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Sports Africa 2017

WORKSHOP 1, “TEACHING AFRICAN ”

VENUE: EDU 12, NEW EDUCATION BUILDING University of the Free State, Bloemfontein 10th April 2017 at 15h30 Dr Todd

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Sports Africa 2017, Workshop 1, “Teaching African Sports” Agenda for discussion: - as part of classes that also consider leisure and recreation

- Integrating (African) Sports History in World History courses, Global History, Cold War History, etc.

- Locating accessible source materials – for student research and class assignments

- The legitimacy in the academy of sports-related classes - attractive to students and, thus, “seat fillers,” but not taken seriously by some scholars

- Sport as part of classes that consider development

- Preparing students via coursework to work in the sports industry

- Sport pedagogy and Physical Education - Sports methodology and biography writing

- Learning Outcomes and Assessment – how to set learning outcomes and assess students’ knowledge/performance

- Ethnological research of African athletes by students

- Sports coursework and social justice - How to make African sports appealing to those who have little social, cultural, or historical understanding of Africa.

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Sports Africa 2017, Workshop 1, “Teaching African Sports”

Original Announcement: A small, but growing, group of scholars has been struggling, though increasingly successfully, for some time to legitimize the study of sports in the academy. Yet, even if research on sports-related topics has gained traction and publishers have been increasingly receptive, introducing this work into the classroom remains a significant challenge. In many ways, the classroom remains the final frontier for this subject. Indeed, although numerous scholars currently conduct research on an array of sports topics, there are far fewer who offer sports-themed classes at their respective institutions. And even fewer that focus on Africa. Although there exist a growing number of sports-themed classes that include Africa, including all manner of "World Football" courses, these typically offer minimal or peripheral coverage of Africa. Towards more fully incorporating African sports in the classroom, the organizers of the upcoming “Sports Africa” conference (http://sportinafrica.org/), to be held April 10-13 at the University of the Free State, in Bloemfontein, , have organized a workshop that aims to explore the various ways that sports in Africa are employed in the classroom - either as standalone classes or as part of broader, more topically- varied courses – the pedagogical strategies and approaches that instructors are employing, and challenges to further incorporation. As an outgrowth of these efforts, the workshop also seeks to examine how we can engage our students in meaningful research endeavors on topics related to sports in Africa. The workshop will provide a forum in which scholars who are actively teaching African Sports in the classroom can exchange ideas, approaches, and experiences. To maximize this session, participants will be encouraged to pre- circulate relevant syllabi as well as (brief) pedagogical essays based on their experiences, with the workshop providing an opportunity for fruitful, face-to-face exchange flowing out of these pieces, with the ultimate aim of growing the presence of African Sports in the classroom.

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Pedagogical Essay: “Teaching African Sports”

Teaching African Sports in a World History Context: Global and Local Approaches

Mauricio Borrero (St. John’s University, USA) The pedagogical potential of African sports reaches far beyond African history practitioners to include those teaching courses in world history. This proposal builds on recent experiences integrating sports history into world history surveys and developing undergraduate and graduate sports history courses. I will emphasize three promising avenues for integrating African sports narratives and world history narratives: biographical, geopolitical, and local. The biographical approach comes from tweaking a long-standing department course “Personalities in History,” to be taught in 2018. I will put a world history focus on individual athletes, male and female, whose lives can help students better grasp the issues of gender, class, race, ethnicity, and identity that are central to the broader study of sports history. But, this need not be a “great athlete” version of older “great man” approaches to history. Teams such as the South Africa’s rugby Springboks or numerous African football clubs have extensive collective identities meriting classroom attention. The geopolitical approach builds on recently-taught senior seminars in Cold War history and my participation in Wilson Center’s “Sport in the Cold War” project. I also draw on my research for a biography of Lev Yashin, the legendary Soviet football goalkeeper, as well as on numerous examples of sports exchanges between the Soviet bloc and African nations in the 1950s and 1960s. The local approach comes from my work at a New City-based university with a brand-new Ph.D. program in World History and an M.A. program in Public History, which encourage work with local resources. I wish to take advantage of the rich New York resources available to students of African sports topics, including the Dennis Brutus papers at the NYPL, the , or the experiences of African football players in local MLS and NASL clubs.

