Law & Modern Middle Eastern and North African Studies

Total Page:16

File Type:pdf, Size:1020Kb

Law & Modern Middle Eastern and North African Studies DUAL DEGREE PROGRAM JD/MALAW & MODERN MIDDLE EASTERN AND NORTH AFRICAN STUDIES TUDENTS MAY PURSUE CONCURRENT WORK IN THE HORACE H. RACKHAM GRADUATE STUDIES Sprogram in Modern Middle Eastern and North African Studies (MMENAS) through the Center for Middle Eastern and North African Studies and the Law School, leading to the Master of Arts (MA) and Juris Doctor (JD) degrees. Through this program, all requirements for both degrees can be completed in three-and-a-half to four years of concurrent enrollment. This dual program recognizes the growing need for specialists who combine training in law with substantive knowledge of the language, culture, and history of the Middle East and North Africa. The program also gives students the opportunity to take advantage of expanding employment opportunities brought about by increased U.S. governmental and commercial relations with the countries of this region. Students admitted to the dual degree program in Law and Modern Middle Eastern and North African Studies are required to earn credit in each school. Beyond the basic requirements, students generally are not restricted in their selection of courses in the Law School. BASIC REQUIREMENTS FOR THE JD REQUIREMENTS FOR THE MA Students entering the Law School must complete the Students must complete 30 credit hours in the Graduate required first-year law curriculum. Fall starters must take School’s MMENAS program, including four courses one elective course of three or four credit hours during chosen from the JD/MA Core Course List, and MMENAS their second semester. All students must complete the 695 graduate seminar. following before graduation: at least one international or comparative law course of two or more credit hours, A master’s essay is required, and third-year proficiency at least one upper-level course with a rigorous writing must be achieved in Arabic, Armenian, Hebrew, Persian, component, one statutory or regulatory course of or Turkish. Undergraduate courses taken to meet the three or more credit hours, one course in professional language requirements do not count toward the credit hour responsibility of two or more credit hours, and two credit requirement for these degrees. The master’s essay for the hours of experiential learning. Separate courses must MA should be written in the MMENAS 698 course, and be taken to fulfill the upper-level course with a rigorous the 3 credit hours earned in that course may be applied writing component, the professional responsibility course, toward the 30 credit hours required in the MMENAS and the experiential learning course. program. A non-essay option is available which requires six additional elective credit hours from the approved The JD requires a minimum total of 83 credits, earned MMENAS course list; these hours would be in addition to between Law School courses and courses at the Center the 30 credit hours normally required for the MA. for Modern Middle Eastern and North African Studies through the Rackham School of Graduate Studies. Up to nine (9) of the required hours may be earned Students must earn at least 70 credits toward the JD for appropriate International Law courses taken in the through courses taken in the Law School. Law School. Twelve (12) credit hours may be taken from the satisfaction of requirements for the companion degree. Instructions for requesting Law School credit for non-law courses are posted on the CTools site for dual degree students. DUAL DEGREE PROGRAM JD/MA ADDITIONAL REQUIREMENTS Applicants must gain separate and independent At the beginning of their final year of study admission to both the Law School and the Center in the combined program, students should for Middle Eastern and North African Studies, consult with their Rackham academic adviser affiliated with the Horace H. Rackham School of and the Law School Registrar regarding Graduate Studies, and should contact the admissions forms that need to be completed prior to office of each school for application and admission graduation. Also at this time, students should GENERAL DUAL DEGREE information. The applicant’s LSAT score may be used submit a Dual/Joint Degree Election Form ITEMS OF NOTE in place of the GRE. * (www.rackham.umich.edu/current-students/ policies/academic-records/dual-joint-degree- Any JD who enrolls concurrently Students must satisfy the requirements of each programs) for approval from both the Law in another degree program will school for each degree and should consult with School and the Center for Modern Middle be awarded the JD