Africa in the New World Interdisciplinary Minor

The Africa in the New World (ANW) Interdisciplinary Minor encourages students to explore Africa and the African Diaspora to the Americas through a range of perspectives. Although at present there is no regular major concentration in Africa and the New World, students may propose a Plan of Study in African Studies or African-American studies.

Spring 2005 Courses

Requirements

To fulfill the ANW Minor, students must choose five courses from at least three departments or programs of the university, bringing to bear the knowledge and perspectives of various disciplines on a single subject. In addition to the five courses, a student is required to complete an appropriate project, such as a thesis, an oral presentation, or a performance, which integrates the knowledge and methodologies of the disciplines involved and must include a written analysis. The integrative project will be given one-half or one course credit under a Center for Interdisciplinary Studies (CIS) 95-96 designation and will receive a letter grade.

PLEASE NOTE:

Courses cannot count for both the ANW Interdisciplinary Minor and the African/African American Culture option.

Courses listed with an asterisk (*) are not centrally concerned with African, African American, or African Diaspora Studies. Students who wish to count these courses for the ANW minor must consult with the course professor first, and must agree to focus all independent work on appropriate ANW topics.

Africa in the New World Interdisciplinary Minor
Fall 2005 Course Schedule

For updated ANW course information please consult our website at www.ase.tufts.edu/anw . Courses listed with an asterisk (*) are not exclusively concerned with Africa and the New World material. Students who wish to count these courses for the ANW minor must consult with the course professor first, and must agree to focus independent work on appropriate ANW topics. Please contact the ANW office at anw@tufts.edu.

*AMER 0012-01 Race In America
Wu Block 7
In 1903, the famous African American scholar and activist W.E.B. DuBois said, "the problem of the 20th century is the problem of the color line." Many people today believe that race will continue to be "the" issue of the 21st century. In this course, we will examine the meanings of race in modern America , analyze the root causes and consequences of racist ideologies, and discuss current and future activist approaches to the issues raised by racist theories and practices. Our study will be multicultural in focus, with attention being given to Asian American, Native American, African American, European American, and Latino/perspectives. Questions we will ask include: How is race defined in the USA ? Who defines it? How is it experienced? Who experiences it? What is its role in our lives as individuals, members of groups and of society at large? The course will be interdisciplinary, emphasizing in particular social science and arts/humanities approaches; active student participation will be an important component.

AMER 0081-01 Constructions of Whiteness
Coleman Block 8
This course is designed to examine the implicit foundations of national whiteness in the US . Particular attention will be given to the theoretical, philosophical, and ideological studies of the 'non-minority'. Through an in-depth examination of literary, scientific, and visual texts, students will explore the disbursement of the 'minority' and the 'non-minority' figure within the socio-political framework of the U.S. We will investigate the meanings of an American histology of race by examining late 19th century and early 20th century definitions of 'whiteness' and 'otherness'.

AMER 0140-01 Imaging Black Freedom in Haiti and the Americas
Cantave Block J+
This course examines the creation of a Black nation state during a key moment in the history of the Americas . We explore Haiti 's long history in the Western imagination and how Haiti , and the Haitian people's struggle for black freedom in the West, frame past and current struggles for freedom in the United States and in the Caribbean . Haiti continues to complicate notions of nationhood, and blackness in a hemisphere dominated by a U.S. historical record that narrowly defined freedom and access for all. The Haitian Revolution placed black freedom in a national, geographical context that the colonial powers had to contend with in written policy. Using the ideals of the Haitian Revolution as our center, we explore other revolutionary moments in the 200-year-old struggle for black subjectivity in the Americas . We will read texts by Jacques Stephan Alexis, Edwidge Danticat, Lilas Desquiron, Herman Melville, and Myra Montero. We will also view films by Julie Dash, Raul Peck, Euzhan Palcy, and Jonathan Demme.

