ࡱ> }|7 UbjbjUU %~7|7|Ql|84&d|B " B B B B B B B$C E0B0BEB B B"F&=,A  |>R@TA[B0B@PuFuFAJF6January 16, 2005 SYLLABUS: INTRODUCTION TO THE AFRICAN DIASPORA AFS 342 / Spring 2005 / Tues. & Th. 2:20 3:50 pm / HA 170/ Professor: D. H. Crumbley<> (919) 515-7998 Teaching Assistant: (TA) Mrs. Stephanie Goss << slperson@ncsu.edu >> Office hours: Tues. and Th. 11:30 am 12:30 pm I. CLASS POLICIES A. Caveat: This syllabus is a document-in- process. It is your responsibility to keep abreast of changes. B. Email: Syllabi, class announcements, handouts, extra credit opportunities etc. will be electronically broadcasted only to your Registration and Records (R&R) email address C. Life is negotiable: With the exception of a few points, this document is negotiable. How? Meet and gain class consensus, then have your spokesperson email to the professor a WRITTEN proposal, which argues for an intellectually and academically responsible alternative. D. Late Assignment Submission Policy: Documented valid excuse, e.g. medical, means lateness has no affect on grade Unexcused late submission: lose 1 grade per day missed on paper s grade No assignment is accepted as on time after first 10 minutes of class. Door closes 10 mins. after class begins E. Absence Policy: & Discretionary Days (DDs): Each student is given three (3) free or discretionary days (DDs), when no documentation is needed for absences. Beyond the three DDs, each unexcused absence loses 1/2 grade off final grade. Note that attendance on Tuesday November 30th I is required. F. Incomplete policy: Must be requested via email explaining extenuating circumstances G. Disability Policy: If you have a disability, advise your professor immediately, regarding how it might affect your performance. If not already documented, contact NCSU Disability Services at (voice) 919.515.7653 / (TTY) 919.515 for formal learning disability testing and a letter of documentation. H. Extra Credit: Submit one page response paper (see format below) to your professor or TA for her signature, within a week of the extra credit event or assignment. Retain signed extra credit, and submit them all at end of semester for tallying. Each submission is worth one third (1/3) points on your final grade and you may earn up to four (4) full points on your final grade. If you attend an event where the professor or TA is present, no response extra credit paper is necessary -- as along as you arrive on time and sign in at the end of the event. I. Professor Accessibility: Office Hours: Tuesday and Thursday 11:30 AM to 12:30 PM @ RM. 210B 19 11 Building Feel free to call Dr. Crumbley at home any day between 7 AM and & 7 PM @ home phone number given out in class Dr. Crumbley is accessible via email 24/7 II. READINGS: Articles On E-Reserve Accessible from DH Hill library home page Click E-reserve. Type in "Crumbley". Click on Search by Instructor. Click line Crumbley, Deidre 106. Then browse articles under 497D, AFS 342, MDS 342 and MDS 241F. III. COURSE AIM The aim of the course is two fold. The first is to introduce you to the African Diaspora by focusing on issues in the lives of people of African descent living in the Americas, Europe, and Asia. In this way, Blackness is conceptualized in transnational and global terms. The second aim is to investigate the impact of African immigration in the USA on African Diaspora Studies. IV. PEDAGOGICAL APPROACH & CLASSROOM COMPORTMENT A. Collaborative Learning versus Plagiarism: You are free to consult with your fellow classmates on assignments unless otherwise directed. Your final submission, however, must be your unique formulation throughout. In this light, dividing readings among yourselves, then combining them into a final document is fragmented plagiarism, and any form of plagiarism results in F for the course and report to the college. Regarding your end of term project, as much as possible avoid replicating the same articles as your classmates for the Literature Overview Project on African Immigration due May 3. B. Inquiry Based Learning (IBL) uses questions