, and politics. The goal is to show that Africa is a dynamic part of the Muslim world and not a peripheral one, as it is most often portrayed by the international media or historically, through travelers and colonial accounts. African Muslim brotherhoods have served as political mediators between countries and people (i.e. the role of the Tijaniyya in the diplomatic rivalry between Morocco and Algeria, or its role in reconciliation of clanic rivalries in Sudan). In addition, the course will pay attention to hierarchy in particular tariqa. Finally, the course will examine how African Sufi orders have shaped their teachings to fit transnational demands over the 20th and 21st century. We will explore these issues through readings, current media, lectures and special guest speakers. |
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| | Description: | There is growing awareness of the legacies of historical racial violence in the United States and a related increase in reckoning efforts. Area histories of enslavement, lynching, and other racial terror and dispossession relate to inequality, conflict, and violence in the same places today. These 'haunting legacies' include heart disease and other health disparity, homicide rates, white supremacist mobilization, and corporal punishment in schools. Meanwhile, many communities and institutions are moving to acknowledge and address legacies of historical racial violence in various ways. This course combines seminar-style readings and writing on legacies of racial violence with a practicum component, where individual students or groups of students will conceptualize and develop interventions intended to clarify and disrupt legacies of racial violence, facilitating contemporary reckoning. The practicum will explore and support a broad range of interventive efforts, including public policy measures, original research projects, archival development, commemorative efforts, and a related array of mediums, including visual art, design, film, digital projects, and other creative approaches. |
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| | 01 | -T----- | 3:00P-6:00P | Seigle / 106 | Ward | No Final | 20 | 4 | 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 | M------ | 5:30P-8:30P | McMillan / 219 | Parsons | No Final | 10 | 10 | 0 | | Desc: | Prerequisite: At least one semester of 300 level course work in African Studies |
| | | 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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| 10 | TBA | | TBA | Parikh | See Department | 999 | 0 | 0 | | |
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