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1 - 10 of 40 results for: AFRICAST

AFRICAST 31: Media and Conflict in Africa (AFRICAST 131)

Introduction to the variety of roles played by local and international media in covering conflict situations across the continent in the late 20t- and early 21st-centuries. The objective is to develop a theoretical and empirical understanding of the media as active participants in conflicts, rather than neutral witnesses. How the media in the African context have become tools for propaganda and for encouraging violence, as well as their role in promoting dialogue, peace and reconciliation between communities. These questions are relevant to the context of contemporary Africa where conflicts fueled by ethnic hatred or democratic aspirations have unfolded along with the development of media and communication technologies. Key concepts such as objectivity, impartiality, hate speech, peace journalism, citizen journalism, and cosmopolitanism, to analyze the role played by the media in case studies in Burundi, Cameroon, Egypt, Ethiopia, Kenya, Nigeria, Rwanda and Uganda. A wide variety of material including: readings drawn from a fields such as media and journalism studies, political sciences, anthropology, and postcolonial theory; linguistic, visual, audio, video and multimedia material produced by news media; and films and documentaries.
Terms: Win | Units: 3-5 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Nothias, T. (PI)

AFRICAST 48S: History of Health, Science and Medicine in 20th Century Africa (ANTHRO 48S, HISTORY 48S)

This course will examine the impact of colonial policies and post-colonial development on patterns of sickness, wellness and health care in twentieth century sub-Saharan Africa. Some topics will include: the role of colonial science in the formulation of ideas about race, colonial epidemics, labor migration and disease, urban health, encounters between African healers and biomedicine, histories of HIV/AIDS, the impact of debt and Structural Adjustment Programs on public health, and the politics of humanitarian interventions in African health. Priority given to history majors and minors.
Terms: Win | Units: 5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Hill, R. (PI)

AFRICAST 81: Media Representations of Africa (AFRICAST 181)

How has Africa been dominantly represented in the media? How are these representations challenged, complexified and reproduced in the postcolonial context? What is the role of African media in these processes? This class is an introduction to the variety of roles played by the media in representing Africa, with a particular focus on the postcolonial context. The topic is particularly relevant to contemporary Africa as the emerging middle-class, economic and cultural globalization, and the uptake for communication technologies are shaping contested images of the continent. You will: develop a theoretical and empirical understanding of the media as instruments of domination but also of resistance; learn how to critically deconstruct media representations in everyday life; understand the challenges of intercultural communication in an unequal world. Key concepts such as: representation, stereotyping, cultural appropriation, afropessimism, afrocentrism, afro optimism, afropolitanism. Readings drawn from media and cultural studies, anthropology, postcolonial theory and literature. In class-analysis of photographs, news articles and broadcasts, PR campaigns, social media, films and documentaries.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Nothias, T. (PI)

AFRICAST 109: Running While Others Walk: African Perspectives on Development (AFRICAST 209)

Throughout the history of modern Africa, Africans have specified their desired future¿development, understood broadly¿and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the leaders installed at independence. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.
Terms: given next year | Units: 5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

AFRICAST 111: Education for All? The Global and Local in Public Policy Making in Africa (AFRICAST 211)

Policy making in Africa and the intersection of policy processes and their political and economic dimensions. The failure to implement agreements by international institutions, national governments, and nongovernmental organizations to promote education. Case studies of crowded and poorly equipped schools, overburdened and underprepared teachers, and underfunded education systems.
Terms: Spr | Units: 5 | UG Reqs: GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Samoff, J. (PI)

AFRICAST 112: AIDS, Literacy, and Land: Foreign Aid and Development in Africa (AFRICAAM 111, AFRICAST 212)

Is foreign aid a solution? or a problem? Should there be more aid, less aid, or none at all? How do foreign aid and local initiatives intersect? A clinic in Uganda that addresses AIDS as a family and community problem. Multiple strategies in Tanzania to increase girls' schooling. These are imaginative and innovative approaches to pressing and contested policy challenges. We will examine several contentious issues in contemporary Africa, exploring their roots and the intense conflicts they engender, with special attention to foreign aid and the aid relationship. As African communities and countries work to shape their future, what are the foreign roles and what are their consequences?
Terms: Win | Units: 5 | UG Reqs: GER:EC-GlobalCom, WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Samoff, J. (PI)

AFRICAST 115: South African Encounters (AFRICAAM 115)

This course is a prerequisite for all those accepted to or on the wait list for the following quarter's BOSP Cape Town term abroad. It will explore issues in contemporary South Africa.
Terms: Aut, Win, Spr | Units: 1 | Grading: Satisfactory/No Credit