to explore topics. Class sessions will consist of class discussion designed to arrive at multiple-working hypotheses to address intellectual problems. These discussions will be based on readings, for without a strong information base, discussion easily degenerates into unfounded opinion making. C. Films: At the beginning of each film, you will be given a guiding question. Write out the question, your answer and comments --- useful for essays D. Guest Speakers have been invited to speak to the class, take thorough notes - useful for essays E. Freshmen Alert: The biggest difference between high school and college is this: In high school, you probably gained most new knowledge in the classroom. In college, 80% of learning happens on your own. The classroom experience is where you explore what you have already learned through private reading. F. Comportment: 1. Formality: This class is a place for formal intellectual exploration and serious mental imagining. Thus, casual behavior such as eating in class, except for diabetics, is unacceptable. 2. Three Strikes Policy: Students are expected to respect the learning environment. Discussion is a large part of learning, but idle conversation is discouraged by a three strikes and you are out of the class policy. 3. Mutually Respectful Debate: When in dialogue with classmates, focus on issues -- not personalities. Never interrupt. Listen critically. Respond respectfully -- even while disagreeing adamantly. V. ASSIGNMENTS WEIGHTS & DUE DATES 25% Article responses #1 Due March 3 25% Article Response #2 Due April 21 10% Class participation Start February 1 40% Literature Overview: Africa Immigration Due May 3 1/3 pt. Added to final grade when one-page extra credit report is submitted within one week of event for dated signature from professor or TA, then re-submit @ end of semester for final grade calculation VI. ASSIGNMENT FORMATS and GUIDELINES A. Three-part Article Response format ( length: about 1 page per article) USE bolded HEADINGS FOR EACH OF THE THREE PARTS BELOW: 1. Subject statement 2. Thesis Statement 3. List of data or documentation author uses to support the thesis [Two articles are assigned per week Each student is responsible for one of these two articles per week depending on whether assigned to group A Group B readings appear second and are italicized. (GROUP A: last name begins with A to L) GROUP B ( Last name: M to Z)] B. Scholarly Literature Overview re: African Immigration in America Today: 8-10 pages single spaced Data Sources: Scholarly databases via DH Hill (NOT via internet surfing) re: statistical, socio-cultural, demographic, political, religious etc. features of the African Immigration which has occurred in the United States over the last 50 years. For each article summary provide the following (one page per article) Citation of Source (one sentence) Subject Statement (one sentence) Thesis Statement (one sentence) OUTLINE (not bullets) of article[ for sample OUTLINE, see this syllabus] ( remaining page space) At end of the project write a one page two-part response to this question: First, (a) what conclusions can be drawn from these article summaries about recent African immigration, and (b)what are the implications of these findings for the study of the African Diaspora? Include a zerox copy of each article, writing complete Citation of article (Chicago) at top of article As much as possible avoid replicating the same set of articles as your classmates by exploring many different databases . C. General Format Requirement for written submissions ( loose one point per formatting error) : Typed ( 10pt. minimum size) New Times Roman ( font) Single space Stapled into one document Number pages D. ONE-PAGE EXTRA CREDIT REPORT FORMAT [Cut/paste format] Date of Submission: Student Name: Course Name: __________________Number: AFS__________Section: 0_______ Day and Time Class Meets: Name of Event: Date and Venue of Event: List Key Points of lecture or Key Event during activity Succinctly state events relevance to course VII. Grade