Location: Bowdoin / The College Catalogue / Courses / Africana Studies / Courses

The College Catalogue

Africana Studies – Courses

First-Year Seminars

For a full description of first-year seminars, see the First-Year Seminar section.

1010 {10} b. Racism. Fall 2013. Roy Partridge. (Same as Sociology 1010 {10}.)

1012 {12} c. Affirmative Action and United States Society. Fall 2015. Brian Purnell.

1019 c. Holy Songs in a Strange Land. Spring 2014. Judith Casselberry. (Same as Music 1011.)

1025 {25} c. The Civil War in Film. Fall 2013. Patrick Rael. (Same as History 1016 {25}.)

1026 {16} c. Fictions of Freedom. Fall 2013. Tess Chakkalakal. (Same as English 1026 {26}.)

1040 {13} c. From Montezuma to Bin Laden: Globalization and Its Critics. Fall 2013. David Gordon. (Same as History 1040 {16}.)

Introductory, Intermediate, and Advanced Courses

1101 {101} c. Introduction to Africana Studies. Every fall. Fall 2013. Tess Chakkalakal.

Focuses on major humanities and social science disciplinary and interdisciplinary African American and African diaspora themes in the context of the modern world. The African American experience discussed in its appropriate historical context, emphasizing its important place in the history of the United States and connections to African diasporic experiences, especially in the construction of the Atlantic world. Material covered chronologically and thematically, building on historically centered accounts of African American, African diaspora, and African experiences. Introduces prospective Africana Studies majors and minors to the intellectually engaging field of Africana Studies; provides an overview of the major theoretical and methodological perspectives in this evolving field; and provides historical context for critical analyses of African American experiences in the United States, and their engagement with the African diaspora.

1103 {103} c - ESD, VPA. African American Diasporic Dance: From the Ring Shout to Hip-Hop. Spring 2014. Nyama McCarthy-Brown.

Combines dance history, embodied research, and performance. Students engage in readings, class discussions, and movement studies that allow them to learn movement techniques from past eras. Students explore connections between cultural values and norms and movement aesthetics, and discover how African American vernacular dance and jazz music influenced jazz forms and American dance throughout the twentieth century (ragtime, swing, hot jazz, and hip-hop). Culminates with a performance in the December Dance Concert. Students meet once a week in a seminar setting to investigate one dance era, such as swing. The next two class meetings take place in a dance studio in order to embody the dance form discussed that week, and include rehearsals. (Same as Dance 1103 {103}.)

1107 {107} c - ESD. Introduction to African American Literary Fiction. Spring 2015. Tess Chakkalakal.

Introduces students to the literary and historical aspects of the black novel as it developed in the late nineteenth and early twentieth century in the United States. Begins with a consideration of the novels of Charles Chesnutt, Sutton Griggs, and Pauline Hopkins, then examines the ways in which novelists of the Harlem Renaissance—James Weldon Johnson, Nella Larsen, and W. E. B. Du Bois—played with both the form and function of the novel during this era. Then considers how novels by Richard Wright, Chester Himes, and Ralph Ellison challenged and reformed the black novel’s historical scope and aesthetic aims.
(Same as English 1107 {107}).

1241 {139} c. The Civil War Era. Fall 2014. Patrick Rael.

Examines the coming of the Civil War and the war itself in all its aspects. Considers the impact of changes in American society, the sectional crisis and breakdown of the party system, the practice of Civil War warfare, and social ramifications of the conflict. Includes readings of novels and viewing of films. Students are expected to enter with a basic knowledge of American history, and a commitment to participating in large class discussions. (Same as History 1241 {139}.)

1460 {160} c - ESD, IP. Apartheid’s Voices: South African History, 1948 to 1994. Fall 2013. David Gordon.

The study of apartheid in South Africa, the system of racial and ethnic segregation that began in 1948 and ended with the first democratic election of Nelson Mandela in 1994. Explores the many different aspects of apartheid: how and why it emerged; its social and economic impacts; its relationship to other forms of segregation and racial-based governance; and how people lived under, resisted, and collaborated with apartheid. Readings, lectures, and class discussions focus on personal South African voices and explore their diverse gendered, ethnic, and racial perspectives. (Same as History 1460 {160}.)

