AFRI200 SPRING 2024
INTRO TO AFRICANA STUDIES M/W 10AM-11:50AM GAIGE 202 Syllabus Professor Sherri V. Cummings scummings@ric.edu Craig Lee 447 Office Hours: by appointment
We honor and Rhode Island College sits on the traditional homelands of the respect the many Narragansett and Wampanoag diverse Indigenous peoples. Additionally, the college, peoples still like many other institutions in Island, is not devoid of connected to this Rhode historical linkages to the African land on which slave trade in the Americas. It is we gather. important to understand the longstanding history that has brought the college to reside on this land, and to seek to understand our roles within that history. These acknowledgments commit me to a lifetime of historical work dedicated to reclaiming the voices and experiences of those Indigenous and African peoples and their descendants today.
Prof. Sherri V. Cummings | HIST101-02 Spring 2024 | Page 2
ubuntu [oo-boon-too] ‘Ubuntu ngunmuntu ngabantu’ To be human is to recognize the humanity in others. - Nguni, South Africa This course is taught in the spirit of “Ubuntu” meaning I Am Because You Are. Ubuntu embodies all the virtues that maintain harmony and the spirit of sharing among the members of a society. It applies an appreciation of traditional beliefs and a constant awareness that an individual’s actions today reflect the past and will have far reaching consequences for the future. It is my intent that students from diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, a source of strength and overall benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Moreover, I am attentive to real world realities. If any of our meetings pose a personal conflict, please let me know. Prof. Sherri V. Cummings | HIST101-02 Spring 2024 | Page 3
This course counts as a
Africana Studies more broadly, is an interdisciplinary
Gen Ed Social / Behavioral
and multidisciplinary approach to studying and
requirement. It also fulfills
understanding the experiences of African people and
the requirement for the
African-descended people across the Diaspora. It grew
Africana Studies major or
most directly out of campus demands made by black
minor. For more information
students, and their allies and supporters, during the mass
visit the Africana Studies
protest movements of the late 1960s and early 1970s. This
informational site.
course is an introduction to the field of Africana Studies. We will examine the development of Africana Studies
from its emergence in the Black radical struggles of the 1960s, to the present, by examining major diaspora paradigms, theories and methodologies. What are the historical formations and contemporary events that have shaped the “Black experience?” These events include the formation of Black Atlantic communities and the navigation of their quotidian lives in the wake slavery, colonization and memory /re-memory.
LEARNING GOALS & OBJECTIVES
1. 3.
Critically examine primary and secondarysources to comprehend the experience of African and Afrodescended people across the Diaspora.
Critically synthesize your own thoughts about the history of Black individuals across the Diaspora, specifically as it pertains to legacies of race and the lasting effects of transatlantic slavery.
2.
Comprehend what the African Diaspora is and how it pertains to Africana Studies.
4.
Demonstrate your understanding of the Black experience through dialogue, required course work, written responses, quizzes, and final project.
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COURSE STRUCTURE & REQUIREMENTS
In this course we will be examining the interdisciplinary field of Africana Studies through theories, methodologies and discourses relevant to the experiences and intellectual contributions of Africans and their descendants throughout the African Diaspora. In doing so, we will collectively engage in dialogue based on class lectures and discussions. Students
are expected to come to class regularly and ready to actively engage. Readings must be completed before each class and your participation in the discussions are critical.
REQUIRED TECH:
LAPTOP
INTERNET CONNECTION
RELIABLE BROWSER
GOOGLE DRIVE
REQUIRED BLACKBOARD ACCOUNT
In addition to course readings, students are also responsible for: 1. a 250-300 word reflection based course readings, lectures, and discussions. Writing reflections aims to demonstrate your understanding of the course work, your critical opinions and thoughts, and provide evidence to support your claims. Furthermore, your reflection can help you develop critical reading skills and formulate coherent arguments. Therefore, your reflection should be clear, thoughtfully crafted and be grammatically and structurally correct. 2. Four take home essay quizzes to access your understanding of topics discussed. 3. A Film Critique based on work that focuses on the Black experience. A detail list will be provided. 4. A final project. Information will follow once the semester is underway.