• “I joined the guerillas to escape. I thought I'd get some money and could be independent.” (Girl soldier with FARC in Columbia )
• “Other trainees, if they were caught trying to run away, their hands and feet were beaten with a bamboo stick.” (Boy abducted at age 13 by government forces in Myanmar [ Burma ])
• “I joined the Mahdi army to fight the Americans.” (12-year-old boy in Najaf , Iraq )

Children and youth are used as soldiers in armed conflicts all over the world. Those who do not become fighters are often displaced and separated from their families. In this full-credit discussion-based class for Freshmen only, we will explore the lives of children and youth in war zones through the lens of Anthropology. Why are children and youth used as combatants? How are they recruited and trained? How do armed groups retain them? What are young peoples' experiences as fighters or camp followers? What are the challenges of disarming and reintegrating them after conflict? How do the lives of young combatants differ from those of noncombatants,and how do the experiences and needs of girls differ from those of boys? How do cultural ideas about childhood and youth shape these experiences? We will explore these questions through a focus on children and youth in African and Latin American conflicts. As a final project, members of this class will collect materials for a post-9/11 comparison of children and youth in Iraq , Afghanistan , and the USA .

Prerequisite: Freshmen only

ANTH 118 Culture & Power in Africa
TBD Block M+
Instead of viewing culture in Africa as a static, “traditional” way of life that is “corrupted” by Westernization, we will explore people's creativity as cultural actors. Both in the past and today, people in African rural and urban communities alike reshape their cultural ideas and practices with new historical circumstances. In conditions of unequal power such as the slave trade, colonialism, labor migration, postcolonial domination, and globalization, African cultural practices do not simply wither away or become “deformed.” Through the dynamic production of culture, people address processes of modernity and often seek to reshape them in new forms of religion, new forms of ethnic, cultural, cultural, and gendered identity, new legal practices, and new syntheses of art, music, and drama. In this course, we will explore this production of culture through studies in West, East, and Southern Africa.

Prerequisite: Sophomore standing or consent.

ANTH 149C Music, Blackness, Caribbean Latinos
Rivera Block J+M+
Blackness and latinidad (Latinoness) are too often imagined as discreet categories that do not intersect. This course explores the ways in which they do intersect using Caribbean Latino history, identities and musical expressions as examples (from "traditional" Afro-Caribbean music like Dominican palos, Puerto Rican bomba and Cuban rumba, to more recent genres like salsa, rock, hip hop and reggaetón). This course explores the similarities and differences among Spanish Caribbean Latino groups, and also the cultural convergences between Spanish Caribbean Latinos, African Americans and non- Latino Caribbeans. The assigned readings, films and recordings examine the historical and social contexts from which these musical forms have emerged (both in the Caribbean and in the United States ), highlighting the intricate relationship between music, race, ethnicity, national identities, migration, gender and commercialization.

Prerequisites: Sophomore standing

Note: cross-listed as Soc 188b

ANTH 149A Sophomore Seminar: Performance & Politics
Stanton Block 6
This seminar will explore the interweaving of the political and the performative in human cultures. We will explore at the political dimensions of many forms of performance and display (for example, parades, films, plays, festivals, reenactment, museum exhibits, visual art and monuments) as well as the performative aspects of such explicitly political behavior as election campaigns, legal proceedings, speeches, party conventions, and military display. The class will consider how different groups may make use of various performance forms to support, legitimate, challenge, or re-make nation-states and other political systems. We will examine how performative or symbolic violence may relate to actual violence, and some of the complex ways in which performances— often drawing on notions of authenticity and tradition—can be used to articulate and negotiate many kinds of cultural differences. Course materials will be drawn from a wide range of time periods and human cultures, but there will be an emphasis throughout on performance and politics in the U.S. , particularly relating to race and nation-building. The iconic figure of Abraham Lincoln will serve as a case study, connecting the course thematically with the exhibit “Forever Free: Abraham Lincoln's Journey to Emancipation” at Tisch Library during the fall of 2005. We will consider Lincoln both as a political performer in his own right and as a potent symbol invoked in countless performance forms over the past century and a half.

ANTH 149D Royal Arts of Africa
Probst Block L+
Based upon a critical examination of what royal African arts reveal about the nature of kingship and ideas about the divine in Africa , the lecture will focus on three dimensions of art: 1. art as a medium of representation (enhancement, and sublimation of political status) 2. art as a medium of communication (particularly communication with deities, spiritual beings, by sacrificial offerings) and 3. art as a medium of remembrance. (art as a means to arrest, store and report about the past).

