Results for AFRICAAM

Introduces the language and sounds of jazz through listening, analysis, and compositional exercises. Students apply the fundamentals of music theory to the study of jazz. Prerequisite: Music 19, consent of instructor, or satisfactory demonstration of basic musical skills proficiency on qualifying examination on first day of class. This class is closed by design. Please register on the waitlist and show up on the first day of class to receive a permission number for enrollment.

Students to engage in an intellectual discussion about the African Diaspora with leading faculty at Stanford across departments including Education, Linguistics, Sociology, History, Political Science, English, and Theater & Performance Studies. Several lunches with guest speakers. This course will meet in the Program for African & African American Studies Office in Building 360 Room 362B (Main Quad). This course is limited to Freshman and Sophomore enrollment.

The Chocolate Heads Movement Band will engage in an interdisciplinary project-based course to develop collaborative choreography and installation art with visual and musical components. How can we attune our senses to perceive the subtleties of our surroundings? How can we learn to perceive the magic hiding in plain sight? The Autumn '23-'24 project will make use of remixing strategies, deep listening practices, and outdoor exploration to animate these questions in a multisensorial performance piece. We will cultivate an imaginary garden full of wild, surprising, and mysterious entities. Taking inspiration from landscape architecture, textiles, lighting, and projection design, we will bring the outside world in to create a dance and performance ecology. The course will feature collaborations with guest scientists, artists, and somatic practitioners. Our garden is open to all forms of creative expression and all levels of experience; we invite dancers, movers, and emerging creators of all styles and backgrounds. WEEK 1: TU 9/26--Introduction to the Project & CHs Band; THU 9/28--1st Audition Workshop. Contact Aleta Hayes (ahayes1@stanford.edu) for more information.

(History 55F is 3 units; History 155F is 5 units.)This course explores the causes, course, and consequences of the American Civil War. The Civil War profoundly impacted American life at national, sectional, and constitutional levels, and radically challenged categories of race and citizenship. Topics covered include: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problems and personal experiences; the horrors of total war for individuals and society; and the challenges--social and political--of Reconstruction.

Beginning in 16th century West Africa and ending in the 19th century United States, this course will survey the religious, cultural, and experiential histories of African-descended people in the Atlantic world. From the early histories of the slave trade to the violence of American racial hierarchies, we will delve into the cosmologies, practices, rituals, aesthetics, and other cultural expressions of free and enslaved Africans and their descendants in the Americas, with a particular emphasis on the United States. What did Africa mean to those displaced from their ancestral homelands? How did African descended people perceive, navigate, and resist their racialization? How did they reshape the Americas through their intellect, creativity, and culture? Prioritizing the voices, thought, and sensory registers of the persons involved in these historical processes, this course will explore African Americans' experiences - from the spectacular to the quotidian - as windows into the human experience.

Beginning in post-1865 and ending in the present-day, this course examines African American life, history, culture and the development of the field of African American Studies. This interdisciplinary course will explore various historical, political, social, and artistic themes that impact our understanding of Black life and identity. To do this, we will draw from a broad range of scholarship to introduce students to the intellectual history of African American Studies as a field of study--its genealogy, development, and major debates. Though most of the course will focus on the United States, time will be dedicated to how to place the history of African Americans in the United States within a global context. Students will be exposed to a range of topics to develop a critical understanding of various movements in Black history and key concepts such as Black feminisms, mass incarceration, transformative and restorative justice, Afrocentricity, Pan-Africanism, and the African Diaspora.

