DOCSLIB.ORG

African Studies Volume 29, Number 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
African Studies Volume 29, Number 1 Program of NEWS AND EVENTS Fall 2018 African Studies Volume 29, Number 1 Rachel Beatty Riedl appointed PAS director by Meagan Keefe Rachel Beatty Riedl, associate professor of political science at She is a member of Northwestern, has been appointed director of the Program of the Council on Foreign African Studies. A member of the political science and core Relations and has African studies faculty since 2010, she is a faculty fellow affiliated conducted policy with Northwestern’s Global Politics and Religion Research Group, analysis for USAID, Comparative Historical Social Sciences Program, and Program the World Bank, the on Equality, Development, and Globalization Studies. In addition, State Department, the she is the current director of the French Interdisciplinary Group. Carter Center, and other She has been an active member of the PAS community, serving organizations on issues on the program’s executive committee and as coordinator of the concerning governance Africa Seminar (Afrisem). reforms, elections, Riedl received her PhD from Princeton University in 2008. democratic representa- Her research focuses on institutional development in new tion, and identity poli- African democracies, local governance, and decentralization; tics. Most recently she authoritarian regime legacies; and the interface of religion and served with the Carter politics. She analyzes why more than 20 African nations still Center Election Monitoring Mission in Liberia. maintain democratic constitutions despite conditions that chal- In her new capacity as PAS director, Riedl looks forward to lenge democracy, such as low levels of economic development, continuing her work with the PAS community in Evanston and ethnic heterogeneity, and weak state institutions. She is author the greater Chicago area as well as with PAS alumni and longtime of the award-winning book Authoritarian Origins of Democratic collaborators around the world. Party Systems in Africa (Cambridge University Press, 2014) and many articles in academic journals, including the Journal of Politics, Comparative Political Studies, African Affairs, and Studies in Comparative International Development. “It’s an exciting time to serve as director Prior to coming of PAS, in large part because of the to Northwestern, Riedl held fellowships at the strength and dynamism of our faculty Inside University of Notre engaged in research pertaining to Dame’s Kellogg Institute Africa, the University’s global vision, PAStories 4 for International Studies and the Yale Program on and the program’s notable historic and ISITA news 9 Democracy, and she was a Library news 12 Faculty Fulbright Scholar contemporary foundations.” Viewpoint 16 at the research center Les —Rachel Beatty Riedl Afriques dans le Monde Community news 18 at Sciences Po Bordeaux. Reflections on my six years as PAS director by Will Reno As the summer ended, I handed off the directorship of faculty, Chris Udry (economics) and Dean Karlan (eco- the Program of African Studies to Rachel Beatty Riedl, my nomics and finance), have established research labs that esteemed colleague in the political science department. mentor undergraduate and graduate students engaged in I am pleased that Rachel is inheriting the gains from important research at Northwestern and in Africa. Noelle many triumphs during my six-year tenure as director: con- Sullivan (anthropology and global health studies), Jeff Rice siderable growth in faculty; increases in external funding (political science), and the incoming PAS director herself through the Title VI, Young African Leaders Initiative, and are among the many faculty who have helped create student Fulbright programs, among others; a revitalized Swahili research and experiential-learning opportunities in count- program; and a growing culture of outside donations. Since less ways. PAS funds both graduate and undergraduate stu- 2012 PAS has enjoyed a healthy flow of graduate students dents through Panofsky, Goodman, and African Leadership from the African continent (despite funding decreases) Awards, but our faculty are pivotal in encouraging and advis- and regular extended visits by African Fulbright scholars. ing our students. This past spring we were honored to host the emir of Kano, Last year, Zekeria Ahmed Salem joined us from a world-renowned traditional and economic leader, with Mauritania as the new director of ISITA. During his first year, historic family links to PAS. he arranged a series of new book Meanwhile, our Africanist presentations by global scholars graduate students, including “It has been an honor and a privilege on the topic of Islam and Africa many from the continent, to serve as director. But after six and also arranged the visit of have continued to carry out Muhammad Sanusi II, the current Melville