The College Catalogue

First-Year Seminars

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

10 {1010} b. Racism. Fall 2012 and Spring 2013. Roy Partridge. (Same as Sociology 10 {1010}.)

12 {1012} c. Affirmative Action and United States Society. Fall 2012. Brian Purnell.

16 {1026} c. Fictions of Freedom. Fall 2012. Tess Chakkalakal. (Same as English 26 {1026}.)

18 {1018} c. Music and Race in Latin America. Fall 2012. Michael Birenbaum Quintero. (Same as Latin American Studies 10 {1010} and Music 10 {1010}.)

20 {1035} c. African American Children’s Literature. Fall 2012. Elizabeth Muther. (Same as English 20 {1035}.)

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

27 {1024} c. Love and Trouble: Black Women Writers. Fall 2012. Guy Mark Foster. (Same as English 27 {1024}.)

Introductory, Intermediate, and Advanced Courses

101 {1101} c. Introduction to Africana Studies. Every fall. Fall 2012. Brian Purnell.

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.

103 {1103} c - ESD, VPA. African American Diasporic Dance: From the Ring Shout to Hip-Hop. Fall 2012. 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 103 {1103}.)

107 {1107} c - ESD. Introduction to African American Literary Fiction. Spring 2013. 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 107 {1107}).

[130 {1591} c. History of Rock Music. (Same as Music 130 {1591}.)]

139 {1241} c. The Civil War Era. Fall 2012. 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 139 {1241}.)

159 {1592} c. History of Hip-Hop. Fall 2012. Tracy McMullen.

Traces the history of hip-hop culture (with a focus on rap music) from its beginnings in the Caribbean through its transformation into a global phenomenon. Explores constructions of race, gender, class, and sexuality in hip-hop’s production, promotion, and consumption, as well as the ways in which changing media technology and corporate consolidation influenced the music. Artists/bands investigated include Grandmaster Flash, Public Enemy, MC Lyte, Lil’ Kim, Snoop Dog, Eminem, Nicki Minaj, and DJ Spooky. (Same as Gender and Women’s Studies 140 {1592} and Music 140 {1592}.)

201 {2201} 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 207 {2207}, Music 201 {2591}, and Religion 201 {2201}.)

202 {2202} c. Demons and Deliverance in the Atlantic World. Spring 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 202 {2302}.)

205 {2653} c. Interracial Narratives. Fall 2012. Guy Mark Foster.

Examines the stories that Americans have told about intimate relationships that cross the color line in twentieth- and twenty-first-century imaginative and theoretical texts. Considers how these stories have differed according to whether the participants are heterosexual or homosexual, men or women, Black, White, Asian, Latino, or indigenous. Explores the impact historically changing notions of race, gender, sexuality, and U.S. citizenship have had on the production of these stories. Texts include literature, film, Internet dating sites, and contemporary debates around mixed-race identity and the United States census. (Same as English 209 {2653}, Gay and Lesbian Studies 265 {2653}, and Gender and Women’s Studies 283 {2283}.)

Prerequisite: One first-year seminar or 100-level course in English.

206 {2106} b - ESD. The Archaeology of Gender and Ethnicity. Fall 2012. Leslie Shaw.

Explores the lies of “people without history,” using archaeological data and emphasizing gender and ethnicity. Focuses on the Americas, and covers both prehistoric and historic archaeological site research, including Native American and African American examples. The long temporal aspect of archaeological data allows exploration of such issues as how gender inequality developed and how ethnic identity is expressed through material culture. (Same as Anthropology 206 {2106}.)

Prerequisite: Anthropology 101 or 102, or permission of the instructor.

207 {2407} c - ESD, IP. Francophone Cultures. Every fall. Fall 2012. Jay Ketner.

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

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

[208 {2208} b. Race and Ethnicity. (Same as Sociology 208 {2208}.)]

209 {2411} c - ESD, IP. Introduction to the Study and Criticism of Francophone Literature. Every spring. Jay Ketner.

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

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

210 {2210} c. Beyond Capoeira: History and Politics of Afro-Brazilian Culture. Fall 2012. 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 it hasn’t always been this way. For centuries, many Afro-Brazilian practices were illegal. Now, however, we are in the midst of what might be called an Afro-Brazilian renaissance. This 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 our 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 do we mean by “African” and “Brazilian” anyhow? Takes a historical and anthropological approach to these and other related questions. (Same as History 200 {2871} and Latin American Studies 221 {2110}.)

213 {2840} 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 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 213 {2840}.)

214 {2214} c. China-Africa Relations in the Global Age. Fall 2012. Wendy Thompson-Taiwo.