Scale A+ >100, A 94-99, A- 90-93; B+ 88-89, B 84-87, B- 80-83; C+ 78-79, C 74-77, C-70-73; D+ 68-69, D 64-67, D- 60-63; Failure < 60. VIII. Key concepts (Caveat: These are simplified working-definitions only) FACT: That which is agreed upon to exist or be real. DISCOURSE: debates and discussions surrounding a topic THEORY: An explanation. A theory is scientifically sound if it can be proved or disproved. For example, AIDS is caused by a pathogen can be proved or disproved by repeated observation and experimentation. In contrast, the statement AIDS is Gods punishment for sin can be neither proved nor disproved using scientific method, and, as such, is an assertion of faithnot a scientific theory. SUBJECT: the topic or focus of a work ( usually indicated in the TITLE) THESIS: the position, argument, or point an author makes about a subject. To find the thesis look for phrases: such as My thesis is , I argue that, My argument is, I believe that, I will demonstrate that., I have come to the conclusion that, My point is SUBTEXT: subtle thesis, i.e. what the author wants the audience to take away. It may be suggested indirectly, even subliminally, rather than clearly stated as a thesis. METHODOLOGY: the systematic approach used to explore and support a thesis or argument. Indicators of methodology include A. The authors disciplinary training and socio-historical positioning background B. The kinds of data the author uses to support the thesis, e.g. (1. HARDER vs. SOFTER DATA Harder Softer Objective Subjective Material Ideational Quantitative Qualitative Replicable experiments Interpretive variations Structure (constraints) Agency (choice) (2. PRIMARY vs. SECONDARY / TERTIARY (a. Primary Sources include original documents, artifacts, an author's own ethnographic fieldwork (b. Secondary Sources includes scholarly works by others fieldwork of others EPISTEMOLOGY is the systematic study of valid. An authors epistemological approach refers to the kind of information s/he tends to value and use to support his/her thesis. SUBSTANTIVE versus THEORETICAL LITERATURE Substantive literature focus on information content, while theoretical literature focuses on the interpretation of the content . CONSTRUCTION OF KNOWLEDGE refers to ways in which the history, politics, economics, culture, individual biography, etc. influence the way information is selectively generated, organized, and distributed . CULTURE AND SOCIETY: Culture life ways of a people, i.e. their beliefs, values, traditions, customs, artistic expressions and associated histories. Society structure, organization and institutions that define and regulate the life ways of a people. THE AFRICAN DIASPORA: The global dispersal of Africans beyond the African continent, e.g. the Americas, Asia, Europe. CRITICAL THINKING: Systematically examining the strengths and weaknesses of an argument by examining how the author uses certain kinds of data to argue her or his thesis. WEEKLY COURSE OUTLINE Jan. 11, 13 Course Overview and Perspective: Syllabus review. Blackness as an international phenomenon in global perspective Housekeeping: Assign reading groups A or B; Select EOS Celevaluation coordinators Jan. 18, 20 Methodologies and Debates in African Diaspora Studies Required Readings: Herskovitz OR Frazier [MDS 497] Jan. 25, 27 The Trans-Atlantic Slave Trade (TAST): African Provenances, New World (NW) Destination, and Empire-Building Required Readings: Thompson Intro (see #11) & Chapter 1 OR Holloway [MDS24F1] Feb. 1, 3 Resistance to TAST: Required Readings: Thomas Ch 2 Thomas CH 10 [MDS 241F] Feb. 8, 10 Color and Race: Lived-Experience, Social Construction, and Biology Required Readings: Lovell [MDS 241] OR Kittles [MDS 497D] Feb. 15, 17 Color and Race in the African Diaspora (Continued) Required Readings: Hall [MDS 497D] OR Torres-Saillant [MDS 241F] Feb. 22, 24 Focused Area Studies: The African Diaspora in India and Germany Required Readings: Harris both pp vii-xv, and pp 3 -25 [AFS342] OR Sephocles [MDS 497D] Mar 1, 3 Cinema images of the African Diaspora Part 