1581 {121} c - VPA. History of Jazz I. Spring 2014. Tracy McMullen.

A survey of jazz’s development from its African American roots in the late nineteenth century through the Swing Era of the 1930s and 1940s, and following the great Swing artists—e.g., Louis Armstrong, Duke Ellington, Billie Holiday, and Benny Goodman—through their later careers. Emphasis is on musical elements, but includes much attention to cultural and historical context through readings and videos. (Same as Music 1281 {121}.)

[1592 {159} c - ESD, VPA. History of Hip-Hop. (Same as Gender and Women’s Studies 1592 {140} and Music 1292 {140}.)]

2140 {236} c - ESD. The History of African Americans, 1619–1865. Spring 2015. Patrick Rael.

Examines the history of African Americans from the origins of slavery in America through the death of slavery during the Civil War. Explores a wide range of topics, including the establishment of slavery in colonial America, the emergence of plantation society, control and resistance on the plantation, the culture and family structure of enslaved African Americans, free black communities, and the coming of the Civil War and the death of slavery. (Same as History 2140 {236}.)

2141 {237} c - ESD. The History of African Americans from 1865 to the Present. Spring 2014. Patrick Rael.

Explores the history of African Americans from the end of the Civil War to the present. Issues include the promises and failures of Reconstruction, the Jim Crow era, black leadership and protest institutions, African American cultural styles, industrialization and urbanization, the world wars, the Civil Rights Movement, and conservative retrenchment. (Same as History 2141 {237}.)

2201 {201} c - ESD, VPA. Black Women, Politics, Music, and the Divine. Fall 2014. Judith Casselberry.

Seminar. Examines the convergence of politics and spirituality in the musical work of contemporary Black women singer-songwriters in the United States. Analyzes material that interrogates and articulates the intersections of gender, race, class, and sexuality, generated across a range of religious and spiritual terrains with African diasporic/Black Atlantic spiritual moorings, including Christianity, Islam, and Yoruba. Focuses on material that reveals a womanist (Black feminist) perspective by considering the ways resistant identities shape and are shaped by artistic production. Employs an interdisciplinary approach by incorporating ethnomusicology, anthropology, literature, history, and performance and social theory. Explores the work of Shirley Caesar, the Clark Sisters, Me’shell Ndegeocello, Abby Lincoln, Sweet Honey in the Rock, and Dianne Reeves, among others. (Same as Gender and Women’s Studies 2207 {207}, Music 2291{201}, and Religion 2201 {201}.)

2202 {202} c - IP. Demons and Deliverance in the Atlantic World. Fall 2013. Laura Premack.

Seminar. Examines beliefs and practices having to do with evil spirits, demons, and the Devil in Africa, Latin America, the Caribbean, the United States, and Western Europe. The primary focus is exorcism. What is it? How has it been practiced? By whom? Why? The approach to the subject is historical, transnational, and diasporic; examines changes and continuities across the Atlantic over the past five hundred years, beginning with cultural encounters between Africans, Native Americans, and Europeans during the colonial period and continuing up through the reverse missionization and the new African diaspora of the present day. Readings include works of ethnography, anthropology, theology, history, personal narrative, and fiction. (Same as Latin American Studies 2302 {202}.)

2208 {208} b. Race and Ethnicity. Fall 2013. Ingrid Nelson.

The social and cultural meaning of race and ethnicity, with emphasis on the politics of events and processes in contemporary America. Analysis of the causes and consequences of prejudice and discrimination. Examination of the relationships between race and class. Comparisons among racial and ethnic minorities in the United States. (Same as Latin American Studies 2708 {278} and Sociology 2208 {208}.)

Prerequisite: Sociology 1101 {101}, Africana Studies 1101{101}, or Anthropology 1101 {101}, or permission of the instructor.

2210 {210} c. Beyond Capoeira: History and Politics of Afro-Brazilian Culture. Spring 2014. Laura Premack.