Note: cross-listed as FAH 006

BIO 97WW Contemporary Biosocial Problems in America
Feldberg Block G+G
An analysis of the uses and misuses of biological knowledge in modern America . Topics will include bioethics, the interplay between biology and social ideology, biological aspects of sexual identify and sex roles, genetic determinism and stem cell research. This course will utilize writing as a way of learning and students will have an opportunity to analyze written work and to improve their own writing. Grading based on classroom participation, two papers and several written responses to the course material. Prerequisites: One course in biology.

BIO 107 Humanitarian Policy and Public Health
Almedom Block F
Introduction to humanitarian policy and practice in complex emergencies with particular reference to health. Issues in environmental health, nutrition and program design are examined from public health and anthropological perspectives. Also covered are anthropological and participatory tools of investigation and analysis applicable to humanitarian emergency settings. Prerequisite: Biology 13 or 14 & 1 nutrition or community health course.

CEE-137 Public Health
Gute Block E+
An introduction to the public health approach is provided. The epidemiological model of the disease process is used to study a variety of infectious and noninfectious diseases. The wide variety of nonmedical approaches to disease control is emphasized. The public health aspects of vital statistics, evaluation, and administrative decision making are introduced and applied to current problems in public health. Fall.

DNC 61 West African Ewe Dances
Locke Block H+
Traditional dances of the Ewe people of West Africa (Ghana). The movement style ranges from dances with vigorous torso movements to those with graceful arching gestures of the arms. Songs and drumming included. The class will culminate in a performance with the Tufts African Music Ensemble (Kiniwe).

*EC 30 Environmental Economics and Policy
Shimshack Block H+
An examination of the uses and limitations of economic analysis in dealing with many of the environmental concerns of our society. Public policies concerning the environment will be evaluated as to their ability to meet certain economic criteria. Prerequisite: Economics 1 (Micro).

*EC 35-01 Economic Development
EC 35-02 Economic Development
Tan & Dapice Block K+ & D+
Problems in the growth of underdeveloped economies. Emphasis on quantitative models of economic growth at low levels of income and on the testing of various hypotheses proposed to explain underdevelopment. Consequences of market structures, population growth, externalities, institutions, and political factors for economic development. Prerequisites: Economics 1 and 2.

*EC 36 Macroeconomic Analysis for Development
TBA Block K+
Macroeconomic policies for developing countries and implications for growth and development. Orthodoxy, heterodoxy, shock therapy, and gradualism. Seignorage, fiscal policy, and debt sustainability. Exchange rate management and capital flows. Political economy and political reform strategies. Country studies and cross-national statistical studies from developing and transitional economies. Prerequisites: Economics and 1 and 2.

*EC 60 International Economics
Abdullah Block H+
Analysis of the economic effects of trade among nations. Determination and stabilization of exchange rates; regulation of commerce through various commercial policies; the United States balance of payments; the impact of international trade on price, incomes, and employment in the participating nations; international agencies and agreements affecting world trade. Custom unions and common markets, world liquidity problems. Not open to students who have taken or are currently taking Economics 161 or its equivalent. Prerequisites: Economics 1 and 2.

*EC 139 Transition Economics
Eggleston Block F+
Analysis of the economics of transition from central planning to a market-based economy. Topics may include characteristics of socialist economies, theories of transition, transformational recession, stabilization, privatization, labor markets, financial development, trade, social safety nets, and institutional reform. Prerequisites: Economics 11 and 12.

*EC 161 International Trade
Brown Block C
Historical development of the theory of international specialization and exchange. Subsequent topics include trade and imperfect competition, trade policy, and economic warfare. International factor movements, international trading system, and policy tools of trade intervention and their welfare implications. Prerequisite: Economics 11.

*ENG 0045 Non-Western Women Writers
Roy Block E+
This course is designed to introduce you to the diversity of women's writing from countries often referred to as "third world." Through an eclectic selection of texts, the course will explore some of the key concerns of women in places such as South Asia, the West Indies, Africa and Latin America. We shall be concerned also with issues of literary technique, genre and representation. We shall focus on the connection between literary texts and the social and political contexts within which the writing was produced. Authors will include Ama Ata Aidoo, Marta Traba, Joan Riley, Anita Desai, Merle Hodge among others.NOTE: This course counts towards World Civilization, Women's Studies, Africa and the New World and Peace and Justice.