1 SUBMISSION: March 3 First set article responses. Mar. 8, 10 Spring Break Mar. 15, 17 Gender in the African Diaspora Schobie OR Hutchinson [MDS 497D] Mar. 22 Gender in African Diaspora (cont) Required Readings: Drake Medieval Black Knight OR Fra-Malinero [MDS 497D] SUBMISSION: Mar 22 Paper title, question/ thesis, & preliminary bibliography Mar. 24 No class/ Spring holidays Mar 29, 31 The Construction of Whiteness and Intersecting Diaspora in the USA Required Readings: Lipsitz [MDS 497D] OR Takaki #1 [MDS 241F] Apr. 5, 7 Construction of Whiteness and Intersecting Diasporas (Continued) Required Readings: Hillerman MDS 497D) OR Gubar [MDS 24F] Apr. 12. 14 Race, Justice, and Power across the African Diaspora Required Readings: Knight OR Presidents Message /Ford Foundation [MDS 241F] Apr. 19, 21 Religion in the African Diaspora SUBMISSION: Submit Second set article response Apr. 26, 28 Cinema Images of the African Diaspora Part 2 Required Readings: None APRIL 27 LAST DAY OF CLASS CELEVAUATION AT ABYSSINIAN RESTAURANT May 3 PAPER SUBMISSION: DUE BY 9 am @ Dr. Crumbleys office. 210B 19 11 Building . AFS 342 REQUIRED AND SUPPLEMENTAL READINGS ON E-RESERVE EXPLANATION: Among these on-line readings, arranged by subject, you will find the articles that are required for your course listed in your course outline. The other readings below are non-required supplemental readings for your information. Should an assigned reading not appear on the list below, simply go to the E-reserve course site indicated in the course outline above. Methodologies and Debates in African Diaspora Studies Frazier, E. Franklin. 1946. The Negro Family in the United States. University of Chicago Press. Herskovits, Melville J. 1941. The Myth of the Negro Past. Harper & Brothers Publishers. Skinner, Elliott P. 1983. Afro-Americans in Search of Africa: The Scholars Dilemma. In Transformation and Resiliency in Africa. By Robinson and Skinner. Howard University Press. Caulfield, Mina Davis. 1983. Culture and Imperialism: Proposing a New Dialectic. In Transformation and Resiliency in Africa. By Robinson and Skinner. Howard University Press. Jones, Delmos J. Towards a Native Anthropology Trans-Atlantic Slave Trade (TAST) African Origins and New World Labor Distribution Holloway, Joseph E. 1991. The Origins of African-American Culture in Africanisms in American Culture by Holloway (ed.). Indiana University Press Conrad, Robert Edgar. 1983. Children of Gods Fire: A Documentary History of Slavery in Brazil. Princeton University Press. Littlefield, Daniel. 1981. Rice and Slaves: Ethnicity and the Slave Trade in Colonial South Carolina. University of Illinois Press. Opala, Joseph A. 1987. The Gullah: Rice, Slavery, and the Sierra Leone-American Connection. United States Information Agency. Cohen, William. 1991. At Freedom's Edge: Black Mobility and the Southern White Quest for Racial Control, 1861-1915. Louisiana State University Press. Shyllon, Folarin. 1982. Blacks in Britain: A Historical and Analytical Overview. In Global Dimensions of the African Diaspora. By Joseph Harris. (ed.) Howard University Press. Color and Race Gould, Stephen Jay. 1999. The Great Physiologist of Heidelberg. Natural History. July August, 1999. Selden, Steven. 1999. Inheriting Shame: The Story of Eugenics and Racism in America. Teachers College Press. Mukhopadhyay, Carol C. and Yolanda T. Moses. 1997. Reestablishing Race in Anthropological Discourse. American Anthropologist. 99(3):517-533. Kittles, Rick. 1995. Nature, Origin, and Variation of Human Pigmentation. Journal of Black Studies. 26: 36-61. Wright, Winthrop R. 1990. Caf con leche: Race, Class, and National Image in Venezuela. University of Texas Press, Austin. Skidmore, Thomas E. 1990. Racial Ideas and Social Policy in Brazil, 1870-1940. In The Idea of Race in Latin America, 1870-1940. By Richard Graham (ed.) University of Texas Press, Austin. Rooks, Noliwe M. 1996. Hair Raising: Beauty, Culture, and African American Women. Rutgers University Press. De la Fuente, Alejandro. 