Seminar. Brazil has the largest population of African descent outside Africa. Nowadays, Brazilians pride themselves on their country’s unique racial and cultural heritage, but for centuries, many Afro-Brazilian practices were illegal. The Afro-Brazilian renaissance currently underway is something to be celebrated, but it is also something to be questioned. Do these efforts to delineate, praise, and preserve Afro-Brazilian culture actually limit understanding of it? Has labeling certain aspects of Brazilian cultural heritage as African created a situation in which other ways that Africa has influenced Brazil are overlooked? Just what is meant by “African” and “Brazilian” anyhow? Takes a historical and anthropological approach to these and other related questions. (Same as History 2871 {200} and Latin American Studies 2110 {221}.)

2220 {220} b - ESD. “The Wire”: Race, Class, Gender, and the Urban Crisis. Spring 2015. Brian Purnell.

Postwar U.S. cities were considered social, economic, political, and cultural zones of “crisis.” African Americans—their families; gender relations; their relationship to urban political economy, politics, and culture—were at the center of this discourse. Using David Simon’s epic series, The Wire, as a critical source on postindustrial urban life, politics, conflict, and economics, covers the origins of the “urban crisis,” the rise of an “underclass” theory of urban class relations, the evolution of the urban “underground economy,” and the ways the “urban crisis” shaped depictions of African Americans in American popular culture. (Same as Gender and Women’s Studies 2222 {222} and Sociology 2220 {220}.)

Prerequisite: One of the following: Africana Studies 1101 {101}, Education 1101 {101}, Gender and Women’s Studies 1101 {101}, or Sociology 1101 {101}, or permission of the instructor.

2228 {228} c - ESD, VPA. Protest Music. Spring 2015. Judith Casselberry.

Focuses on the ways black people have experienced twentieth-century events. Examines social, economic, and political catalysts for processes of protest music production across genres including gospel, blues, folk, soul, funk, rock, reggae, and rap. Analysis of musical and extra-musical elements’ style, form, production, lyrics, intent, reception, commodification, mass media, and the Internet. Explores ways in which people experience, identify, and propose solutions to poverty, segregation, oppressive working conditions, incarceration, sexual exploitation, violence, and war. (Same as Anthropology 2227 {227} and Music 2292 {227}.)

2232 {232} c - VPA. Jazz II: Repertory and Performance. Spring 2016. The Theater and Dance Department.

Intermediate repertory students are required to take Dance 2231 {231} (same as Africana Studies 2234 {235}) concurrently. Attendance at all classes is required. Grading is Credit/D/Fail. One-half credit. (Same as Dance 2232 {232}.)

[2233 {233} b - ESD, IP. Peoples and Cultures of Africa. (Same as Anthropology 2533 {233}.)]

2234 {235} c - VPA. Jazz II: Technique. Spring 2016. The Theater and Dance Department.

Extends students’ technical proficiency by increasing practice in jazz dance styles and intricate combinations; students learn dance technique along with the appropriate historical and cultural contexts. Includes vocabulary and variations of jazz and focuses on its roots in social dance heavily influenced by African American traditions. Students have the opportunity to embody various jazz styles such as vintage jazz, Broadway jazz, lyrical jazz, and the jazz techniques of Bob Fosse and Luigi. A series of dance exercises and combinations teach jazz isolations, syncopation, musicality, and performance skills. Through this ongoing physical practice, students gain strength, flexibility, endurance, coordination, and style. Includes a performance requirement and several readings. Attendance at all classes required. Grading is Credit/D/Fail. One-half credit. (Same as Dance 2231 {231}.)

Prerequisite: Dance 1211 {111} or 1221 {121} or permission of the instructor.

2235 {242} c - ESD, IP. Global Pentecostalism: The Roots and Routes of Twentieth-Century Christianity. Spring 2014. Judith Casselberry.

Seminar. Pentecostalism is a form of Christianity centered on the gifts of the Holy Spirit. Pentecostals speak in tongues, heal, prophesize, see visions, and exorcise demons. By many accounts, Pentecostalism is the fastest-growing religion in the world. While the Pentecostal population is difficult to count, current estimates place the world’s total number of adherents at close to 600 million, of whom 75% are women. With particular attention to its intersections with gender, ethnicity, and class, explores the religion’s appeal; its impact on devotees’ lives; and resultant local, regional, and global implications. Case studies include the Americas, the Caribbean, and Africa. (Same as Gender and Women’s Studies 2229 and Religion 2247 {247}.)