*ENG 0091B Sisters, Daughters, Mothers
King, S Block M+
Almost all great literature on some level involves an exploration of human relationships. While the texts we read in this course reflect a wide range of voices and experiences, they share a common thread in their presentation of the multiplicity of roles that women play throughout their lives. Through narratives that unfold like densely layered tapestries, the lives portrayed in these texts are woven together in complicated patterns of mother-daughter, sister-to-sister and inter-generational ties that sometimes restrict, and at other times liberate, the characters. Looking across cultures and genres, this course will explore works by such Afro-Caribbean writers as Jamaica Kincaid and Edwidge Danticat; semi-autobiographical works by Latinas such as Sandra Cisneros, Cristina Aguilera and Esmeralda Santiago; short fiction by Gish Jen and Jhumpa Lahiri; and emerging cross-racial and cross-national voices like that of Zadie Smith.

ENG 0091C Representing Horror: The Middle Passage and American Slavery
Rodríguez, B Block D+
This course focuses on the challenges that the horrors of slavery pose to representation. We will begin with readings of the artifacts, objects, and genres generated by and depicting the Trans-Atlantic slave trade. For instance, we will read Olaudah Equiano's account of the Middle Passage together with the infamous schematic Description of a Slave Ship, an image of the hold of a slave ship that continues to be widely reproduced. We will compare these narrative accounts of the Middle Passage with the records produced by the Trade to show, for instance, that Equiano describes the horrors of the Middle Passage as unspeakable at the same time that he calls attention to the careful economic equations structuring the Slave Trade. Likewise, the authors of the Description signify on the packing instructions generated by the Trade's captains: the Description of a Slave Ship interprets Dolben's Act, a 1788 regulatory law intended to boost the industry's profits by decreasing its mortality rates, to document the Trade's precise calculations of the body's requirements for survival. Over the course of the semester, we will investigate the ways that Middle Passage text contextualize a sustained discussion of the law in the African American literary tradition, defining it as a manifestation of a traumatic history. Readings for the course will also include contemporary texts that also depict the horrors of slavery, including "Middle Passage" (1945) by Robert Hayden, Middle Passage (1990) by Charles Johnson. We will also read texts that depict new world slavery including Gayl Jones' Corregidora, Edward Jones' The Known World, and Valerie Martin's Property.

ENG 0091D Screening for Race
King, S Block 8
For better or for worse, some portion of how we perceive race and ethnicity is influenced by how racial difference or "otherness" is portrayed on the silver screen. In addition to examining how race is constructed in movies, by whom, and who--racially speaking--is the intended audience, this course will explore how racial representation has evolved or stagnated in mainstream film, and to what extent it creates or reflects prevailing racial attitudes and assumptions. To do this, we will view films in pairs, juxtaposing "classic" treatments of ethnicity from Hollywood 's Golden Years with more contemporary, mainstream examples. Classic films include To Kill A Mockingbird, Imitation of Life, Guess Who's Coming to Dinner and Giant, placed alongside their more contemporary counterparts such as The Green Mile, Monster's Ball, Jungle Fever and Lone Star.

*ENG 0145 American Realism
Ammons, E Block F+
We will examine fiction, prose, and film from 1880-1920, a period of unusual social upheaval and conflict that offers striking insights into a number of important issues today, including contemporary racism, anti-immigrant policies and attitudes, modern feminism, anti-Semitism, and changing sexual mores. Our study will be multicultural in focus-we will read works by African American, Native American, European American, Asian American, and Mexican American writers-and we will place major emphasis on analysis of social issues in the literature. Also we will study how narrative form was experimented with-questioned, altered, invented-as writers and early filmmakers helped generate what we now recognize as the modern period. We will ask: How do fiction and film operate as social criticism? Who gets to create art in America -and who does not? Class will be run on a discussion basis and authors will include Zitkala Ša, Henry James, W. E. B. Du Bois, Anzia Yezierska, Pauline Hopkins, María Cristina Mena, Charles Chesnutt, Edith Wharton, Sui Sin Far, and Upton Sinclair. Also, we will view and discuss D. W. Griffith's The Birth of a Nation (1915); a contemporary film about American Indian issues during the period; and a documentary about Asian American immigration, Ancestors in the Americas : Sailors, Coolies, and Settlers. Writing assignments will encourage students to do research and to experiment in one of the two papers with writing prose fiction.