Pedagogical Essay: “Teaching African Sports” 5

Teaching Global Sports History and Politics

Derek C. Catsam (University of Texas of the Permian Basin, USA) Sports history courses tend to inspire ambivalence in many departments. On the one hand they provide a service element because they almost always fit the category of "rear-ends in seats" -- courses that draw large numbers of students for reasons ranging from a serious interest in the topic to a belief that such courses will be both fun and easy. But at the same time there are those who find such courses not to be serious, to be opportunities for professors to exercise their hobbies. Yet serious sports history courses can raise serious issues -- about race and gender, about economic questions, about colonialism and global politics. I teach two sports history and politics classes -- one centered around American sports and society, the other about global sport and politics. In each case sport provides a lens through which to examine larger social issues. In these classes it surely is helpful to know about sports, to follow the games on the field. But what is far more important is to be able to draw out larger implications of, say, the - rivalry, or why everyone always wants to beat in anything, or the role that sport played in the anti-apartheid struggle. As someone who writes about race and politics in southern Africa, African sport plays a significant role in my teaching and scholarship and is front-and-center in the Global Sport and Politics course.

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Syllabus 1: “Teaching African Sports”

MICHIGAN STATE UNIVERSITY SPORT, RACE AND POWER IN SOUTH AFRICA History 484 | Fall 2015 |T-Th 2:40-4pm |112A Berkey Hall |Prof. Peter Alegi

Course Description This seminar uses both conventional and digital methods and sources to explore sport and social change in South Africa from the late nineteenth century to the present. The emphasis is on the history of rugby, cricket, and soccer, but we will also cover pre-colonial games, track and field, and . We’ll examine the sporting lives of South African athletes, fans, reporters, coaches, and organizers and then connect them to shifting racial identities and power relationships. This complex and fascinating history will shed light on the pivotal role of sport in the everyday lives of black, brown, and white South Africans, in the struggle against apartheid, and in nation-building efforts after 1994. The main intellectual goal is to use race, class, gender, and nationalism to deepen our understanding of South Africa’s remarkable transformation from pariah of international sport to global citizen and World Cup host. On a more practical level, the course will strengthen skills of critical thinking, digital scholarship, oral communication, collaboration, research, and writing. Seminar website: http://history.msu.edu/hst484-f15/ Required Course Books

 Peter Alegi, Laduma! Soccer, Politics, and Society in South Africa (2010 edition)  Peter Alegi and Chris Bolsmann, eds., Africa’s World Cup  Marvin Close and Chuck Korr, More Than Just a Game: Soccer vs. Apartheid  Christopher Nicholson, Papwa: From Pariah to Legend  Peter Oborne, Basil D’Oliveira: Cricket and Conspiracy Additional readings are available on the course website. Note: Africa’s World Cup is also available as a free e-book via the MSU Library [link]. Course Requirements and Assessment Participation This course is a reading and discussion seminar. Attendance is required. Students are expected to read the assigned material before class and come ready to participate. Only two absences are permitted. Any additional absences (other than a documented emergency) will adversely affect your final grade. Participation grades will be based on your performance as discussion leader (see below), the quality of responsiveness, and on these two criteria: how much have you contributed to make the class interesting? How much have you done to further your classmates’ understanding of the material? You can earn a high participation grade quite easily through comments, questions, and 7 challenges. Finally, each week, on rotation, one student will be responsible for leading class discussion. This means preparing questions ahead of time and connecting assigned materials to course themes and objectives. Blog Essays Each student will create and maintain a free WordPress site with help from staff members at LEADR Lab in the History Department (Old Hort 112). During the semester, each student will write three posts approximately 1000 words in length. These blog essays must demonstrate a thorough engagement with the assigned materials for the week and are due on Thursday at 10am on your WordPress sites. Here are some ideas on how to approach this writing assignment:

 Evaluate strengths and weaknesses of assigned readings  Reflect on the assigned reading in relation to broader South African history  Write about a confusing, shocking, or thought-provoking aspect of the assigned reading and explain how it connects to larger themes in the course  Pose insightful questions about the readings and then attempt to answer them  Compare the week’s readings to material covered in previous weeks I strongly encourage you to go beyond a “print-behind-glass” approach and insert images, videos, and hyperlinks into your blog essays. Blog Comments Each student is required to write one comment a week in response to another student’s essay. Comments must be posted to the relevant blog between Thursday at 11am and Tuesday at Noon. Each comment must be at least 100 words in length, though longer comments tend to be more fully developed and better informed. These will be graded on a +/- basis. Feel free to post more than one comment as it can enhance our class dialogue and raise your final grade. Comments can build on the ideas in the original blog post, raise questions about it, re-think it, and generally strive to deepen participants’ understanding of the material. Responses must always demonstrate a thorough engagement with the assigned materials for the week. Digital Group Project Instead of the usual research paper assigned in a seminar, the capstone assignment in this course is a group digital project. Four groups will be formed during the first two weeks of the course (more details to follow). As with a conventional research paper, there are due dates for topic selection and approval; project description and research questions; and bibliography. The last weeks of the course are devoted to in-class workshops and formal presentations. Possible projects include, but are not restricted to, the following:

 A video documentary on a historical figure, event, place, topic, or process related to the course  A three-week teaching unit on South African sport and society for the 10th Grade World History curriculum 8

 A concise e-book—a research paper published online with significant multimedia components  A curated online exhibition or repository of primary sources  A multimedia timeline on a historical event, person, sport, or topic

Final grades will be determined in the following manner: Attendance & Participation (25% of final grade); Weekly Blog posts (35%); blog comments (10%); Digital capstone project (30%) Grading Scale: 92-100 = 4.0; 91-84 = 3.5; 83-80 = 3.0; 79-74 = 2.5; 73-70 = 2.0; 69-64; 1.5; 63-60 = 1.0; 59-0 = 0.0. Note: All assignments must be completed in order to pass this course. Office Hours I will hold office hours on Tuesday and Wednesday, 10:15-11:30, and by appointment in 160A Old Hort. You can reach me by phone at 517-884-4877 and by e-mail at: [email protected] Follow me on Twitter at @futbolprof

Class Schedule THU 9/3: INTRODUCTION

 Overcoming Apartheid (OA), Unit 1: Introduction (link)  André Odendaal, “Sport and Liberation: The Unfinished Business of the Past,” in C. Thomas, ed., Sport and Liberation in South Africa (2006), 11-38  John Nauright, “African Women and Sport: the State of Play,” Sport in Society 17, 4 (2014): 563-574

TUE 9/8: INDIGENOUS ATHLETIC TRADITIONS

 James Blacking, “Games and Sport in Pre-Colonial African Societies,” in W. J. Baker and J. A. Mangan, eds., Sport in Africa (1987), 3-22 [link]  Peter Alegi, Laduma! Soccer, Politics and Society in South Africa, 7-14  Benedict Carton and Robert Morrell, “Zulu Masculinities, Warrior Culture and Stick Fighting: Reassessing Male Violence and Virtue in South Africa,” Journal of Southern African Studies 38, 1 (2012): 31-53

THU 9/10: SPORT AND SEGREGATION FILM: Injury Time: The untold story of the role played by non-racial sport in South Africa (directed by Mark Fredericks). Discussion to follow. 9

 OA, Unit 2: Colonialism and Segregation: The Origins of Apartheid [link]  OA, Unit 3: The Rise of Apartheid [link]  *Christopher Merrett, “Sport and Apartheid,” History Compass 3 (2005), 1-11

TUE 9/15: CRICKET: THE MAKING OF AN APARTHEID GAME

 OA, Unit 4: Protest and Resistance through the Rivonia Trial [link]  Oborne, Basil D’Oliveira: Cricket and Conspiracy, 1-42

THU 9/17: PLAYING APARTHEID CRICKET PRELIMINARY CAPSTONE PROJECT TOPIC DUE.

 Oborne, Basil D’Oliveira, 43-125  FILM: “Fair play: 1958-1981” [part 4, “Have You Heard From ?”]

TUE 9/22: THE D’OLIVEIRA AFFAIR

 Oborne, Basil D’Oliveira, 126-228  Bruce Murray, “Politics and Cricket: The D'Oliveira Affair of 1968,” Journal of Southern African Studies 27, 4 (2001): 667-684

THU 9/24: THE SPORT BOYCOTT PROJECT DESCRIPTION AND PRELIMINARY BIBLIOGRAPHY DUE.