While centering the Black experience, this course will also take a comparative view of Diaspora Studies to establish modes of confluence and difference between the Black diaspora and other worldwide diasporas. Issues to be discussed will include questions of definition and nomenclature. What is a diaspora and what are its essential features? What are the differences between victim diasporas, labor diasporas, trade diasporas, and ethno-political diasporas? What is the relationship between place and belonging, between territory and memory? How have the experiences of migration and dislocation challenged the modern assumption that the nation-state should be the limit of identification? What effect has the emergence of new communications media had upon the coherence of cultural and political boundaries? How do these questions relate to ideas about cosmopolitanism and its relation to ethical universalism? All of these questions and many more form the subject matter of Global Black Diaspora Studies. The second part of the course will continue to examine the historical and contemporary movements of peoples and the complex issues of identity and experience to which these processes give rise, as well as the creative possibilities that flow from movement and being moved. This will be done through literary examples. Texts to be discussed will include Colson Whitehead, The Underground Railroad, Nella Larsen, Passing, Dionne Brand, What We All Long For, and NoViolet Bulawayo, We Need New Names. This class focuses on literature but will also include film, non-fiction, and scholarly articles. No experience in literary study is expected, and grades are based on class discussion, short reflection papers, and an extended essay or creative project. There are no exams in this class.

An overview of the acute and chronic physical and psychological health impact of sexual abuse through the perspective of survivors of childhood, adolescent, young and middle adult, and elder abuse, including special populations such as pregnant women, military and veterans, prison inmates, individuals with mental or physical impairments. Also addresses: race/ethnicity, gender identity, sexual orientation, and other demographic and societal factors, including issues specific to college culture. Professionals with expertise in sexual assault present behavioral and prevention efforts such as bystander intervention training, medical screening, counseling and other interventions to manage the emotional trauma of abuse. Undergraduates must enroll for 3 units. To receive a letter grade in any listing, students must enroll for 3 units. This course must be taken for a letter grade and a minimum of 3 units to be eligible for Ways credit. Enrollment limited to students with sophomore academic standing or above or consent of the instructor. Human Biology students must enroll in HUMBIO 124 or AFRICAAM 127 or FEMGEN 237. Med/Grad students should enroll in SOMGEN 237 for 2 units.

In this course students will be introduced to a series of Afro-contemporary dance warm ups and dance combinations that are drawn from a broad range of dance traditions of the African diaspora with a particular focus on Afro Brazilian, Afro Cuban and Haitian dance forms, modern dance techniques, and somatic movement practices. Our study of these dance disciplines will inform the movement vocabulary, technical training, class discussions, and choreography we experience in this course. Students will learn more about the dances and rhythms for the Orishas of Brazil and Cuba, and the Loa of Haiti. Dance combinations will consist of dynamic movement patterns that condition the body for strength, flexibility, endurance, musicality and coordination. Through this approach to our warm ups and class choreography, we will deepen our analysis and understanding of how African diaspora movement traditions are inherently embedded in many expressions of the broadly termed form known as contemporary modern dance.

The built environment and the energy systems that meet its requirements is a product of decisions forged in a context of historical inequity produced by cultural, political, and economic forces expressed through decisions at individual and institutional levels. This interdisciplinary course will examine the imprint of systemic racial inequity in the U.S. that has produced a clean energy divide and a heritage of environmental injustice. Drawing on current events, students will also explore contemporary strategies that center equity in the quest for rapid technology transitions in the energy sector to address climate change, public health, national security, and community resilience. Prerequisites: By permission of the instructor. Preferable to have completed Understand Energy ( CEE 107A/207A/ EarthSys 103/ CEE 107S/207S) or a similar course at another institution if a graduate student.

(AFRICAAM/HISTORY 45B is 3 units; AFRICAAM/HISTORY 145B is 5 units.) CREATIVITY. AGENCY. RESILIENCE. This is the African history with which this course will engage. African scholars and knowledge production of Africa that explicitly engages with theories of race and global Blackness will take center stage. TRADE. RELIGION. CONQUEST. MIGRATION. These are the transformations of the 20th century which we shall interrogate and reposition. Yet these groundbreaking events did not happen in a vacuum. As historians, we also think about the continent's rich traditions and histories prior to the 20th century. FICTION. NONFICTION. FILM. MUSIC. Far from being peripheral to political transformation, African creative arts advanced discourse on gender, technology, and environmental history within the continent and without. We will listen to African creative artists not only as creators, but as agents for change.