*ENG 0191A Different Voices: Multicultural America before 1860
Ammons Block G+
Who was here before 1860? How do we recover a multicultural range of voices and texts? We will concentrate on the first half of the 19 th century, dividing our time equally among African American writers such as David Walker and Harriet Wilson, Native American writers such as William Apess and John Rollin Ridge, white European American writers such as Nathaniel Hawthorne and Harriet Beecher Stowe, Chinese American authors such as Hab Wa and Tong K. Achick, and Mexican American writers such as Juan Nepomucen Seguin and María Amparo Ruiz de Burton. Also, we will read an American slave narrative originally written in Arabic, and selected videos and readings in history will be part of our study. As we consider diverse voices and texts, we will ask: Which are remembered and taught and which are not? Why? The course gives special attention to the literary forms that authors use to express new and often insurgent views; and throughout we will think about the relevance of this material to our lives today. Class will include active student participation and here will be a field trip to the only known standing slave quarter in New England.

ENG 0191H Toni Morrison
Rodríguez, B Block B+
This course will focus on the work of Toni Morrison, the winner of the 1993 Nobel Prize for Literature. We will read a number of Morrison's novels, including The Bluest Eye, Sula, Song of Solomon, the Pulitzer Prize-winning Beloved, and her latest work, Love. Our reading list will also contextualize the range of Morrison's influence on the American Literary Tradition, focusing both on works that Morrison edited, and on others that-- together with Morrison's early novels--signaled the flourishing in the 1980s of African American women's writing; we will read Gayl Jones' Corregidora and Maya Angelou's I Know Why the Caged Bird Sings, among others. Our approach to these texts will be informed by Morrison's Playing in the Dark: Whiteness and the Literary Imagination and by other important secondary critical and theoretical articles.

FAH 6 The Royal Arts of Africa
Probst Block L+
Based upon a critical examination of what royal African arts reveal about the nature of kingship and ideas about the divine in Africa , the lecture will focus on three dimensions of art: 1. art as a medium of representation (enhancement, and sublimation of political status) 2. art as a medium of communication (particularly communication with deities, spiritual beings, by sacrificial offerings) and 3. art as a medium of remembrance. (art as a means to arrest, store and report about the past).

Cross-listed as Anthropology 149D.

FAH 191A Seminar: From Primitivism to Postmodernism:
An Introduction to the Study of African Art
Probst Block 11
In the course of the last century hardly any other subject has undergone such dramatic changes than the study of African art. While in the beginning of 20th century the field was still conceived as the study of primitive “Negro Art” expressed in totalizing “tribal styles”, today the discipline appears deeply intertwined in a whole new set of post-modern configurations in which many artists reject the very legitimacy of the label “African” as a correct signifier for their work. Given these circumstances, the aim of the seminar is to understand and analyze the different turns the study of African art has undergone so as to critically locate African art in the global curriculum of art history and anthropology. Authors whose work will be discussed include inter alia Carl Einstein, Leo Frobenius, William Fagg, Herbert Cole, Farris Thompson, Johannes Fabian, Susan Vogel, Rowland Abiodun, Olu Oguibe and Okwui Enwezor.

FR 47 Africa in Text and Film
Smith, P Block 6
The aim of this course is to introduce students to the world of Francophone cultures and literatures through the analysis of texts and films from sub-Saharan Africa , the Maghreb and the Caribbean . We will analyze aesthetic differences among prose versions and cinematographic adaptations of the same "story." Themes include: the status of women in post-colonial " Independence ," the influence of Islam, Christianity and Animism, Music, Decorative arts (masks) We will study the trend towards greater plurality of stories. Questions of Universalism and New Historicism will also be examined. Active class participation; 1 oral presentation; 4 reaction papers (2 pages); one final paper (8-10 pages). The course is conducted in English.

Texts/films and film scripts:

Keita, the Heritage of the Griot (Burkina Faso), Guelwaar (Senegal), La tête dans les nuages, Une vie de boy (Cameroun), La vie sur terre (Mali), Une voix pour l'histoire (Martinique), Masters of the Dew (Haïti), Silences of the Palace (Tunisia), La Nouba des Femmes du Mont Chenoua/Vaste est la prison (Algeria), A Door to the Sky (Morocco), When the Sky Meets the Sea (Madagascar).