 Oborne, Basil D’Oliveira, 229-253  *Rob Nixon, “Apartheid on the Run: The South African Sports Boycott,” Transition 58 (1992), 68-88 TUE 9/29: RUGBY AND WHITENESS

 *David Black and John Nauright, “Making Imperial Men,” in Rugby and the South African Nation, 22-37  *Albert Grundlingh, “Playing for Power: Rugby, Afrikaner Nationalism and Masculinity in South Africa,” in A. Grundlingh, A. Odendaal, and B. Spies, Beyond the Tryline (1995), 106- 135

THU 10/1: RUGBY AND BLACKNESS UPDATED PROJECT DESCRIPTION AND RESEARCH QUESTIONS DUE. 10

 *Black and Nauright, “Black Rugby and Sports, Sporting Ideologies and Racial Politics,” in Rugby and the South African Nation, 38-59

TUE 10/6: THE 1995 RUGBY WORLD CUP: RAINBOW NATIONALISM FILM: Invictus [selections]

 *Black and Nauright, “The World and South Africa in Union? The Significance of the 1995 Rugby World Cup,” Rugby and the South African Nation, 122-142  *Christopher Merrett, “Sport and Nationalism in Post-Liberation South Africa in the 1990s: Transcendental Euphoria or Nation Building?” Sport History Review 34 (2003), 33-59

THU 10/8: PAPWA SEWGOLUM: FROM CADDIE TO CHAMPION PROJECT REPORTS DUE.

 Christopher Nicholson, Papwa Sewgolum: From Pariah to Legend, 1-124

TUE 10/13: PAPWA SEWGOLUM: GOVERNMENT BACKLASH AND TWILIGHT YEARS

 Nicholson, Papwa Sewgolum 125-195

THU 10/15: RACE, GENDER, AND SEXUALITY IN TRACK AND FIELD PROJECT REPORTS DUE.

 Ariel Levy, “Either/Or: Sports, Sex, and the Case of Caster Semenya,” New Yorker, November 30, 2009 [link]  Andy Brown, “CAS suspends IAAF’s Hyperandrogenism Regulations,” The Sports Integrity Initiative, July 27, 2015 [link]

TUE 10/20: CHANGING GENDER IDENTITIES AND BOUNDARIES

 Claire F. Sullivan, “Gender Verification and Gender Policies in Elite Sport: Eligibility and ‘Fair Play’,” Journal of Sport and Social Issues 35, 4 (2011): 400-419  Letisha Engracia Cardoso Brown, “Sporting Space Invaders: Elite bodies in track and field, a South African context,” South African Review of Sociology 46, 1 (2015), 7-24

THU 10/22: THE AFRICANIZATION OF SOCCER

 Peter Alegi, Laduma!, 15-63, 155-160 11

TUE 10/27: SOCCER, SOCIAL CHANGE, AND APARTHEID

 Alegi, Laduma!, 65-135

THU 10/29: ROBBEN ISLAND SOCCER (PART 1) PROJECT REPORTS DUE.

 Chuck Korr and Marvin Close, Soccer vs Apartheid, 1-115

TUE 11/3: ROBBEN ISLAND SOCCER (PART 2)

 Korr and Close, Soccer vs Apartheid, 116-220  ESPN “Outside the Lines: Robben Island,” (2010) [link]

THU 11/5: SOCCER IN A GLOBALIZING SOUTH AFRICA PROJECT REPORTS DUE.

 Peter Alegi, Laduma! Soccer, Politics, and Society in South Africa, 137-154  *Cynthia F. Pelak, “Women and Gender in South African Soccer: a Brief History,” Soccer and Society 11, 1 (2010): 63-78

TUE 11/10: WORLD CUP CITIES

 Alegi and Bolsmann, eds., Africa’s World Cup (Part 1)

THU 11/12: WORLD CUP SOUNDS AND AESTHETICS

 Africa’s World Cup (Part 2)

TUE 11/17: WORLD CUP CROWDS, NATIONALISM, & PAN-AFRICANISM

 Africa’s World Cup (Part 3)

THU 11/19: POLITICS AND ECONOMICS OF THE WORLD CUP

 Africa’s World Cup (Part 4)

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11/24-26: Thanksgiving break!

DRAFTS CAN BE SUBMITTED ON OR BEFORE 11/24

TUE 12/1 AND THU 12/3: WORKSHOPS IN LEADR LAB

TUE 12/8 AND 12/10: PROJECT PRESENTATIONS IN LEADR LAB

TUE 12/15: DIGITAL GROUP PROJECTS DUE at 12 Noon!

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Syllabus 2: “Teaching African Sports”

Mauricio Borrero Department of History St. John’s University, New York HIS 5xx

SPORTS HISTORY: GLOBAL AND LOCAL

This is a course for graduate students in our world history and public history programs. The first part (Units 1-7) covers general themes and issues in the study of sports history, both in a global, world history context and a local history context. The second part (Units 8-14) tilts the balance between global and local towards the local, without abandoning a world history perspective. The emphasis is more on practical issues of collecting, preserving, and presenting sports history.