Seminar. China’s meteoric rise as a global economic power has encouraged extensive debate by political pundits, economic analysts, and cultural critics in recent years. Focuses on the debate on the rise of China as a global power on China’s growing influence in Africa—a continent where China has made important inroads in the global era. Through close readings of cultural studies, visual media, and contemporary global analyses, seminar discussions explore the debate on China’s drive for resources and investment in African states; analyze the response of African states to China’s growing influence in the continent; and discuss evolving cultural exchanges and transnational networks between China and Africa. This Sino-African case study provides an interdisciplinary discussion on how we analyze the idea of the nation and transnationalism in the age of globalization. (Same as Asian Studies 260 {2080}.)

216 {2841} 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; slavery and democracy. The second will 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; 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 216 {2841}.)

219 {2219} c. Visualizing Black and Asian Diasporas. Spring 2013. Wendy Thompson-Taiwo.

Seminar. Explore Black and Asian diasporic experiences in the Americas and Europe through photographic and visual arts representations in the modern world. Discusses the representation of Black and Asian peoples in photographs, advertisements, studio portraits, postcards, and informal snapshots from the nineteenth to the twentieth-first century. Students analyze the political, social, and cultural implications of these visual representations, especially in the context of racial formations, migrant cultures, gender identity, and imperialism. (Same as Asian Studies 220 {2850}.)

220 {2220} 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 222 {2222} and Sociology 220 {2220}.)

Prerequisite: Africana Studies 101, Education 101, Gender and Women’s Studies 101, or Sociology 101, or permission of the instructor.

222 {2530} b - IP. Politics and Societies in Africa. Fall 2012. Ericka A. Albaugh.

Surveys societies and politics in sub-Saharan Africa, seeking to understand the sources of current conditions and the prospects for political stability and economic growth. Looks briefly at pre-colonial society and colonial influence on state-construction in Africa, and concentrates on three broad phases in Africa’s contemporary political development: (1) independence and consolidation of authoritarian rule; (2) economic decline and challenges to authoritarianism; (3) democratization and civil conflict. Presumes no prior knowledge of the region. (Same as Government 222 {2530}.)

227 {2227} b - IP. Transnational Race and Ethnicity. Spring 2013. Dhiraj Murthy.

Examines globally mediated formations of ethnic and racial identities, including the ways in which transnational communities are shaped through contact with “homelands” (physically and virtually) and vice versa. Particular attention given to “Black” and “South Asian” diasporic communities based in London and the transnational cultural networks in Africa, the Indian Subcontinent, and the Caribbean that they help maintain. Readings include works by Paul Gilroy, Arjun Appadurai, Les Back, Stuart Hall, Jayne Ifekwunigwe, Ian Ang, and the Delhi-based sarai school. (Same as Asian Studies 263 {2840} and Sociology 227 {2227}.)

Prerequisite: Sociology 101 or Anthropology 101.

228 {2228} c - ESD, VPA. Protest Music. Spring 2014. 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 227 {2227} and Music 227 {2592}.)

232 {2232} c - VPA. Jazz II: Repertory and Performance. Spring 2013. Nyama McCarthy-Brown.

Intermediate repertory students are required to take Dance 231 (same as Africana Studies 235) concurrently. A continuation of the principles and practices introduced in Dance 231. Attendance at all classes is required. Grading is Credit/D/Fail. One-half credit. (Same as Dance 232 {2232}.)

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

234 {2703} c - ESD. Transatlantic Crossings. Fall 2012. Terri Nickel.

Traces the circulation of narratives at the height of Britain’s colonial power in the Americas. Situates such literary commerce alongside the larger exchange of people and goods and focuses on the fluctuating nature of national, racial, and sexual identities in the circum-Atlantic world. Explores how literary texts attempted, and often failed, to sustain “Englishness” in the face of separation, revolution, or insurrection. Of special interest are figures who move across the Atlantic divide and exploit the possibility of multiple roles—sailors, pirates, freed or escaped slaves, female soldiers. Texts may include General History of the Pirates; The Woman of Colour; Moll Flanders; The History of Emily Montague; Obi, or the History of Three-Fingered Jack; The Interesting Narrative of the Life of Olaudah Equiano; the Journals of Janet Schaw; The History of Mary Prince; The Female American. (Same as English 233 {2703} and Gender and Women’s Studies 232 {2232}.)

Prerequisite: One first-year seminar or 100-level course in English.

Note: This course fulfills the pre-1800 literature requirement for English majors.

235 {2234} c - VPA. Jazz II: Technique. Spring 2013. Nyama McCarthy-Brown.

Extends students’ technical proficiency by increasing practice in jazz dance styles and intricate combinations; learning 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 231 {2231}.)

Prerequisite: Dance 111 or 121, or permission of the instructor.