2240 {240} c. Civil Rights and Black Power Movements in the Making of Modern America. Spring 2015. Brian Purnell.

Examines the political activism, cultural expressions, and intellectual history that gave rise to a modern Black freedom movement, and that movement’s impact on the broader American (and international) society. Students study the emergence of community organizing traditions in the southern black belt as well as postwar black activism in U.S. cities; the role the federal government played in advancing civil rights legislation; the internationalism of African American activism; and the relationship between black culture, aesthetics, and movement politics. The study of women and gender is a central component. Using biographies, speeches, and community and organization studies, students analyze the lives and contributions of Martin Luther King Jr., Ella Baker, Septima Clark, Malcolm X, Stokely Carmichael, Angela Davis, Huey Newton, and Fannie Lou Hamer, among others. Closely examines the legacies of the modern Black freedom movement: the expansion of the Black middle class, controversies over affirmative action, and the rise of Black elected officials. (Same as History 2220 {228}.)

2271 {271} c - ESD. Spirit Come Down: Black Women and Religion. Spring 2015. Judith Casselberry.

Explores issues of self-representation, memory, material culture, embodiment, and civic and political engagement through autobiographical, historical, literary, anthropological, cinematic, and musical texts. Primarily focused on Christian denominations: Methodist, Baptist, and Pentecostal. Examines the religious lives of black women in nineteenth- and twentieth-century America. (Same as Gender and Women’s Studies 2270 {270} and Religion 2271 {271}.)

[2362 {262} c - ESD, IP. Africa and the Atlantic World, 1400–1880. (Same as History 2362 {262}.)]

2364 {264} c - ESD, IP. Conquest, Colonialism, and Independence: Africa since 1880. Spring 2014. David Gordon.

Focuses on conquest, colonialism, and its legacies in sub-Saharan Africa; the violent process of colonial pacification, examined from European and African perspectives; the different ways of consolidating colonial rule and African resistance to colonial rule, from Maji Maji to Mau Mau; and African nationalism and independence, as experienced by Africa’s nationalist leaders, from Kwame Nkrumah to Jomo Kenyatta, and their critics. Concludes with the limits of independence, mass disenchantment, the rise of the predatory post-colonial state, genocide in the Great Lakes, and the wars of Central Africa. (Same as History 2364 {264}.)

[2365 {268} c - IP. Mogadishu to Madagascar: East African History. (Same as History 2365 {265}.)]

2380 {247} c - IP. Christianity and Islam in West Africa. Fall 2013. Olufemi Vaughan.

Explores how Christianity, Islam, and indigenous African religious beliefs shaped the formation of West African states, from the nineteenth-century Islamic reformist movements and mission Christianity to the formation of modern nation-states in the twentieth century. While the course provides a broad regional West African overview, careful attention is focused on how religious themes shaped the communities of the Nigerian region—a critical West African region where Christianity and Islam converged to transform a modern state and society. Drawing on primary and secondary historical texts as well as Africanist works in sociology and comparative politics, study of this Nigerian experience illuminates broader West African, African, and global perspectives that underscore the historical significance of religion in politics and society, especially in non-Western contexts. (Same as History 2380 {208}.)

2407 {207} c - ESD, IP. Francophone Cultures. Every fall. Fall 2013. Hanétha Vété-Congolo.

An introduction to the cultures of various French-speaking regions outside of France. Examines the history, politics, customs, cinema, and the arts of the Francophone world, principally Africa and the Caribbean. Conducted in French. (Same as French 2407 {207} and Latin American Studies 2407 {206}.)

Prerequisite: French 2305 {205} or higher, placement in French 2407, or permission of the instructor.

2411 {209} c - ESD, IP. Introduction to the Study and Criticism of Francophone Literature. Every spring. Spring 2014. Hanétha Vété-Congolo.

Introduces students to the literary tradition of the Francophone world. Focuses on major authors and literary movements in historical and cultural context. Conducted in French. (Same as French 2411 {211} and Latin American Studies 2211 {213}.)

Prerequisite: French 2305 {205} or higher, or permission of the instructor.

2504 c. Nineteenth-Century American Fiction. Spring 2014. Tess Chakkalakal.