HST 150 Race, Class, and Power in Southern Africa
Penvenne Block D+
Continuity and change in Southern African history from the mineral revolution of the late nineteenth century to the present. Themes include regional struggles for land, labor, and political authority within the developing regional economy; strategies to shape the migrant labor system; patterns of urbanization and dispossession; political articulation and recent dismantling of racial segregation and apartheid in the region's core; interrelated experiences of war, exile, refugee status; commitments to political reconciliation; and the issue of economic redistribution.

HST 171 The American South since 1865
Gill Block J+
American South from the end of the Civil War to the present. The nature of race relations and racial conflict, class stratification, and Southern culture within the framework of political, economic, social, and intellectual developments from Reconstruction to the New South Creed of the 1980s.

185JPWW Southern Africa in the Late Twentieth Century
Penvenne Block 7
This course is a Research Seminar. We begin with an overview of the key events and processes for Southern Africa in the late twentieth century. We will explore the various ways to conduct research for this region, and each student will subsequently select a reserch topic in collaboration with the Professor, research, write up and present his or her research seminar paper. This course is taught as a writing workshop. Like scholars everywhere, we will write up our research a draft at a time, and we will write our way through researchproblems. Writing Workshop is required for all students.

MUS 5 Elements of Jazz Improvisation
Smith, JL Block H+
The fundamental musical language of jazz, including scales, modes, chords, and the primary vocabulary of rhythm and melody. Examination of characteristic jazz patterns in rhythm, melody, harmony, and form. Consideration of various styles of jazz improvisation including blues, swing, bebop, and Afro-Cuban. Pedagogy combines study of theory, history, and meaning of improvisation with practice-based learning. Prerequisite: ability to play a musical instrument (including voice), and consent. One course credit.

MUS 12 Blues
Ullman Block G+
Blues as a peoples music. Origins, development, and regional styles; down-home blues, classic blues and urban blues; vocal and instrumental traditions and innovations. Emphasis on such major figures as Bessie Smith, Robert Johnson, Muddy Waters, and B.B. King. No prerequisite. One course credit.

MUS 28 Music of Africa
Locke Block D+
African music is more than drumming! This course begins with a survey of music on the African continent: types of musical instruments, varieties of musical genres, and similarities and differences among Africa =s geographic regions. Materials will include: two books, The Garland Handbook of Africa Music (Ruth Stone, editor), and Africa and Africans (Paul Bohannan and Philip Curtin), and video and audio recordings from the Tufts libraries. Music traditions in Africa are sophisticated and dynamic! The course moves on to an in-depth study of the music-culture of the West African savanna kingdoms where musicians are praise singers, storytellers, and essential in the functioning of powerful kingdoms (e.g. Mali and Dagbon). Materials will include: the new book Mande Music by Eric Charry and field video and audio recordings made in Africa by Professor Locke. African musical rhythm is exciting but not a mystery: it can be learned! The class will study the rhythm of the percussion and vocal music of the Ewe people of West Africa . Materials will be hands-on musical activities in class and selected readings. African music creates community and promotes healing energy! The class will consider the music-cultures of the Apygmies@ of Central Africa and the Abushmen@ of Southern Africa . Materials will include the much-loved book The Forest People by Colin Turnbull. Requirements: three unit tests, one 5-page essay. No prerequisites; no previous musical experience expected. Fulfills various requirements, including World Civilizations. One course credit.

MUS 64-01 Gospel Choir
Patterson Block R 3: 15-5:15 pm (ARR)
The Gospel Choir is a student ensemble that performs works by traditional and contemporary gospel composers. Audition is required. One-half course credit.

MUS 65 African Music Ensemble (Kiniwe)
Locke Block J+
Traditional percussion ensemble music and vocal music from West Africa . Performs on- and off-campus with Kiniwe Dancers (West African Dance class). Requires a two-semester commitment so that the ensemble can become good on this unfamiliar music. Fall semester emphasizes highly polyrhythmic music of the Ewe people. Prior musical experience is helpful but anyone with a good sense of rhythm and physical coordination may try out. Class membership is determined by auditions held during the first two days of class. One-half course credit; letter grade.

MUS 69-01 Jazz Big Band
Smith, JL Block T&R, 4:00-6:00 pm (ARR)
Jazz improvisation, instrumental and ensemble skills are developed through instrumental performance of classic jazz compositions and recent works. The elements of jazz, including swing rhythms, blues and other traditional song forms, and jazz melody and harmony, are introduced. One-half course credit.