1998. Race, National Discourse, and Politics in Cuba: An Overview. Latin American Perspectives. 25:43-69. Lovell, Peggy A. and Charles H. Wood. 1998. Skin Color, Racial Identity, and Life Chances in Brazil. Latin American Perspectives. 25:90-109. Hall, Ronald. 1995. The Bleaching Syndrome: African Americans Response to Cultural Domination Vis--vis Skin Color. Journal of Black Studies. 26:172-184. Torres-Saillant, Silvio. 1998. The Tribulations of Blackness: Stages in Dominican Racial Identity. Latin American Perspectives. 25:126-146. Vazques, Ricardo. 1999. Alternative Healing in the Latino Tradition. World Wide Web. ( HYPERLINK http://www http://www.latinolink.com/arts_entertainment/culture/) African Diaspora Focused Case Studies: India, Haiti, Germany. Hunter, Jebron. 1994. Cross Currents: Germany, Africa & The Diaspora. Black Issues in Higher Education. December: 30-33. Sephocle, Marilyn. 1992. Anton Wilhelm Amo. Journal of Black Studies. 23: 182-187. Warmbold, Joachim. 1992. If Only She Didnt Have Negro Blood in Her Veins: The Concept of Metissage in German Colonial Literature. Journal of Black Studies. 23: 200-209. Linke, U. 1999. Formations of White Public Space: Racial Aesthetics, Body Politics, and the Nation. Transforming Anthropology. 8:129-161. (Germany) Harris, Joseph. The African Presnece in India Contemporary Issues Reskin, Barbara F. 1998. The Realities of Affirmative Action in Employment. American Sociological Association. Marquart, James W., Sheldon Ekland-Olson, and Jonathan R. Sorensen. 1994. The Rope, the Chair, and the Needle: Capital Punishment in Texas, 1923-1990. University of Texas, Austin. US Census Bureau. Income 1998-Graph of Median Household Income. Nov. 29, 1999. Migration, Racism and Identivty: The Caribbean Experience in Britain. New Left. (Journal) Britain. (incomplete) Page, Helan Enoch. 1999. No Black Public Sphere in White Public Space: Racialized Information and Hi-Tech Diffusion in the Global African Diaspora. Transforming Anthropology. 8: 111-128. Women, Men, and Gender: Past & Present Drake, St. Clair. 1990. Black Folk Here and There.(Volume 2) University of California Press, Los Angles. Staples, Robert. 1971. The Myth of the Impotent Black Male. The Black Scholar. June. Steady, Filomina Chioma. 1987. African Feminism: A Worldwide Perspective. In Women in Africa and the African Diaspora. By Rosalyn Terborg-Penn, Sharon Harley, Andrea Benton Rushing. (ed.) Howard University Press. McIntosh, Peggy. 1987. Understanding Correspondences Between White Privilege and Male Privilege through Womens Studies Work. National Womens Studies Association Annual Meeting. Lebeuf, Annie M.D. 1974. The Role of Women in the Poltical Organization of African Societies. In Women of Tropical Africa. Edited by Denice Paulme. University of California Press. Fra-Molinero, Baltasar. 1995. The Condition of Black Women in Spain During the Renaissance. In Black Women in America by Kim Marie Vaz.(ed.) Sage Publications, Inc. Gerzina, Gretchen. 1995. Black London: Life before Emancipation. Rutgers University Press. Scobie, Edward. 1992. African Women in Early Europe. In Black Women in Antiquity. By Ivan Van Sertima (ed.). Transaction Publication. Construction of Whiteness and Intersecting Diasporas in the USA Lipsitz, George. 1998. The Possessive Investment in Whiteness. Temple Publishers. Hillerman, Tony. 1973. The Great Taos Bank Robbery. Harper & Brothers Publishers. Taylor, Clyde. 1996. The Re-birth of the Aesthetic in Cinema. In The Birth of Whiteness: Race and the Emergence of U.S. Cinema. By Daniel Bernardi. (ed.). Rutgers University Press. Brodkin, Karen. 1998. How Jews Become White Folks and What That Says about Race in America. Rutgers University Press. Takaki, Ronald. 1993. A Different Mirror: A History of Multicultural America. Little, Brown and Company. Light, Ivan. 1987. Ethnic Enterprise in America: Japanese, Chinese, and Blacks. In From Different Shores: Perspectives on Race and Ethnicity in America. By Ronald Takaki (ed.). Oxford University Press. 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