AFRICAST 116: Islam in Africa through the Arts (AFRICAST 216)

This course will survey the history of Islam and Muslim societies in Africa through their arts. Covering three periods (Pre-colonial, Colonial, and Post-colonial), and four geographic regions (North, East, West, and Southern Africa), the course will explore the various forms and functions of Qur anic recitation and calligraphy, architecture, illumination, dress, poetry, music, literature, portraiture, and the contemporary cinematic arts of Muslim societies on the continent from a variety of perspectives (spiritual, intellectual, aesthetic, social, political, etc.). Through these artistic works and traditions we will explore the general themes of philosophy/ theology/ mysticism, trade, Islam s relationship with other religions, state formation and revolution, gender and ethnic dynamics, colonial constructions of religious identity, diasporic communities, and contemporary conflicts and debates between Sufis, Salafis, and the state across the continent. Students will become familiar with the basic vocabulary and concepts of Islam, as well as various forms of African Islamic artistic traditions and those of African Muslim societies. Students and will become familiar with what these artistic productions mean(t) for the communities that produce(d) them, and what they can tell us about the philosophy, beliefs, history, and socioeconomic and political circumstances in which they are/were produced. This course will feature a number of creative assignments in which students will get a chance to produce their own piece of calligraphy, design their own mosque, and write their own Sufi poem or Sufi commentary on a popular song. These creative projects will be featured in an exhibit at the end of the class.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-A-II, WAY-CE | Grading: Letter or Credit/No Credit

AFRICAST 119: Novel Perspectives on South Africa (AFRICAST 219, CSRE 119)

South Africa's rich vein of contemporary fiction provides as a fascinating window onto that country's social dynamics. In this class we'll focus on a number of recent works that tease out some of the key themes that continue to shape both South Africa and the world today.nnSelected novels will provide a framework within which to consider, among other topics: explosive public protest aimed at the Zuma government and other institutions, particularly around the question of university fees and other #MustFall issues; the place of youth culture and coming-of-age in a changing society; attempts to deal with HIV-Aids and other infectious diseases, with their considerable impact; simmering dissatisfaction, especially among young people, about 'Transformation'; the apparent victory of neoliberal policies over social justice, at least it was perceived in the 1980s and early 90s, and the rise of a new black middle class; changing notions of South Africa's place in Africa and in the world. If we take these themes together, the novel seems well suited to the exploration of personal identities amid the social change, and our choices of authors are aimed at showcasing South Africa¿s literary talent beyond the tired tropes of J. M. Coetzee¿s bleak vision.nnFour novels will form the core of our discussion. Zakes Mda in Little Suns (2016) uses one of his characteristic historical settings to explore the private aftermaths of a public event: the assassination of the colonial commissioner, Hamilton Hope (1880), amidst a rising of the amaXhosa people in the Eastern Cape. Niq Mhlongo's After Tears (2007) is the story of a young man's attempts to negotiate academic failure at the University of Cape Town on the one hand and his family's upwardly mobile expectations of him on the other. Ivan Vladislavic setsThe Restless Supermarket (2001) in central Johannesburg of 1993, adopting the perspectiveof a retired proofreader of telephone directories, enjoying one of his old haunts on the eve of its demolition. Finally, in Zoë Wicomb's October: a novel (2014), a scholar-author tries to deal with changes in her own life in Scotland at the same time as she reconnects with her family in rural Western Cape and deals anew with its challenges and skeletons in the cupboard.nnThis course is conceived in the frame of (South) African humanities. Anyone interested in contemporary Cape Town, including students who have spent a term in BOSP-Cape Town or intend to do so, will find several points of engagement. Graduate students are welcome to audit the class: the key point will be a willingness to read and discuss.
Terms: Spr | Units: 1 | Grading: Letter or Credit/No Credit
Instructors: Parker, G. (PI)

AFRICAST 127: African Art and Politics, c. 1900 - Present (ARTHIST 127A)

This course explores the relationship between art and politics in twentieth century Africa. Artistic production and consumption is considered in the context of various major political shifts, from the experience of colonialism to the struggle against Apartheid. Each week we will look closely at different works of art and examine how artists and designers responded to such challenges as independence, modernization and globalization. We will look at painting, sculpture, religious art, public and performance art, photography and film. How western perceptions and understanding of African art have shifted, and how museums have framed African art throughout the twentieth century will remain important points of discussion throughout the course.
Terms: not given this year | Units: 4 | Grading: Letter or Credit/No Credit
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