MUS 70-01 Jazz Improvsation Ensemble
Okoshi Block M 6:45-9:45pm (ARR)

MUS 70-02 Jazz Improvisation Ensemble
Aruda Block W 6:45-9:45pmJazz improvisation, instrumental and ensemble skills are developed through instrumental performance of classic jazz compositions and recent works. The elements of jazz, including swing rhythms, blues and other traditional song forms, and jazz melody and harmony, are introduced. One-half course credit.

MUS 111 Jazz Composition & Arranging
Smith, JL Block F+
Techniques of arranging jazz and popular compositions for ensembles of various sizes and types. Intensive work on student compositions.

Prerequisite: Music 48 or consent.

MUS 195 Hip-Hop in American Culture
Schloss Block E+
Since its birth almost three decades ago in New York's African American and Latino communities, hip-hop music has become the most influential musical genre in the United States; some hear in its lyrics a cry against poverty and oppression, while others hear misogyny and exclusion. What some see as a postmodernist art form – a creative and diverse collage of appropriated sound – others see as musical theft. Drawing from the disciplines of ethnomusociology, African American studies, culture studies, and linguistics, this course will trace the history of hip-hop, place it in cultural context, define its constituent elements, and explore the aesthetic goals and methods of its participants. Grades will be based on class participation, and a take-home final. One course credit.

PS 76 Soph Sem: Race and class in American Politics
Glaser Block 3
Race and class cleavages in the US and their effect on our politics. Emphasis on how race has impeded a class-based politics in this country. Origins and decay of Jim Crow South American political attitudes toward race and class issues, and urban and social welfare policy. A methodologically focused sophomore seminar.

PS 81 Soph Sem: Politics and global africa
Robinson Block 1
Introducing himself as a “skinny kid with a funny name,” Barak Obama delivered the keynote address at the Democratic National Convention and became both a rising star in American politics and a political phenomenon throughout Africa . This course provides a global context for analyzing political connections between Africans and people of African descent. The idea of “global Africa ” is historicized through the discourses of PanAfricanism, nation-building, Négritude, and multiculturalism. Notions of race, class, political oppression and marginalization are examined in a transnational context. African-American involvement in the anti-colonial and anti-apartheid movements is scrutinized. At the local level, case studies include analysis of modern Afrocentric political movements in Africa , the US , Brazil and the Caribbean.

*PS 105 Constitutional Law
Glater Block H+
The development and application of American constitutional law as interpreted in the leading decisions of the Supreme Court. Included are citizenship, the commerce power, due process of law, and the equal protection of the laws. Recent trends in constitutional doctrine. Prerequisite: sophomore standing.

PS 113 Seminar: Nonprofits and Civil Society
Berry Block 7
The United States has undergone a quiet revolution as government has devolved more and more of its traditional responsibilities onto the nonprofit sector. Social services are now delivered largely by nonprofits while government has tried to shrink itself. There are now close to 1 million registered nonprofits operating in the United States , working in just about every conceivable field. Despite its growth, the nonprofit sector faces serious challenges and some sectors (particularly foundations) have come under significant criticism. Topics in this seminar include volunteerism, philanthropy, advocacy, partnerships, faith-based social services, and the future of the third sector. This course fulfills the Department's methodology requirement. Prerequisite: junior standing.

*PS 114 Social Movements In American Politics
McKissick Block D+
How and why social movements such as civil rights, women's rights, environmentalism, Christian conservatism, and gay rights have transformed American politics. How movements come about, why people join them, and what makes them different from other forms of political organization and collective action. Factors that help social movements gain political advantage, forces that imperil their sustained success, and governmental responses to their policy demands. (Cross-Listed as Peace and Justice Studies 114)

PS 129 African Politics
Robinson Block K+
This course examines issues of political identity, gender relations and citizenship in contemporary Africa - through the prism of democratization and the political dynamics of inclusion and exclusion. It explores political struggles to reverse authoritarian rule, to overturn discriminatory legal and racial orders, and to end various forms of exclusion from citizenship rights. Particular emphasis is paid to the relationship between politics and culture. Cross-listed with Women's Studies and Africa and the New World.