degree after advisers in each school for the precise graduation Eastern and North African Studies. Students completing all of the requirements for the dual, joint, or combined requirements for each degree. Students should not should review the completed sample forms degrees. (As a practical matter, expect any Law School courses beyond first-year on the CTools page prior to filling out the form. this means that the student will courses to be offered in the summer term. Students Students may also consult with the Office of receive the JD degree either after will not receive credit toward the JD for coursework Student Affairs if there are any questions or at the same time as he or she receives the degree(s) in the other taken prior to matriculation at the Law School. regarding completion of this form. program(s).) This policy will not Students should consult with the MMENAS adviser affect the student’s class year concerning credit toward the MA for Law course The combined degree is not open to those who have for purposes of the Law School’s work. Tuition will be assessed at either the Law already earned either the JD or the MA in Modern commencement ceremony or alumni events, and it will not apply if a School or the Graduate School rate, whichever is Middle Eastern and North African Studies. Students student discontinues the other higher, when courses toward both degrees are taken who are registered in the first or second year at the degree program(s). A law student in one term. Law School may apply for admission to the dual who believes that he or she will degree program. experience some hardship as a result of this policy may petition the Associate Dean for Academic CONTACT INFORMATION Programming for an exception. LAW SCHOOL MIDDLE EASTERN & JD courses traditionally have a later grading deadline than other degree Admissions Office NORTH AFRICAN STUDIES programs. In some occasions, this University of Michigan Law School Academic Services later JD grading deadline may affect South Hall, Suite 2200 Center for Middle Eastern & North African Studies a student in his or her final term if 701 S. State St. International Institute another degree program desires all of the student’s grades prior to the Ann Arbor, MI 48109-1215 Weiser Hall, Suite 300 JD grading deadline. 734.764.0537 500 Church St. Email: [email protected] Ann Arbor, MI 48109-1106 Website: law.umich.edu 734.764.0350 Email: [email protected] DUAL DEGREE PROGRAMS Website: ii.umich.edu/cmenas Office of Student Life University of Michigan Law School 316 Hutchins Hall 625 S. State St. Ann Arbor, MI 48109-1215 734.764.0516 Email: [email protected] * Information contained herein is valid as of 2/7/18 and is subject to change. Contact with the appropriate admissions office is advised..
Recommended publications
  • On Africa: Scholars and African Studies
    DISCUSSION PA P E R 3 5 ON AFRICA Scholars and African Studies Contributions in Honour of Lennart Wohlgemuth EDITED BY HENNING MELBER Nordiska Afrikainstitutet, Uppsala 2007 Indexing terms: Africa Research Research workers Educational research Research policy Africanists The opinions expressed in this volume are those of the authors and do not necessarily reflect the views of Nordiska Afrikainstitutet. Language editing: Elaine Almén Photos: Mai Palmberg, Nordiska Afrikainstitutet ISSN 1104-8417 ISBN 978-91-7106-585-8 (print) ISBN 978-91-7106-594-0 (electronic) © The authors and Nordiska Afrikainstitutet 2007 Printed in Sweden by Gotab AB, Stockholm 2007 Contents Editor’s Preface …………………………………………………………………… 5 African Scholars and African Studies Adebayo Olukoshi ………………………………………………………… 7 African Scholars and African Studies A Commentary on Olukoshi Arne Tostensen ………………………………………………………………… 23 Policy Advice and African Studies William Lyakurwa and Olu Ajakaiye …………………… 33 Challenging the Mainstream in Research and Policy Göran Hydén ………………………………………………………………… 55 Further Comments Kari Karanko ……………………………………………………………… 59 Klaus Winkel ……………………………………………………………… 62 Notes on Contributors …………………………………………………………… 65 Lennart Wohlgemuth Editor’s Preface Lennart Wohlgemuth served as Director of The Nordic Africa In- stitute from 1993 to the end of 2005. At the time of his retirement, the Institute had a higher degree of visibility and relevance than ever before. What could have been more suitable to recognize and hon- our the achievements and merits of Lennart on the occasion of his departure than to organize a seminar on a topic close to his heart? We invited several of his many friends and colleagues to join us in our reflections on a theme Lennart relentlessly pursued at the core of his efforts to enhance African visibility and relevance.