Units of Instruction: 1. The Field of Sports History a. The Growth of Sports History b. Issues in Sports History 2. Cultural Imperialism and he Diffusion of Anglo-American Team Sports a. Cricket, Rugby, and Football b. and 3. Class, Race and Ethnicity in Sports History a. Amateurs v. professionals b. Racial segregation and sport (examples from , South Africa, and the US) c. Sports as markers of ethnicity 4. Gender a. Can/should women play sports? b. What sports can/should women play? c. Title IX in U.S. college sports 5. Identities and Communities a. Neighborhood b. City c. Region d. Nation 6. Transnational Geographical Identities and Competitions a. Global: Olympic Games, World Cups b. Territorial: (i.e. African, Asian, Caribbean, Mediterranean) c. Colonial and Post-Colonial (i.e. Soviet-Bloc Spartakiads, Commonwealth Games, Lusophone Games) 7. Performance, Audiences, Spectators 14

a. Sports as Performance b. Broadcasting Sports c. Spectatorship and Audience 8. Remembering Sport: Individual and Collective Memory a. Athletes autobiographies and memoirs b. Sports journalism c. Club histories 9. Preserving and Collecting Sports a. Oral history b. Material Culture c. Visual Culture 10. Presenting Sport to the Public a. Halls of Fame b. Sports Museums c. Radio and Television Archives 11. Sports and the City a. Stadiums, Arenas, and Neighborhoods b. Sports and Urban Renewal 12. The Business of Sport a. Contracts and Labor Issues b. Advertising, Branding, and Clothing c. The Business of Building Stadiums and Hosting Sporting Events 13. Immigration, Assimilation, and Integration in NYC through the Lens of Sport a. Baseball and Assimilation b. Basketball c. Ethnic Soccer Clubs d. Cricket and the West Indian and South Asian diasporas

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Syllabus 3: “Teaching African Sports”

Lektionsplan, Sport og Globalisering, Sektion for Idræt, efteråret 2016 Onsdag kl. 14.00-16.30 (lokale 318) Undervisere: lektor Sine Agergaard (SA) og postdoc Christian Ungruhe (CU)

Uge 1: Introduktion til sport og globalisering, SA og CU Onsdag 31/8 Jarvie, G. (2006/12): Sports, Culture and Society. An Introduction. and New York: Routledge, Chapter 5, p. 119-136. Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media and Politics are changing sports. London and New York: Routledge, p. 1-28. (Grundbog købes ved stakbogladen).

Uge 2: Teorier om sport og globalisering, SA Onsdag 7/9 Palmer. C. (2013). Global Sports Policy. London: Sage, p. 7-21(38). Dunning, E. (2010). Figurational/process-sociological reflections on sport and globalization. Some conceptual-theoretical observations with special reference to the ‘soccer’ form of football. European Journal for Sport and Society 7(3-4): 183-194. Giulianotti, R. & Robertson, R. (2004). The globalization of football. A study in the glocalization of the ‘serious life’. The British Journal of Sociology 55(4): 545-568.

Uge 3: Historical and non-western perspectives on sport and globalization, CU Onsdag 14/9 Kummels, I. (2013): Anthropological Perspectives on Sport and Culture: Against Sports as the Essence of Western Modernity. In: K. Bromber, B. Krawietz and J. Maguire (eds.), Sport Across Asia. Politics, Cultures, and Identities. New York: Routledge, pp.11-31. Alegi, P. (2010). The Africanization of Football, 1920-1940. In: P. Alegi, African Soccerscapes. How a continent changed the world’s game. Athens: Ohio University Press, pp. 14-35. Appadurai, A. (1995/2015). Playing with modernity. The decolonialization of Indian cricket. 16

Altre Modernità, Essays 14 (11): 1-24. Supplerende litteratur: Sato, S. (2013). The sportification of : Global convergence and evolution. Journal of Global History 8 (2): 299-317.

Uge 4: Politisk styring af (inter)national sport, SA Onsdag 21/9 Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media and Politics are changing sports. London and New York: Routledge, chapter 2, p. 29-62.

Palmer. C. (2013). Global Sports Policy. London: Sage, p. 39-57. Green, M. & Oakley, B. (2001) Elite sport development systems and playing to win: uniformity and diversity in international approaches. Leisure Studies 20(4), 247-267.

