Africana Studies Department History: San Francisco State University
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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. -
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. -
Foster, Morgan with TP.Pdf
Foster To my parents, Dawn and Matt, who filled our home with books, music, fun, and love, and who never gave me any idea I couldn’t do whatever I wanted to do or be whoever I wanted to be. Your love, encouragement, and support have helped guide my way. ! ii! Foster ACKNOWLEDGMENTS I would like to thank Dr. Roberta Maguire for her priceless guidance, teaching, and humor during my graduate studies at UW-Oshkosh. Her intellectual thoroughness has benefitted me immeasurably, both as a student and an educator. I would also like to thank Dr. Don Dingledine and Dr. Norlisha Crawford, whose generosity, humor, and friendship have helped make this project not only feasible, but enjoyable as well. My graduate experience could not have been possible without all of their support, assistance, and encouragement. ! iii! Foster TABLE OF CONTENTS Introduction..........................................................................................................................v History of African American Children’s and Young Adult Literature ......................... vi The Role of Early Libraries and Librarians.....................................................................x The New Breed............................................................................................................ xiv The Black Aesthetic .................................................................................................... xvi Revelation, Not Revolution: the Black Arts Movement’s Early Influence on Virginia Hamilton’s Zeely ............................................................................................................1 -
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. -
Africana Studies in New York State
Africana Studies in New York State Abdul Alkalimat, University of Toledo Draft released March 28, 2006 Available at eblackstudies.org Table of contents Introduction......................................................................................................................... 4 Need for this study.............................................................................................................. 4 Method ................................................................................................................................ 6 D1: Definition................................................................................................................. 6 D2: Data collection ......................................................................................................... 6 D3: Digitization .............................................................................................................. 7 D4: Discovery................................................................................................................. 7 D5: Design ......................................................................................................................7 D6: Dissemination .......................................................................................................... 8 Research note...................................................................................................................... 8 The historical background to Black Studies in New York State ....................................... -
The Intersections of Africana Studies and Curriculum Theory: a Counter-Western Narrative for Social Justice
FEATURE ARTICLE The Intersections of Africana Studies and Curriculum Theory: A Counter-Western Narrative for Social Justice THEODOREA REGINA BERRY The University of Texas at San Antonio HE NOTION THAT THE WORLD IS GLOBAL, cosmopolitan, and complex would T naturally be fluid music for the ears of curriculum scholars. This is especially true for those of us whose work and identities are connected to the African diaspora. Our histories are, indeed, filled with rich narratives of struggling for more just and equitable curriculum thought. They are full of powerful and empowered struggles, many of which are routinely denounced in mainstream discourse, hidden from it, or both. If curriculum thought is to be truly globalized in ways it was initially intended, then our discourses and actions must be connected, inter- exchanged, and become inextricably tied to the project we call education. This could be life- giving. However, much critique of globalization now circulating in curriculum studies, both in the U.S. and internationally, helps us understand some of the lethal effects of globalization. Nevertheless, little of such critique is grounded in a strong commitment to work beyond the Western epistemological perimeter. The Western epistemology of curriculum is centered on the definition and position inspired by Ralph Tyler (1949), which focuses on “four fundamental questions”: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? (p. 1) As such, curriculum can be defined “as a plan for action or a written document that includes strategies for achieving desired goals or ends” (Orstein & Hunkins, 1998, p. -
Dedication of Light to Amiri Baraka