    [Show full text]
  • Curriculum Vitae Nancy J
    +Curriculum Vitae Nancy J. Jacobs Fall 2019 Department of History [email protected] Box N T: 401-863-9342 Brown University F: 401-863-1040 Providence, RI 02912 202 Sharpe House PROFESSIONAL POSITIONS Professor, Department of History, Brown University 2016–present Elected Faculty Fellow, Institute for Environment and Society, Brown University 2014–present Associate Professor, Department of History, Brown University 2003–2016 Associate Professor, Department of Africana Studies, Brown University 2003-2012 Benedict Distinguished Visiting Professor, Department of History, Carleton College Spring 2014 Director of Undergraduate Studies, Department of History, Brown University 2007–2011 Director, International Scholars of the Environment Program, Watson Institute 2008–2009 Assistant Professor, Departments of History and Africana Studies, Brown University 1996–2003 Visiting Assistant Professor, Departments of History, Carleton and St. Olaf Colleges 1995–1996 Visiting Assistant Professor, Department of History, Fort Lewis College 1994–1995 Associate Instructor, Department of History, Indiana University 1992–1993 Intern, Political Section, United States Embassy, Pretoria, South Africa 1986 EDUCATION Ph.D. in History 1995 Indiana University, Bloomington M.A. in African Studies 1987 University of California, Los Angeles B.A. in History and German 1984 Calvin College, Grand Rapids, Michigan PUBLICATIONS Books Birders of Africa: History of a Network. New Haven: Yale University Press, 2016. xvi +350 pp. (South African paperback issued by University of Cape Town Press, 2018.) 1 African History through Sources, volume 1: Colonial Contexts and Everyday Experiences, c. 1850–1946. New York: Cambridge University Press, 2014. xv + 328 pp. Environment, Power and Injustice: A South African History. New York: Cambridge University Press, 2003. xii +300 pp.
    [Show full text]
  • Middle Eastern, South Asian, and African Studies 1
    Middle Eastern, South Asian, and African Studies 1 Hamid Dabashi MIDDLE EASTERN, SOUTH Mamadou Diouf Laura Fair ASIAN, AND AFRICAN Wael Hallaq Gil Hochberg STUDIES Sudipta Kaviraj Rashid Khalidi Departmental Office: 401 Knox; 212-854-2556 Mahmood Mamdani http://mesaas.columbia.edu Joseph Massad Brinkley Messick Director of Undergraduate Studies: Hamid Dabashi, 416 Knox Hall, Dan Miron (emeritus) 212-854-7524; [email protected] Timothy Mitchell Sheldon Pollock (emeritus) Language Coordinators: Frances Pritchett (emerita) African Languages: Mariame Sy, 408 Knox; 212-851-2439; George Saliba (emeritus) [email protected] Arabic: Taoufik Ben Amor, 308 Knox; 212-854-2985; [email protected] Armenian: Charry Karamanoukian, 407 Knox; 212-851-4002; Associate Professors [email protected] Mana Kia Hebrew: Naama Harel, 410 Knox, 212-854-6668; [email protected] Anupama Rao Hindi/Urdu: Rakesh Ranjan, 409 Knox; 212-851-4107; Debashree Mukherjee [email protected] Jennifer Wenzel Persian: Saeed Honarmand, 313 Knox; [email protected] Sanskrit: Shiv Subramaniam, 309 Knox; 212-854-2893; Assistant Professors [email protected] Isabel Huacuja Alonso Tamil: Shiv Subramaniam, 309 Knox; 212-854-2893; Sarah bin Tyeer [email protected] Elaine van Dalen Turkish: Zuleyha Colak, 412 Knox; 212-854-0473; [email protected] Elleni Centime Zeleke The undergraduate program in Middle Eastern, South Asian, and African studies (MESAAS) offers students the opportunity to study in depth Senior Lecturers the cultures, ideas, histories, and politics of several overlapping world Aftab Ahmad regions. The program emphasizes a close engagement with intellectual May Ahmar traditions, creative movements, and political debates, drawing on a wide Taoufik Ben Amor variety of historical and contemporary sources in literature, religion, Zuleyha Colak political thought, law, the visual and performing arts, and new media.