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COURSE RUBRIC
I firmly believe that what you put into this course is what you will get out of it. In short, do the required work and you will be just fine. Failure to complete all required assignments will result
in an “Incomplete” (IN) grade. It is up to you to communicate with your advisor and me to see how you can rectify your grade. If you do not do so in a timely manner, you will receive a failing grade.
• Reflection
20%
• Quizzes
25%
• Film Critique 25%
Grade Breakdown at RIC 95 - 100 90 - 94 87 - 89 84 - 86 80 - 83 77 - 79
A AB+ B BC+
74 - 76 70 - 73 67 - 69 64 - 66 60 - 63 Below 60
C CD+ D DF
• Final Project
30%
RESOURCES
The Writing Center, located on the lower level of the Adams Library is an informal, comfortable space in which writers can talk about their writing concerns with people (peer tutors) who are willing to listen, share, and respond. We believe that what writers need most is an informed audience of readers as
well as active discussion about how writing happens. Thus, the tutoring appointment consists of reading, writing, and discussion. The goal of these writing conversations is to help students learn about their processes as they work through the writing assigned in their classes. People who use the Writing Center on a regular basis usually develop a heightened awareness of their writing process, discover a variety of strategies for working through their papers, and develop stronger pieces of writing. If you are having difficulty with writing or would like more information or assistance, consult the Writing Center. The Writing Center’s goal is to work with writers to explore and develop their ideas, to become aware of the needs of their readers, and to learn the rhetorical and syntactical strategies necessary for effective communication. To make an appointment, email: https://ricmywconline.com
The Disability Services Center (DSC) at Rhode Island College is the College’s designated agent for determining eligibility, facilitating access, and coordinating accommodations for qualified individuals with disabilities. Students requesting adjustments, modifications, or services related to a disability should register with the DSC to determine eligibility. Students can request and manage their accommodations through the online portal, Accessible Information Management. Prof. Sherri V. Cummings | HIST101-02 Spring 2024 | Page 6
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another. – Nelson Mandela
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COURSE SCHEDULE
All course readings are on Blackboard and organized by date unless otherwise noted. This course schedule, related readings and requirements are subject to change without notice.
1.17 | Introduction to the course, specifics and review of syllabus. 1.22 | How do we characterize thinking like scholars of black studies? Readings:
Darlene Clark Hine, “A Black Studies Manifesto: Characteristics of a Black Studies Mind,” 2014. 11–15.
1.24 | Critical Race Theory and its Miscontents Readings:
Ashley Robertson Preston, “Florida’s Rejection of African American Studies Reflects the Historical Fight for Black
Education.” Ms. Magazine (blog), February 2, 2023. Online
The Providence Journal. “Bill Would Prohibit Teaching ‘Divisive Concepts’ on Race in RI.” Online
2021 - H 6070 State of Rhode Island, “An Act Relating to Educaton Curriculum”
1.29 | Student Voices and the Push for Africana Studies In-class Documentary Discussion: Agents of Change: The Longest Student Strike in U.S. History. 1.31 | How do we begin to examine the Black experience? Readings:
Daudi Ajani ya Azibo, “Articulating the Distinction Between Black Studies and the Study of Blacks...”
Beverly Guy Sheftall, “Black Women’s Studies: The Interface of Women’s Studies and Black Studies.”
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2.5 | The Danger of Telling a Single Story Readings:
Michel-Rolph Trouillot, “The Power in the Story.” 17–38.
Chimamanda Ngozi Adichie. “The Danger of a Single Story | TED Talk.”
2.7 | Grounding Theories in Africana Studies Readings:
Marquita Pellerin, “Benefits of Afrocentricity in Exploring Social Phenomena: Understanding Afrocentricity as a Social
Science Methodology,” (2012).