Herskovits’s original years, it is time for the fresh per- emir of Kano and previously the dream of developing research spective and different interests a governor of the Central Bank of collaborations and building Nigeria, who spoke to large audi- linkages between African and new leader brings.” ences at the Kellogg Global Hub US scholars and institutions. and Harris Hall. PAS hopes to The key to these and continue to work with the emir other accomplishments has been PAS’s excellent staff: asso- on future projects. ciate director Meagan Keefe and her predecessor, Kate Klein; From my vantage point as outgoing director, I see future Rebecca Shereikis, associate director of the Institute for the energy and opportunities for African studies in health and Study of Islamic Thought in Africa; business coordinator law. The growing interaction between PAS and two schools Kelly Coffey; program assistant Tiffany Williams-Cobleigh on Northwestern’s Chicago campus—the Feinberg School and her predecessor, Matt Pietrus; publications editor LaRay of Medicine and Pritzker School of Law—complements the Denzer; and outreach coordinator Amy Settergren. All have University’s strategic plan as well as the interests of student kept PAS activities running smoothly. and faculty scholars. In my own field of political science, I am proud to state that in the last six years North- there is a new dynamism in the study of urbanization and western has hired at least a dozen new faculty members— the social impact of rapid economic change, divergences across several schools and the Block Museum—who offer in consolidated democracies, and, in some instances, the courses or pursue research on Africa. Two of these new challenges of state collapse. Projects focusing on Islam in Continued on page 17 2 On reading alumnus Fola Soremekun’s story by LaRay Denzer Fola Soremekun was one of three students in South Africa, the Congo crisis, and to obtain PhDs in African history from the US civil rights movement. Beyond Northwestern University in 1965. The other PAS, Soremekun was attracted to the two were Samuel Nwankwo Nwabara, speeches of Malcolm X, the writings who became director of the Institute of James Baldwin, and jazz (he wrote of African Studies at the University of program notes for a record company). Nigeria in Nsukka, and Joseph E. Harris, A staunch Methodist, he decided to who pioneered the study of the African conduct his dissertation research on diaspora. Only two Northwestern alumni the missionary movement in Angola had worked on African topics before them: after the Portuguese colonial govern- Hannah Abeodu Bowen Jones (1962) and ment expelled Protestant missionaries, John Eric Peterson (1963). many of them Methodist, from Angola. Born in Abeokuta in western Nigeria His PhD in hand by 1965, he taught in 1934, Soremekun developed an admira- for two years in American universi- tion for the United States as a secondary ties before joining John Omer-Cooper, school student who loved jazz, cowboy historian of South Africa, in the history movies, and the nationalist ideas of Nnamdi Azikiwe, department at the newly established University of Zambia. founder of the West African Pilot, a Nigerian newspaper. On the way to central Africa, he and his African American Wishing to follow Azikiwe’s example of studying in the US, wife, Elizabeth, visited England for the first time. He wasn’t Soremekun built a network of friends and relatives—many impressed: “London was dark and grimy, and it was always of whom were Methodists (his uncle was the bishop of the raining. The streets were narrow and congested. Everything Nigerian Methodist Church)—who helped him secure admis- was so tight. So, this was once the center of the empire sion to Tabor College, an obscure Mennonite Brethren college on which the sun never set?” From there they proceeded to in Hillsboro, Kansas. In 1956 he embarked for the US on a Nigeria for a family reunion and then to Lusaka, where he cargo boat. taught for seven years. He returned to Nigeria in 1974 to pur- After a year in Kansas, Soremekun transferred to Illinois sue better opportunities at the University of Ife (now Obafemi Wesleyan University, then matriculated as a graduate stu- Awolowo University). dent in Northwestern’s history department in 1960. He For the next decade Soremekun flourished as Nigerian remarked that at Northwestern “there existed no overarch- and other scholars developed an assertive African orienta- ing context with regard to the approach to African history. tion in their disciplines. He published Angola: The Road to There was not even an acceptable history book regarding Independence (University of Ife Press, 1983) and furthered Africa.” At that time Africa was taught from the perspec- Ife’s
Load more

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]
  • 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.
    [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]