    [Show full text]
  • Emerging Paradigms in Critical Mixed Race Studies G
    Emerging Paradigms in Critical Mixed Race Studies G. Reginald Daniel, Laura Kina, Wei Ming Dariotis, and Camilla Fojas Mixed Race Studies1 In the early 1980s, several important unpublished doctoral dissertations were written on the topic of multiraciality and mixed-race experiences in the United States. Numerous scholarly works were published in the late 1980s and early 1990s. By 2004, master’s theses, doctoral dissertations, books, book chapters, and journal articles on the subject reached a critical mass. They composed part of the emerging field of mixed race studies although that scholarship did not yet encompass a formally defined area of inquiry. What has changed is that there is now recognition of an entire field devoted to the study of multiracial identities and mixed-race experiences. Rather than indicating an abrupt shift or change in the study of these topics, mixed race studies is now being formally defined at a time that beckons scholars to be more critical. That is, the current moment calls upon scholars to assess the merit of arguments made over the last twenty years and their relevance for future research. This essay seeks to map out the critical turn in mixed race studies. It discusses whether and to what extent the field that is now being called critical mixed race studies (CMRS) diverges from previous explorations of the topic, thereby leading to formations of new intellectual terrain. In the United States, the public interest in the topic of mixed race intensified during the 2008 presidential campaign of Barack Obama, an African American whose biracial background and global experience figured prominently in his campaign for and election to the nation’s highest office.
    [Show full text]
  • The Teaching of the Trans-Atlantic Slave Trade and Itâ•Žs Lasting
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2013 The eT aching of the Trans-Atlantic Slave Trade and it’s Lasting Implications on the African Diaspora Mara Meyers SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Curriculum and Social Inquiry Commons, Race and Ethnicity Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the Social and Cultural Anthropology Commons Recommended Citation Meyers, Mara, "The eT aching of the Trans-Atlantic Slave Trade and it’s Lasting Implications on the African Diaspora" (2013). Independent Study Project (ISP) Collection. 1495. https://digitalcollections.sit.edu/isp_collection/1495 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. School for International Training Study Abroad: Ghana Social Transformation and Cultural Expression Spring 2013 The Teaching of the Trans-Atlantic Slave Trade and it’s Lasting Implications on the African Diaspora Mara Meyers (The University of Michigan, Residential College) Project Advisor: Dr. Nathaniel Damptey Institute of African Studies University of Ghana, Legon Academic Director: Dr. Olayemi Tinuoye School for International Training i Abstract 1. Title: The Teaching of the Trans-Atlantic Slave Trade and it’s Lasting Implications on the African Diaspora 2. Author: Mara Meyers ( [email protected] , University of Michigan, Residential College) 3. Objectives i.
    [Show full text]
  • Middle East & African Studies
    B.A. in International Studies (Middle East & African Studies) Academic Program Guide for New First-Year Students (Effective Fall 2018) Concentration in Middle East and African Studies ([email protected]) Students who entered Rowan University prior to Fall 2018 should follow the guide for their program and start year in consultation with their advisor. Rowan University Graduation Requirements for all Majors / Degrees • Students must complete at least 120 semester Hours (sH) of coursework tHat apply to tHeir Rowan University degree. • Students must Have a cumulative GPA of at least 2.0 in Rowan University coursework. (Transfer courses/credit do not count toward tHe RU GPA.) • A minimum of 30 sh of coursework must Be completed at/tHrougH Rowan University. • Only grades of “D-” or aBove may apply to graduation/degree requirements. (Some programs may set HigHer minimums.) • Students must meet tHe Rowan Core and Rowan Experience Requirements. o An individual course can potentially satisfy one Rowan Core literacy and/or multiple Rowan Experience attriButes. o Rowan Core & Rowan Experience designations are listed in course details in Section Tally (www.rowan.edu/registrar) and may also Be searcHed on that site under “AttriButes.” A list of Rowan Core courses is Here: https://confluence.rowan.edu/display/AS/Rowan+Core+Course+List. • Students must apply for graduation and sHould do so for tHe term in wHicH tHey will complete all program requirements. Program-Specific Graduation Requirements for tHis Major / Degree • Students must receive a grade of C- or Better in all courses satisfying Major requirements • Students may fulfill tHe language requirement By completing HigHer level foreign language courses, e.g.