Historical survey of nineteenth-century American fiction, including works by Washington Irving, Catherine Sedgwick, Herman Melville, Nathaniel Hawthorne, Frank Webb, Harriet Beecher Stowe, William Wells Brown, Mark Twain, Frank Norris, Henry James, John DeForest, Edith Wharton, William Dean Howells, and Charles Chesnutt. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2504.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.

[2530 {222} b - IP. Politics and Societies in Africa. (Same as Government 2530 {222}.)]

2580 {258} c - ESD. Reconstructing the Nation. Fall 2014. Tess Chakkalakal.

Introduces students to American literature written between 1865 and 1910. Exploring a period marked by the end of the Civil War, Reconstruction, the “New” South, and Jim Crow, students engage with these historical developments through a reading of a wide range of novels, short stories, poems, and plays that take up political tensions between the North and South as well as questions of regional, racial, and national identity. Focuses on works by George Washington Cable, Charles Chesnutt, Lydia Maria Child, Sarah Orne Jewett, Mark Twain, Sutton E. Griggs, Emily Dickinson, Paul Laurence Dunbar, Henry James, Theodore Dreiser, and Frank Norris that constitute the “major” literary voices of the period; but also examines a number of “minor” works that are similarly, but perhaps more narrowly, concerned with questions of race and nation. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2580 {258}.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.

2583 {283} c. Literature of the Civil War Era. Spring 2015. Tess Chakkalakal.

Examines literature published in the United States between 1861 and 1865, with particular emphasis on the wartime writings of Louisa May Alcott, William Wells Brown, Frederick Douglass, William Gilmore Simms, Herman Melville, and Walt Whitman. Students also consider writings of less well-known writers of the period found in popular magazines such as Harper’s Monthly, The Atlantic Monthly, The Southern Illustrated News, and Frank Leslie’s Illustrated Newspaper. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2583 {264}.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English.

2584 c. The Afterlives of Uncle Tom. Spring 2014. Tess Chakkalakal and Peter Coviello.

Considers the intertwined fates of slavery and sentiment in the lead-up to, and the years following, the Civil War. At its center is Harriet Beecher Stowe’s 1852 Uncle Tom’s Cabin. Tracks the ramifying effects of this antebellum mega-bestseller, in such disparate realms as literary and print culture, political counter-publics, and law. Explores in particular how responses to the novel in Southern, British, and African-American literary discourses ring complex changes on the major tropes of Stowe’s novel, and on the received wisdom about Uncle Tom that persists into today. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2584.)

2603 {270} c - ESD. African American Fiction: Humor and Resistance. Fall 2013. Elizabeth Muther.

Explores rich traditions of African American humor in fiction, comics, graphic narratives, and film. Considers strategies of cultural survival and liberation, as well as folkloric sources, trickster storytellers, comic double-voicing, and the lampooning of racial ideologies. Close attention paid to modes of burlesque, satirical deformation, caricature, tragicomedy, and parody in historical and contemporary contexts, including such writers and performers as Charles Chesnutt, Bert Williams, Langston Hughes, Zora Neale Hurston, Richard Pryor, Ishmael Reed, Aaron McGruder, Dave Chappelle, and Suzan-Lori Parks. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2603 {270}.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.

[2621 {238} c. Reconstruction. (Same as History 2621 {238}.)]

2630 {263} c. Staging Blackness. Spring 2014. Guy Mark Foster.

Examines the history and contributions of African Americans to United States theater from the early blackface minstrel tradition, to the revolutionary theater of the Black Arts writers, to more recent postmodernist stage spectacles. Among other concerns, such works often dramatize the efforts of African Americans to negotiate ongoing tensions between individual needs and group demands that result from historically changing forms of racial marginalization. Highlights in particular what Kimberly Benston has termed the “expressive agency” with which black writers and performers have imbued their theatrical presentations. Potential authors studied include: Zora Neale Hurston, Langston Hughes, Lorraine Hansberry, Amiri Baraka, Ron Milner, Adrienne Kennedy, Ntozake Shange, George C. Wolfe, Anna Deavere Smith, Afro Porno Homos, and August Wilson. (Same as English 2654 {263}.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.

2651 {276} c - ESD. Queer Race. Fall 2013. Guy Mark Foster.