Uge 5: (Inter)nationale mega-events; prisen for OL, SA Onsdag 28/9 Houlihan, B. & Zheng, J. (2013). The Olympics and Elite Sport Policy. Where 28/9 will it all end. The International Journal of the History of Sport 30(4): 338-355. Hogan, K & Norton, K. (2000). The price of olympic gold. Journal of Science and Medicine in Sport 3(2): 203-218. Grix, J. & Carmichael, F. (2011). Why do governments invest in elite sport? A polemic. International Journal of Sport Policy and Politics 4(1): 73-90.

Uge 6: (Inter)nationale mega-events; brugen af nye medier, SA Onsdag 5/10 Brownell, S. (2013). The Olympic Public Sphere. The London and 5/10 Opening Ceremonies as representative of political systems. The International Journal of the History of Sport 30(11): 1315-1327.

Millington R. & Darnell, S.C. (2014). Constructing and contesting the Olympics online. The internet, Rio 2016 and the politics of the Brazilian development. International Review for the Sociology of Sport DOI: 10.1177/1012690212455374 Wilson, J. (2007). New Media, Social Movements, and Global Sport Studies: A Revolutionary Moment and the Sociology of Sport. Sociology of Sport Journal, 24, 457-477. Supplerende litteratur: Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, 17

Media and Politics are changing sports. London and New York: Routledge, chapter 5, p. 140- 181.

Uge 7: International relations, nationalism and globalization, CU Onsdag 12/10 Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media 12/10 and Politics are changing sports. London and New York: Routledge, chapter 6, p. 185-216.

Bairner, A. (2001). National Identity, Globalization, and Sport. In: A. Bairner, Sport, Nationalism and Globalization. European and North American Perspectives. Albany: State University of New York Press, pp. 1-20. Alber, E. and C. Ungruhe (2016). Fans and states at work: a Ghanaian fan trip to the FIFA World Cup 2010 in South Africa. Soccer & Society 17 (1): 18-39.

Supplerende litteratur: Eichberg, H. (1995): Body Culture and Democratic Nationalism: ‘Popular Gymnastics’ in Nineteenth-Century . International Journal for the History of Sport 12 (2): 108-124.

Uge 8 Individuel skriveøvelse Individuel skriveøvelse af 5 siders længde (á 2400 enheder) som afleveres senest 23/10. Dansk- sprogede besvarelser sendes på mail til: [email protected], engelsk-sprogede til [email protected]

Uge 9 Global migration og national integration, SA 26/10 Castles, S. & Miller, M.J. (2009). The Age of Migration. New York: Palgrave Macmillan, p. 1- 19. Agergaard, S., la Cour, A.M. & Gregersen, M.T. (2016). Politicisation of migrant leisure. A public and civil intervention involving organized sports. Leisure Studies 35(2): 200-214. Agergaard, S. (2016). When globalization and sports labour migration meets local and national talent development. I: Wagner, U., Storm, R.K. & Nielsen, K. (Eds.). When Sport meets Business. London and New York: Sage, p. 30-42.

Uge 10: Sports labour migration, CU Onsdag 2/11 Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media and Politics are 18 changing sports. London and New York: Routledge, chapter 3, p. 63-96.

Carter, T. (2007). “Re-placing Sport Migrants: Moving beyond the Institutional Structures Informing International Sport Migration”, International Review for the Sociology of Sport 48 (1): 66-82. Agergaard, S., Botelho, V. & Tiesler, N. (2014). The typology of athletic migrants revisited. Transnational Settler, Sojourners and Mobiles. In: Agergaard, S. & Tiesler, N. (eds.), Women, Soccer and Transnational Migration. London and New York: Routledge, p. 191-215. Supplerende litteratur: Esson, J. (2015): ”Better off at home? Rethinking Responses to Trafficked West African Footballers in Europe”, Journal of Ethnic and Migration Studies 41 (3): 512-530.