    [Show full text]
  • African American and African Studies (AAST) Program Offers the Total Hours 35-50 Bachelor of Arts and Bachelor of Science Degrees
    Interpreting the Past (met in the major with HIST 105H) African American and Literature 3 Philosophy and Ethics 3 African Studies The Nature of Science 8 Impact of Technology 3 Melvina Sumter, Program Director Human Behavior **** 3 The African American and African Studies (AAST) program offers the Total Hours 35-50 Bachelor of Arts and Bachelor of Science degrees. The program is designed to give students an essential core of basic knowledge and analytical skills, * Grade of C or better required while providing an opportunity to specialize in one of two emphasis areas: ** B.S. students' competence must be at the 102 level. B.A. African American Studies or African Studies. The African American and students must have competence through the 202 level and African Studies major requires a total of 36 credit hours in African American competence is not met by the associate degree. and African Studies courses, including 21 credit hours of core coursework, 12 hours of coursework evenly distributed between selected upper-division *** Can be met in the major by POLS 308. social science and humanities courses, and a minimum of six credit hours **** AAST 100S may not be used to satisfy this requirement of upper-division coursework in African Studies. African American and African Studies majors are required also to take HIST 105H (Africa in a The requirements for African American and African Studies majors are World Setting). outlined below. With the permission of the program director, courses not listed below may be approved as substitutions to fulfill program Students can earn either the B.A.
    [Show full text]
  • Introduction to African American and African Studies Ii Winter 2021
    INTRODUCTION TO AFRICAN AMERICAN AND AFRICAN STUDIES II WINTER 2021 Course Overview This course explores the historical and psychological impacts of the American experience Instructor: Professor Hunter on people of African descent in the United States, from the end of the Civil War to the present. Together, we will explore the intersections of the “color-line,” as W.E.B. Du Bois E: [email protected] called it, with the American ideals of freedom, and democracy. We will explore the Office Hours: Wed. 1-2 pm impacts of race and racial prejudice on people of African descent as they made their way out of slavery and into a society that struggles to embrace them equally. We will consider Please use this link: several questions related to this journey. Specifically, we will think about what freedom https://rutgers.zoom.us/j/961231115 and democracy have meant to African American people in the United States, and the ways 16?pwd=Sno4ZUJKZW9XR251M that they have creatively expressed these meanings over the course of a century. 0JmL0k1UHFIQT09 Password: 556149 At the end of this semester you will: 1) Have a basic understanding of the ways in which the events following the American Civil War shaped the African American struggle for social, economic and political equality during the twentieth century. 2) Use your textbook, scholarly essays, and primary sources, to think critically about the African American experience from the late nineteenth century into the twenty-first century. 3) Consider the psychological impacts of race and racial prejudice on African Americans after the Civil War and into the present.
    [Show full text]
  • Becoming Walata: a History of Saharan Social Formation and Transformation
    University of Pennsylvania ScholarlyCommons Department of Near Eastern Languages and Departmental Papers (NELC) Civilizations (NELC) 12-2002 Becoming Walata: A History of Saharan Social Formation and Transformation Heather J. Sharkey University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/nelc_papers Part of the African History Commons, and the Near and Middle Eastern Studies Commons Recommended Citation Sharkey, H. J. (2002). Becoming Walata: A History of Saharan Social Formation and Transformation. African Studies Review, 45 (3), 89-90. http://dx.doi.org/10.2307/1515112 Review of Becoming Walata: A History of Saharan Social Formation and Transformation by Timothy Cleaveland This paper is posted at ScholarlyCommons. https://repository.upenn.edu/nelc_papers/22 For more information, please contact [email protected]. Becoming Walata: A History of Saharan Social Formation and Transformation Disciplines African History | Near and Middle Eastern Studies Comments Review of Becoming Walata: A History of Saharan Social Formation and Transformation by Timothy Cleaveland This review is available at ScholarlyCommons: https://repository.upenn.edu/nelc_papers/22 Timothy Cleaveland. Becoming Walata: A History of Saharan Social Formation and Transformation. Portsmouth, NH: Heinemann, 2002. xxiii + 232 pp. Maps. Figures. Bibliography. Index. $67.95. Cloth. In the thirteenth century, a small sahelian town called "Biru" in the Mande language began to flourish in what is now eastern Mauritania, sitting astride the trade routes that connected Saharan salt mines to grain-producing centers along the Niger River. Later the town became known by the Berber name "Iwalatan", and finally by the Arabized name "Walata". In Becoming Walata, Timothy Cleaveland explores the history of this town over several centuries and traces the evolution of social identities within it.