236 {2140} c - ESD. The History of African Americans, 1619–1865. Spring 2013. 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 236 {2140}.)

237 {2141} 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 237 {2141}.)

238 {2621} c. Reconstruction. Spring 2013. Patrick Rael.

Seminar. Close examination of the decade following the Civil War. Explores the events and scholarship of the Union attempt to create a biracial democracy in the South following the war, and the sources of its failure. Topics include wartime Reconstruction, the Ku Klux Klan, Republican politics, and Democratic Redemption. Special attention paid to the deeply conflicted ways historians have approached this period over the years. (Same as History 238 {2621}.)

Prerequisite: One previous course in history.

239 {2870} c. Comparative Slavery and Emancipation. Fall 2012. Patrick Rael.

Seminar. Examines slavery as a labor system and its relationship to the following: the emergence of market economies, definitions of race attendant to European commercial expansion, the cultures of Africans in the diaspora, slave control and resistance, free black people and the social structure of New World slave societies, and emancipation and its aftermath. Spends some time considering how historians have understood these crucial issues. Non-majors invited. (Same as History 239 {2870}.)

240 {2240} c. Civil Rights and Black Power Movements in the Making of Modern America. Spring 2013. 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 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 228 {2220}.)

242 {2235} c. Global Pentecostalism: The Roots and Routes of Twentieth-Century Christianity. Spring 2013. Laura Premack.

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 its population is difficult to count, current estimates place the world’s total number of Pentecostals at close to six hundred million. The vast majority of these Pentecostals are concentrated in the global South: Latin America, Africa, and Asia. The widespread assumption is that Pentecostalism started in the United States in 1906 and was taken to the rest of the world by missionaries. Challenging this assumption and exploring other interpretive possibilities is at the center of this course, which will focus on charting the origins and expressions of the global Pentecostal movement with emphasis on its African-American roots and its contemporary African and Latin American expressions. (Same as History 274 {2287} and Latin American Studies 245 {2335}.)

244 {2700} 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 279 {2700}.)

246 {2246} c. Afro-Asian Encounters: Reading Comparative American Racial Experiences. Spring 2013. Wendy Thompson-Taiwo.

Seminar. Surveys a breadth of historical and contemporary encounters between African Americans and Asian Americans in the United States. Begins with the earliest waves of Asian immigration in the mid-nineteenth century and ends with contemporary critiques of Blackness and Asianness in what some call a post-racial era. Students learn how various political, economic, and social shifts have contributed to the racial positioning of Black and Asian peoples in relation to dominant white American culture and to each other and what this means in relation to the stratification of racial identities in America. Readings center on themes of shared experiences with and conflict over labor, community-building, interracial relationships, foodways, popular representations, and public perception. (Same as Asian Studies 221 {2851}.)

254 {2654} c. White Negroes. Spring 2013. Guy Mark Foster.

Close readings of literary and filmic texts that interrogate widespread beliefs in the fixity of racial categories and the broad assumptions these beliefs often engender. Investigates “whiteness” and “blackness” as unstable and fractured ideological constructs. These are constructs that, while socially and historically produced, are no less “real” in their tangible effects, whether internal or external. Includes works by Charles Chesnutt, Nella Larsen, Norman Mailer, Jack Kerouac, John Howard Griffin, Andrea Lee, Sandra Bernhard, and Warren Beatty. (Same as English 227 {2004} and Gender and Women’s Studies 257 {2257}.)

Prerequisite: One first-year seminar or 100-level course in English or Africana Studies.

258 {2580} c - ESD. Reconstructing the Nation. Fall 2012. 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. 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 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. (Same as English 258 {2580}.)

Prerequisite: One first-year seminar or 100-level course in English or Africana studies.

Note: This course fulfills the literature of the Americas requirement for English majors.

260 {2650} c. (Re)Writing Black Masculinities. Spring 2013. Guy Mark Foster.

In 1845, Frederick Douglass told his white readers: “You have seen how a man was made a slave; you shall see how a slave was made a man.” This simple statement effectively describes the enduring paradox of African American male identity: although black and white males share a genital sameness, until the nation elected its first African American president the former has inhabited a culturally subjugated gender identity in a society premised on both white supremacy and patriarchy. But Douglass’s statement also suggests that black maleness is a discursive construction, i.e., that it changes over time. If this is so, how does it change? What are the modes of its production and how have black men over time operated as agents in reshaping their won masculinities? Reading a range of literary and cultural texts, both past and present, students examine the myriad ramifications of, and creative response to, this ongoing challenge. (Same as English 260 {2650} and Gender and Women’s Studies 260 {2260}.)

Prerequisite: One first-year seminar or 100-level course in English, Africana studies, or gender and women’s studies.