PS 138-02 Politics of Famine
Hall-Matthews Block G+
It is shocking that famines still happen in the twenty-first century, because the means ought to exist to prevent them—or at least to relieve them effectively—by now. This course explores the political factors that have prevented the problem of famine from being solved and have, in some cases, brought it about. It covers a range of historical and contemporary theoretical understandings of famine—from the perspectives both of affected people and those attempting to prevent, relieve or mitigate it—and examines the political, social, and economic circumstances in which famines in India, Ethiopia, Malawi and Sudan, among others, have occurred. Specific themes include the roles and limitations of states, international agencies and both local and international media; the extent to which human rights and democracy are useful in protecting against famine; the relationship between famines and disease, especially HIV/AIDS; and the use of famine as a weapon during conflicts.

*SOC 186 Seminar: International Health Policy
Taylor Block L+N+
This seminar examines health-related dilemmas faced by nations in the post-war period: how they become defined as an immediate threat to the public's health, and how political economy, social structure, political institutions and cultural myths about health and illness affect policy responses in different countries. Strategies to deal with the reemergence of infectious diseases (eg. tuberculosis) are compared with those utilized to combat chronic illnesses (eg. cancer and heart disease). What kind of resources are made available for basic research, for treatment and for prevention in different nations? Who initiates action? How have nations mobilized to meet new or perceived threats to their citizens' health such as environmental hazards and bioterrorism? How do they choose solutions as they debate the appropriate limits to government intervention? What is the role of international organizations in the construction of national policy? Case studies such as infant mortality, cancer, the human form of “mad cow disease”, the global “drug problem”, and AIDS are explored in a comparative context. We will also explore health care system problems, such as cost containment, quality and access, when they bear on nations' policy options.

Prerequisite: Junior standing, two social science courses

Note: cross-listed as CH 186

*SOC 188A Children of Immigrants & Immigrant Children
Aymer Block 5
Millions of children have accompanied parents and relatives into exile and settlement in host countries throughout the world. Researchers are just beginning to examine the issues of parenting, childhood, transnationalism, and identity that immigrant children face. The course will focus on refugee and immigrant communities in the United States and East Africa to highlight the unique parenting patterns that are evident cross culturally, and issues of childhood and adolescence that affect children who arrive as part of immigrant families or rejoin immigrant parents through family reunification policies. Attitudes of citizens in receiving countries, institutional processes that help or hinder assimilation, and policies that encourage or discourage settlement of immigrant children in host countries will be studied.: Prerequisite: Junior standing, Sociology 001, or consent.

SOC 188B Music, Blackness, Caribbean Latinos
Rivera Block J+M+
Blackness and latinidad (Latinoness) are too often imagined as discreet categories that do not intersect. This course explores the ways in which they do intersect using Caribbean Latino history, identities and musical expressions as examples (from "traditional" Afro- Caribbean music like Dominican palos, Puerto Rican bomba and Cuban rumba, to more recent genres like salsa, rock, hip hop and reggaetón). This course explores the similarities and differences among Spanish Caribbean Latino groups, and also the cultural convergences between Spanish Caribbean Latinos, African Americans and non-Latino Caribbeans. The assigned readings, films and recordings examine the historical and social contexts from which these musical forms have emerged (both in the Caribbean and in the United States ), highlighting the intricate relationship between music, race, ethnicity, national identities, migration, gender and commercialization.

Prerequisites: Sophomore standing

Note: cross-listed as Anth. 149C

SWA 1 Elementary Swahili I
Daniel Brown Block M+
Essentials of Swahili grammar, vocabulary, syntax, and usage. Emphasis on active command of basic spoken and written Swahili. Additional conversation/laboratory session to improve speaking, and listening facilities.

SWA 3 Swahili III
Daniel Brown Block D+
Formal review of Swahili grammar and syntax. Readings in Swahili prose and poetry. Prerequisite: Swahili 2 or equivalent.

WL 122 South African Writers
Rosenberg Block J
Survey of modern South African writers, with emphasis on the effects of Apartheid and the anti-Apartheid struggle on the life of the imagination, including literary, film, and theatre evocations of South African life. Writers may include Alan Paton, Lewis Nkosi, J. M. Coetzee, Agnes Sam, Zoë Wicomb, Athol Fugard, Njabulo Ndebele, Miriam Tlali, Breyten Breytenbach, Mongane Serote, Ruth First, Nadine Gordimer, and Besse Head. No prerequisites.