    [Show full text]
  • Middle East and North African Studies 1
    Middle East and North African Studies 1 behavioral sciences. May be repeated for credit with change of topic. MIDDLE EAST AND NORTH Social Behavioral Sciences Distro Area MENA 290-4 Introductory Topics in Middle East and North African AFRICAN STUDIES Studies (1 Unit) Content and prerequisites vary; within historical studies. May be repeated for credit with change of topic. Historical Studies Distro mena.northwestern.edu Area Study of the Middle East and North Africa is vital, given the region’s MENA 290-5 Introductory Topics in Middle East and North African centrality in history and politics and a liberal education’s focus on the Studies (1 Unit) Content and prerequisites vary; within ethics and values diversity of the human experience. The Middle East and North African areas of study. May be repeated for credit with change of topic. Ethics Studies Program incorporates the latest critical approaches to social, Values Distro Area cultural, political, and economic forces in the region, which stretches MENA 290-6 Introductory Topics in Middle East and North African roughly from Morocco to Iran and Central Asia, from the Mediterranean Studies (1 Unit) Content and prerequisites vary; within literature and into Saharan Africa and the Sudan. The program trains students in fine arts areas of study. May be repeated for credit with change of topic. histories, literatures, and sociocultural specificities while encouraging Literature Fine Arts Distro Area consideration of the region’s global integration. It advances fresh perspectives on Middle East studies by inquiring how the cultural, MENA 301-1 Seminar in Middle East and North African Studies (1 Unit) political, and economic conditions of globalization influence the region Interdisciplinary approaches to the study of the Middle East and North internally and externally.
    [Show full text]
  • Western Sinology and Field Journals
    Handbook of Reference Works in Traditional Chinese Studies (R. Eno, 2011) 9. WESTERN SINOLOGY AND FIELD JOURNALS This section of has two parts. The first outlines some aspects of the history of sinology in the West relevant to the contemporary shape of the field. The second part surveys some of the leading and secondary sinological journals, with emphasis on the role they have played historically. I. An outline of sinological development in the West The history of sinology in the West is over 400 years old. No substantial survey will be attempted here; that can wait until publication of The Lives of the Great Sinologists, a blockbuster for sure.1 At present, with Chinese studies widely dispersed in hundreds of teaching institutions, the lines of the scholarly traditions that once marked sharply divergent approaches are not as easy to discern as they were thirty or forty years ago, but they still have important influences on the agendas of the field, and they should be understood in broad outline. One survey approach is offered by the general introduction to Zurndorfer’s guide; its emphasis is primarily on the development of modern Japanese and Chinese scholarly traditions, and it is well worth reading. This brief summary has somewhat different emphases. A. Sinology in Europe The French school Until the beginning of the eighteenth century, Western views of China were principally derived from information provided by occasional travelers and by missionaries, particularly the Jesuits, whose close ties with the Ming and Ch’ing courts are engagingly portrayed by Jonathan Spence in his popular portraits, The Memory Palace of Matteo Ricci and Emperor of China.
    [Show full text]
  • Africana Studies Department History: San Francisco State University
    Africana Studies Department History: San Francisco State University by Oba T’Shaka, Ph.D. [email protected] Professor Emeritus, Department of Africana Studies San Francisco State University Oba T’Shaka is an activist-scholar, public speaker, professor, workshop leader, author, organizer and visionary. For thirty-eight he was a professor of Black/Africana Studies at San Francisco State University (SFSU) and he now serves as Professor Emeritus at SFSU. He is a founder of the National Black United Front (national vice chair 1984-2009), he is the principal architect of the African centered education movement (1984-1997) which incorporated an African centered curriculum in U.S. public school education while he chaired (1984-1996) the SFSU Black Studies Department and thus incorporated natural sciences into the core discipline of Black Studies and led the move to define African philosophy as the foundation of Africana/Black Studies. In addition to teaching, he is also leading Operation We Are Family, a major global organizing drive to unify Black people and revitalize Black families in the U.S., and globally. The Africana Studies Department at San Francisco State University (formerly San Francisco State College), formerly known as the Black Studies Department, developed out of the history of Blacks in San Francisco, the Bay Area, as well as the Southern Civil Rights Movement, the Black Power and Black Panther Movements, and the African Centered Movement. The history of African Americans in San Francisco and the Bay Area is also an outgrowth of the history of African people in the United States and throughout the world.
    [Show full text]