Note: This course fulfills the literature of the Americas requirement for English majors.

261 {2600} c. African American Poetry. Spring 2013. Elizabeth Muther.

African American poetry as counter-memory—from Wheatley to the present—with a focus on oral traditions, activist literary discourses, trauma and healing, and productive communities. Special emphasis on the past century: dialect and masking; the Harlem Renaissance; Brown, Brooks and Hayden at mid-century; the Black Arts Movement; black feminism; and contemporary voices. (Same as English 261 {2600}.)

Prerequisite: One first-year seminar or 100-level course in English or Africana studies.

Note: This course fulfills the literature of the Americas requirement for English majors.

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

[264 {2364} c - ESD, IP. Conquest, Colonialism, and Independence: Africa since 1880. (Same as History 264 {2364}.)]

268 {2365} c - IP. Mogadishu to Madagascar: East African History. Fall 2012. David Gordon.

Examines the history of East Africa with a special focus on the interactions between east Africans and the Indian Ocean World. Considers African societies prior to Portuguese conquest, continues through Omani colonialism, and the spread of slavery across East Africa and the Indian Ocean islands of Madagascar and Mauritius; the onset of British, Italian, and German colonialism, rebellions against colonialism including Mau Mau in Kenya, and post-colonial conflicts including the Zanzibar revolution of 1964; the rise of independent Tanzania, Kenya, Mozambique, Madagascar, and Somalia, and challenges to their sovereignty by present-day Indian Ocean rebels, such as the Somali pirates. (Same as History 265 {2365}.)

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

271 {2271} c - ESD. Spirit Come Down: Black Women and Religion. Spring 2014. 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 270 {2270} and Religion 271 {2271}.)

272 {2822} c - IP. Warlords and Child Soldiers in African History. Fall 2012. David Gordon.

Seminar. Examines how gender, age, religion, and race have informed ideologies of violence by considering various historical incarnations of the African warrior across modern history, including the military slave, the mercenary, the revolutionary, the warlord, the religious warrior, and the child soldier. Analyzes the nature of warfare in modern African history and how fighters, followers, African civilians, and the international community have imagined the “work of war” in Africa. Readings include scholarly analyses of warfare, warriors, and warrior ideals alongside memoirs and fictional representations. (Same as History 272 {2822}.)

277 {2503} c. Empire of Feeling. Every other year. Fall 2014. Peter Coviello.

A study of the relations between sentiment and belonging across the American nineteenth century. Considers how a language of impassioned feeling promised to consolidate a nation often bitterly divided, and some of the problems with that promise. Centers on a reading of Harriet Beecher Stowe’s Uncle Tom’s Cabin. Other authors may include Jefferson, Wheatley, Melville, Hawthorne, Wilson, and Du Bois. (Same as English 252 {2503} and Gender and Women’s Studies 252 {2518}.)

Prerequisite: One first-year seminar or 100-level course in English, Africana studies, or gender and women’s studies.

Note: This course fulfills the literature of the Americas requirement for English majors.

283 {2583} c. Literature of the Civil War Era. Spring 2013. 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. (Same as English 264 {2583}.)

Prerequisite: One first-year seminar or 100-level course in English.

Note: This course fulfills the literature of the Americas requirement for English majors.

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

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

301 {3301} c. Senior Seminar in Africana Studies. Spring 2013. Brian Purnell.

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 101 and one 200-level course in Africana studies.

308 {3011}. African American Film. Fall 2012. Elizabeth Muther.

Explores a spectrum of films produced since 1950 that engage African American cultural experience. Topics may include black-white buddy movies, the L.A. Rebellion, blaxploitation, the hood genre, cult classics, comedy and cross-dressing, and romance dramas. Of special interest will be the politics of interpretation and control: writers, directors, producers, studios, actors, critics, and audiences. One-half credit. (Same as English 308 {3011}.)

Note: This course does not fulfill a requirement for the major in English.

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

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

321 {3201} c. Voices of Women, Voices of the People. Fall 2012. Hanétha Vété-Congolo.

Focuses on texts written by women from former West African and Caribbean French colonies. Themes treated—womanhood, colonization, slavery, 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); Maryse Condé, Gisèle Pineau, Simone Schwartz-Bart (Guadeloupe); Ina Césaire, Suzanne Dracius (Martinique); and Marie Chauvet and Jan J. Dominique (Haïti). (Same as French 322 {3201}, Gender and Women’s Studies 323 {3323}, and Latin American Studies 322 {3222}.)

Prerequisite: Two of the following: French 207 or 208, French 209 or 210, one 300-level course in French; or permission of the instructor.

336 {3140} 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 336 {3140}.)

Prerequisite: One course in history.

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

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