Dickson D. Bruce, “W. E. B. Du Bois and the Idea of Double Consciousness.” (1992): 299–309.
Clenora Hudson-Weems, “Africana Womanism,” (2020) 12pgs
2.12 | Rhode Island and the Businees of Slavery Readings:
Christy Clark-Pujara, “The Business of Slavery and the Making of Race,” ( 2016), 10-40
Christy Clark-Pujara, “Living and Laboring Under Slavery,” (2016), 44-60
2.14 | Turning Captive Bodies into Commodified Flesh Readings:
Sowande’ Mustakeem, “Blood Memories,” in Slavery at Sea, (2016), 76-105
Hortense J. Spillers, Mama’s Baby, Papa’s Maybe: An American Grammar Book, ( 1987), 64-81
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2.19 | Praise Song for Zora Neale Hurston Documentary Discussion: American Experience | Zora Neale Hurston: Claiming A Space | Season 35 | Episode 2 | PBS, 2023. 2.21 | Praise Song for Toni Morrison Documentary Discussion: “Toni Morrison: The Pieces I Am” | Netflix. 2.26 | W.E.B. DuBois and the Philadelphia Negro Readings:
Marcus Anthony Hunter, “W.E.B. Du Bois and Black Heterogeneity: How The Philadelphia Negro Shaped American
Sociology.” (June 2015): 219–33
2.28 | Black Psychology Readings:
DeReef F. Jamison, “A Critical Review of Conceptual and Methodological Issues in Africology as Seen Through the
Paradigmatic Lens of Black Psychology,” 2008.
3.04 | Religion Through an Afrocentric Lens Readings:
Nana Osei Bonsu, “African Traditional Religion: An Examination of Terminologies Used for Describing the Indigenous
Faith of African People, Using an Afrocentric Paradigm,” 2016.
Mambo Ama Mazama. “Afrocentricity and African Spirituality.” Journal of Black Studies 33, no. 2 (2002): 218–34.
3.6 | Understanding the Africana Temporal World Readings:
Lucius T. Outlaw, “Africana Philosophy: Origins and Prospects,” (2005), 90-98.
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3.11.2024 - 3.17.2024 SPRING BREAK 3.18 | Understanding US Politics Readings:
Katherine Tate, Kevin L Lyles, and Lucius J Barker. “A Critical Review of American Political Institutions,” 2007.
3.20 | A Financial Mindset Readings:
Caroline Shenaz Hossein, “The Legacy of Cooperatives among the African Diaspora.” (2021): 171–94.
3.25 | What is “Black Education? Readings:
Watson-Vandiver, Marcia J. “Social and Historical Context of Black Education,” (2021.
3.27 | The Precarity of Black Maternal Health Readings:
Deirdre Cooper Owens and Sharla M. Fett. “Black Maternal and Infant Health: Historical Legacies of Slavery.”
(2019). 1342–45. 4.01 | Black Mental Health Awareness Readings:
Ravi S. Ramasamy, Alysha Thompson, and Shannon Simmons. “Responding to Acute Mental Health Crises in Black
Youth: Is It Safe to Call 911?” (2023): 1–8.
4.03 | Black in Cyberspace Readings:
Charlton D. McIlwain, “The Battle for Black Cyberspace,” in Black Software: The Internet and Racial Justice, from the
Afronet to Black Lives Matter. (2020), 121-144
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4.08 | The Black Experience and Music. Film Discussion: Chevalier - avialable on streaming platforms 4.10 | Black Performance and Theater Readings:
J.C. Graft “Roots in Africana Drama and Theatre,” (2002), 18-38
4.15 | Visual Perspectives with Emphasis on the Homegrown. Readings:
James E. Newton, “Slave Artisans and Craftsmen: The Roots of Afro-American Art.” ( 1977): 35–42.
4.17 | Final Project Workshop 4.22 | Final Project Workshop 4.24 | Final Project Workshop 4.29 | Closing Remarks
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NOTES:
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NOTES:
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Prof. Sherri V. Cummings | scummings@ric.edu