How and why is land use a contested issue? How can we understand land injustice in light of the Anthropocene, that is, human-induced climate change? How do African knowledges, practices, and experiences inform global debates about environmental, political, and socio-economic well-being? This course considers how racial and colonial thinking and processes compounded discourses about land and examines examples of resistance, legacies of struggle, and possible futures. Centering African perspectives in a global context, we will examine how individual, institutional, and societal conceptions of land are revealed in narratives, practices, and policies created and circulated by Africans as well as outsiders in the continent. We will also analyze how these dynamics have had and continue to have repercussions across the globe. We will engage with diverse written, oral, audio-visual, and digital sources and associated methodologies to explore perceptions of land and land ownership, and discuss various forms of land use including agriculture, pastoralism, conservation, mining, and urbanization, and potential futures.

From street names to monuments, the material sediments of colonial time can be seen, heard, and felt in the diverse cultural archives of ancient and contemporary Africa. This seminar aims to examine the role of ethnographic practice in the political agendas of past and present African nations. In the quest to reconstruct an imaginary of Africa in space and time, students will explore these social constructs in light of the rise of archaeology during the height of European empire and colonization. Particularly in the last 50 years, revived interest in African cultural heritage and preservation raises complex questions about the problematic tensions between European, American, and African theories of archaeological and ethnographic practice.

Poetry Is Not a Luxury * These places of possibility within ourselves are dark... The titles of this course are words thought and dreamed by Audre Lorde in her essay "Poetry Is Not a Luxury" (a version of which was first published in 1977). In this essay she writes: "For within living structures defined by profit, by linear power, by institutional dehumanization, our feelings were not meant to survive. Kept around as unavoidable adjuncts or pleasant pastimes, feelings were expected to kneel to thought as women were expected to kneel to men. But women have survived. As poets. And there are no new pains. We have felt them all already. We have hidden that fact in the same place where we have hidden our power. They surface in our dreams, and it is our dreams that point the way to freedom. Those dreams are made realizable through our poems that give us the strength and courage to see, to feel, to speak, and to dare." In this course we will consider the powers, resuscitations, and strategies found in the texts of a constellation of contemporary Black poets whose work emerges out of Black feminist thought and practices. My hope is that we will together listen toward the possibilities of this work, and through experiments in reading and writing, realize some of what these texts make it possible for us to think and feel and write and be.

Required for seniors. Weekly colloquia with AAAS Director and Associate Director to assist with refinement of research topic, advisor support, literature review, research, and thesis writing. Readings include foundational and cutting-edge scholarship in the interdisciplinary fields of African and African American studies and comparative race studies. Readings assist students situate their individual research interests and project within the larger. Students may also enroll in AFRICAAM 200Y in Winter and AFRICAAM 200Z in Spring for additional research units (up to 10 units total).

Gesturing toward adrienne maree brown's notion of 'emergent strategy,' this course asks us to think in the most radical and imaginative ways possible about two systemic failures that animate what Achille Mbembe has called 'necropolitics' decisions on who lives, and who dies: the police, and climate change. We will look at both the material aspects of police and prison abolition, and climate change and environmental justice, and theoretical approaches to the same. Using works by Ruth Wilson Gilmore, Angela Davis, Alex Vitale, Dino Gilio-Whittaker, Candace Fukijane, Ben Ehrenreich, Amitav Ghosh, Ursula LeGuin and Octavia Butler, our texts put the imagination and the political will to work. This seminar course will be capped at 25 enrollments. I expect to offer this course annually.

Based on Kevin Quashie's 2021 book "Black Aliveness, or A Poetics of Being," this seminar will explore moments of possibility, love, and being in works of literature and art. With Quashie as our guide, we will look closely at poems, stories, photographs, and paintings by, among others, Lucille Clifton, Audrey Lorde, Gwendolyn Brooks, Toni Morrison, Toi Derricotte, Gordon Parks, and Henry Ossawa Tanner. Featuring intense discussion and emphasis on developing powers of black aliveness in one's own writing.

This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.