How does the concept of “queerness” signify in cultural texts that are ostensibly about the struggle for racial equality? And vice versa, how does the concept of “racialization” signify in cultural texts that are ostensibly about the struggle for LGBT recognition and justice? While some of this work tends to reduce “queer” to traditional sexual minorities like lesbigay and trans folk while downplaying racial considerations, others tend to limit the category “race” to people of color like blacks while downplaying questions about sexuality. Such critical and creative gestures often place “queer” and “race” in opposition rather than as intersecting phenomena. Students examine the theoretical and cultural assumptions of such gestures, and their implications, through close readings of selected works in both the LGBT and African American literary traditions. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2651 {276} and Gay and Lesbian Studies 2651 {276}.)

Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English, Africana studies, or gay and lesbian studies.

2700 {244} c - ESD. Martin, Malcolm, and America. Fall 2014. Brian Purnell.

Seminar. Examines the lives and thoughts of Martin L. King Jr. and Malcolm X. Traces the development in their thinking and examines the similarities and differences between them. Evaluates their contribution to the African American freedom struggle, American society, and the world. Emphasizes very close reading of primary and secondary material, use of audio and videocassettes, lecture presentations, and class discussions. In addition to being an academic study of these two men’s political and religious commitment, also concerns how they inform our own political and social lives. (Same as History 2700 {279}.)

[2821 {269} c - ESD, IP. After Apartheid: South African History and Historiography. (Same as History 2821 {269}.)]

[2822 {272} c - IP. Warlords and Child Soldiers in African History. (Same as History 2822 {272}.)]

2840 {213} c. Transnational Africa and Globalization. Fall 2013. Olufemi Vaughan.

Seminar. Drawing on key readings on the historical sociology of transnationalism since World War II, examines how postcolonial African migrations transformed African states and their new transnational populations in Western countries. Discusses what concepts such as the nation state, communal identity, global relations, and security mean in the African context in order to critically explore complex African transnational experiences and globalization. These dynamic African transnational encounters encourage discussions on homeland and diaspora, tradition and modernity, gender and generation. (Same as History 2840 {213}.)

2841 {216} c. History of African and African Diasporic Political Thought. Spring 2014. Olufemi Vaughan.

Seminar. Critically discusses some seminal works in African diaspora and African political thought in the nineteenth and twentieth centuries. Organized around global and national currents that will allow students to explore intersections in pan-African, African American, and African political thought in the context of Atlantic and global histories. Seminar topics divided into three major historic moments. The first explores major themes on Atlantic slavery and Western thought, notably slavery and racial representation, slavery and capitalism, and slavery and democracy. The second focuses on the struggle of African Americans, Africans, and West Indians for freedom in post-Abolition and colonial contexts. Topics discussed within twentieth-century national, regional, and global currents include reconstruction and industrialization, pan-Africanism, new negro, negritude, colonialism, nationalism. Finally, explores pan-African and African encounters in the context of dominant postcolonial themes, namely decolonization, Cold War, state formation, imperialism, African diaspora feminist thought, and globalism. Discusses these foundational texts and the political thoughts of major African, African American, and Caribbean intellectuals and activists in their appropriate historical context. (Same as History 2841 {216}.)

[2870 {239} c. Comparative Slavery and Emancipation. (Same as History 2870 {239}.)]

2970–2973 {291–294}. Intermediate Independent Study in Africana Studies. The Program.

2999 {299}. Intermediate Collaborative Study in Africana Studies. The Program.

3019 {339} c. The End of Blackness? Fall 2013. Guy Mark Foster.

Seminar. What makes a work of literature “black”? Is it the fact that its author can be clearly identified in racial terms, its subject matter, or its main characters? What if only one of these things can be determined, but not the others? How have the passing of Jim Crow segregation, the election of the first African American president, and changing racial norms impacted the coherence and legibility of the African American literary tradition? Students engage scholarly debates on these matters, as well as analyze past and present works of literature that aid us in examining some of the key assumptions that have (re)defined the field, including questions of literary mode, genre, and style. Possible authors include Toni Morrison, Percival Everett, Colson Whitehead, Debra Dickerson, among others. (Same as English 3019 {339}.)

Prerequisite: One course numbered 2000–2969 {200–289} in English or Africana studies, or permission of the instructor.