Dedication of Light to Amiri Baraka You dream of meeting certain people. Amiri Baraka was on my bucket list. When I decided to create a Black Arts Movement Conference at UC Merced, the truth was it was an opportunity to meet my Heroes and Sheroes. Marvin X, the west coast co-founder of the Black Arts Movement asked Amiri to come to UC Merced, and he immediately said yes, as did Ishmael Reed, Eugene Redmond, Jerry Varnardo, Jimmy Garrett, Umar Bin Hassan, Askia Toure, Genny Lim, Emory Douglas, Billy X. Jennings, Adilah Barnes, Tarika Lewis, Avotcja, Charlotte “Mama C” O’Neal, Nathan Hare, Cecil Brown, and a host of other Black Arts Movement and Black Power luminaries. Why did they come to a small city in California’s San Joaquin Valley? This may seem farfetched, but it was about community. A feeling of belonging to something greater, a distant space in time that spoke of revolution, the liberation of a colonized people, and the need to connect. Many of the writers, activists, and artists had not seen each other in over forty years but connected through the pain, the hope, and the belief that they had a mission, the liberation of African Americans from oppression. Askia Toure spoke to students at UC Merced stating, “We let you down. It is up to you to fulfill what we tried to do.” Toure spoke as a freedom fighter, one who in the past went underground to survive. With Toure in this fight were Amiri Baraka, Sonia Sanchez, Larry Neal, and men and women who believed that they were in the midst of a revolution. -
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. -
The Teaching of the Trans-Atlantic Slave Trade and It╎s 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. -
The Admiration and Complementary Africana Historical Scholarship of W.E.B
The Admiration and Complementary Africana Historical Scholarship of W.E.B. Du Bois and Joel Augustus Rogers by Thabiti Asukile, Ph.D. [email protected] (UC Berkeley, History, 2007) Independent Historian Abstract This essay delineates the respectful relationship and the historical works between W. E. B. Du Bois and Joel Augustus Rogers, and thus, it takes a look at how Du Bois and Rogers’ historical and political thoughts about each other evolved and how their historical writings challenged racist Western historical thought. The essay also seeks to raise the question of what it was like to write and research Africana historical research without funds from institutions or philanthropists that did not give money towards certain type of historical works that challenged status quo Western historiography. In addition, it also raise the question what was it like to conduct Africana archival research or write Africana history in era when the British and American academy did not find viable the need to teach or research African history. “Now Toynbee’s word carries great weight. He’s often called the world’s greatest living historian. Yet there are numerous facts to disprove him.”1 Joel Augustus Rogers, Pittsburgh Courier, 1952 I am quite frank: I do not pretend to “love” white people. I think that as a race they are the most selfish of any on earth. I think that the history of the world for the last thousand years proves this beyond doubt, and it is more than proven today by the Salvation Army tactics of Toynbee and his school of history. -
Africana Studies 1
Africana Studies 1 For more information about the concentration, please contact the Africana Studies Director of Undergraduate Studies. Honors in Africana Studies Chair Africana Studies’ concentrators with outstanding academic records (demonstration of excellent research and writing skills from course Noliwe Rooks selections to grades) may be admitted to the department’s Honors Located in the historic Churchill House on the campus of Brown University, Program. the Department of Africana Studies is the intellectual center for faculty Students interested in pursuing honors should identify a faculty sponsor and students interested in the artistic, historical, literary, and theoretical in Africana Studies (chosen from Core Faculty or affiliated faculty after expressions of the various cultures of Africa and the African Diaspora. Chair agreement) in their 6th semester and begin working on their thesis Central to the intellectual work of the department is the close collaboration project during the summer before their senior year. By the end of the of artists and scholars in examining relationships between academic sixth semester, while working in consultation with a faculty advisor, the and artistic knowledge about the world and human experience. Our student must submit a rough draft of the project proposal. Please visit commitment to rigorous scholarship and robust student and community the department website for proposal guidelines (https://www.brown.edu/ development is grounded in a truly global understanding of the reach and academics/africana-studies/sites/brown.edu.academics.africana-studies/ implications of the Africana World. files/uploads/Final-ProposalGuidelines.pdf). This preliminary plan should For additional information, please visit the department's website: http:// include a timeline for completion of the thesis and is not to exceed one brown.edu/Departments/Africana_Studies/ (1) typewritten page. -
Black Studies As an Agent of Social Change on the Structural Level at Selected Colleges and Universities
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 8-21-1972 Black studies as an agent of social change on the structural level at selected colleges and universities. Vincent Van Davis Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Higher Education Commons, and the Race and Ethnicity Commons Let us know how access to this document benefits ou.y Recommended Citation Davis, Vincent Van, "Black studies as an agent of social change on the structural level at selected colleges and universities." (1972). Dissertations and Theses. Paper 1598. https://doi.org/10.15760/etd.1594 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Vincent Van Davis for the Master of Arts in Socio 1ogy presented August 21, 1972. , Title: Black Studies as an.Agent of Social Change on the Structural Level at Selected Colleges and Univer~ities. APPROVED BY MEMBERS OF THE.THESIS COMMITTEE: Leonard D Cain, Chairman C. vJil son Record _..... In a relatively short.period of time-American higher education has witnessed the development of numerous black studies programs and depart ments. These new academic endeavors have been instrumental in producing structural changes in the institutions of higher education. Recently higher education has attempted to assess the progress of black studies programs and d.epa rtments within their structures.