3140 {336} c. Research in Nineteenth-Century United States History. Spring 2014.
Patrick Rael.

A research course for majors and interested non-majors that culminates in a single 25- to 30-page research paper. With the professor’s consent, students may choose any topic in Civil War or African American history, broadly defined. This is a special opportunity to delve into Bowdoin’s rich collections of primary historical source documents. (Same as History 3140 {336}.)

Prerequisite: One course in history.

3201 {321} c. Voices of Women, Voices of the People. Spring 2014. Hanétha Vété-Congolo.

Focuses on texts written by women from former West Africa and the Caribbean. Themes treated—womanhood, colonization, slavery, race, individual and collective identity, relationships between men and women, independence, tradition, modernism, and alienation—are approached from historical, anthropological, political, social, and ideological perspectives. Readings by Mariama Bâ, Aminata Sow Fall (Sénégal); Tanella Boni (Côte d’Ivoire); Maryse Condé, Gisèle Pineau, Simone Schwartz-Bart (Guadeloupe); Ina Césaire, Fabienne Kanor, Suzanne Dracius (Martinique); and Marie Chauvet, Marie-Célie Agnant, and Kettly Mars (Haïti). (Same as French 3201 {322}, Gender and Women’s Studies 3323 {323}, and Latin American Studies 3222 {322}.)

Prerequisite: Two of the following: French 2407 {207} (same as Africana Studies 2407 {207} and Latin American Studies 2407 {206}) or 2408 {208}; French 2409 {209}, 2410 {210}, or 2411 {211}; one course numbered 3000–3999 {300–399} in French; or permission of the instructor.

3301 {301} c. Senior Seminar in Africana Studies. Spring 2014. Olufemi Vaughan.

Students conduct intensive research on a major topic in Africana studies that they have explored during the course of their academic experience in the Africana Studies Program. Students required to apply rigorous humanities and social science theories and concepts to African American, African, or African diaspora themes in the formation of their final research projects. Students required to give regular presentations of their research projects to Africana studies faculty and students.

Prerequisite: Africana Studies 1101 {101} and one course numbered 2000–2969 {200–289} in Africana studies.

3306 c. The Common Good? A History of International Aid. Spring 2014. David Gordon.

The history of international aid to the “third world” through the twentieth century. Seminar considers the imperial mission and white man’s burden, aid during modern colonialism, the post-colonial aid community, the Bretton Woods Institutions, the rise of small-scale NGO aid interventions, aid in modern warfare, and the varied contemporary impacts of aid. Readings focus on Africa, along with examples from Latin America and South Asia. Participants should have some background in the history of at least one of these regions. Each student will write an original research paper on the history of an aid project. (Same as History 3360.)

Prerequisite: One course in history, Africana studies, Asian studies, or Latin American studies; or permission of the instructor.

[3317 {317} c. Childhood Memories: Reflections on Self and Home in the Postcolonial Francophone Caribbean. (Same as French 3209 {317} and Latin American Studies
3217 {317}.)]

[3320 {320} c. Beyond the Postcard: The Hispanic Caribbean. (Same as Latin American Studies 3220 {320} and Spanish 3220 {320}.)]

3362 c. Spiritual Encounters: African Religion in the Americas. Spring 2014. Laura Premack.

Investigates how African, European, and indigenous beliefs about the spirit world have combined in the development of African diasporic religion in the Americas. Historicizes and theorizes the development of several varieties, focusing particularly on Candomblé, Umbanda, and Spiritism in Brazil. Also considers Santería in Cuba, the Dominican Republic, and New York; Vodun in Haïti; Hoodoo in the Mississippi Delta; and Obeah in Jamaica and Guyana. Explores concepts of syncretism, hybridity, cultural encounter, identity, performance, and diaspora. (Same as Latin American Studies 3362.)

Prerequisite: One course in Africana studies or Latin American studies, or permission of instructor.

4000–4003 {401–404}. Advanced Independent Study in Africana Studies. The Program.

4029 {405}. Advanced Collaborative Study in Africana Studies. The Program.

4050–4051. Honors Project in Africana Studies. The Program.

Online Catalogue content is current as of August 1, 2013. For most current course information, use the online course finder. Also see Addenda.