Uge 11: Sport, Race and Ethnicity CU Onsdag 9/11 Jarvie, G. (2002): Sport, Racism and Ethnicity. In: Coakley, J. and E. Dunning (eds.), Handbook of Sport Studies. London: Sage, pp. 334-343. Ungruhe, C. (2013): “‘Natural Born Sportsmen’”. Processes of Othering and Self- Charismatization of African Professional Footballers in , African Diaspora 6 (2): 196- 217. Scott, C.-G. (2015). Racism in Swedish football and society. In: Scott, C.-G., African Footballers in . Race, Immigration, and Integration in the Age of Globalization. New York: Palgrave Macmillan, pp. 33-49. Supplerende litteratur: Scott, G. (2015). Anti-racism and its limitations in Swedish football. In: Scott, C.-G., African Footballers in Sweden. Race, Immigration, and Integration in the Age of Globalization. New York: Palgrave Macmillan, pp. 51-67.

Uge 12: The global sports industry and division of labor, CU Onsdag 16/11 Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media and Politics are changing sports. London and New York: Routledge, chapter 4, s, 100-139.

Maguire, J. (1999): The Sports Industry, Global Commodity Chains and Sustainable Sport. In: Maguire, J., Global Sport. Identities, Societies, Civilizations. Cambridge: Polity Press, pp. 128- 19

143. Lund-Thomsen, P et al (2012). Labour in Global Value Chains. Work Conditions in Football Manufacturing in , India and Pakistan. Development and Change, 43(6): 1211-1237. Supplerende litteratur: Campbell, R. (2010). “Staging globalization for national projects: Global sport markets and elite transnational labour in .” International Review of the Sociology of Sport 46 (1): 45-60.

Uge 13: Sport and Development, CU Onsdag 23/11 Kidd, B. (2008). “A new social movement: Sport for development and peace.” Sport in Society 11 (4): 270-280. Akindes, G., and M. Kirwin (2009). Sport as International Aid: Assisting Development or Promoting Under-Development in Sub-Saharan Africa? In: R. Levermore and A. Beacom (eds.), Sport and International Development. New York: Palgrave Macmillan, pp. 219-245. Desai, A. and Vahed, G. (2010). “World Cup 2010: Africa’s Turn or the Turn on Africa?” Soccer & Society 11 (1): 154–67. Supplerende litteratur: Willis, O. (2000). “Sport and Development. The Significance of Mathare Youth Sports Association” Canadian Journal of Development Studies 21 (3): 825-849.

Uge 14: Anti- og Alterglobalisering gennem sport, SA Onsdag 30/11 Harvey, J., Horne, J. & Safai, P. (2009) Alterglobalization, Global Social Movements, and the Possibility of Political Transformation Through Sport. Sociology of Sport Journal, 26: 383-403 Giulianotti, R., Armstrong, G., Hales, G. & Hobbs, D. (2015). Sport Mega-events and Public Opposition. A Sociological Study of the London 2012 Olympics. Journal of Sport and Social Issues 39(2): 99–119. Foster, K. (2004). Alternative models for the regulation of global sport. I: L. Allison (ed). The Global Politics of Sport. London: Routledge, p. 63-86.

Uge 15: Fremtidige tendenser og problemstillinger, SA and CU Onsdag 7/12 Sage, G. (2010): Globalizing Sports. How Organizations, Corporations, Media and Politics are 20

changing sports. London and New York: Routledge, chapter 7, s, 219-252.

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Syllabus 4: “Teaching African Sports”

Dr. Todd Cleveland AAST 499V/HIST 3813 Office: Old Main 507 E-mail: [email protected] Office Hours: T & TH 10:30 - 12:30 Class: T & TH, 2:00 - 3:15 Office Phone: 575-7596 Room: Kimpel 411

HISTORY OF SPORTS IN AFRICA

Overview: In the wake of Europeans' violent colonization of Africa beginning in the latter half of the 19th century, they began to introduce “modern sports” to the continent as part of their so-called civilizing missions. Africans responded enthusiastically to these introductions, as many of these endeavors built upon pre-colonial indigenous athletic traditions. However, Africans quickly appropriated these “modern” athletic pastimes, “indigenizing” them and using sport as a vehicle through which to express and organize themselves and, eventually, to resist colonial rule. Following political independence, African leaders used sport to unite their diverse populations in an effort to create national identities where none had previously existed. This class explores the recent history of Africa through the prism of sport, examining Africans’ shifting relationships to athletics, the roles that sport is playing in the development of the continent, and how sports in Africa have both shaped and been shaped by international events and processes.

Requirements: Course requirements include a map quiz, a media project, a term paper, midterm and final exams and regular class participation. The grading is as follows:

Media Assignment: 25% Map and Lecture quizzes: 5% Research Paper: 25% Book reviews: 15% Film reviews: 15% Participation: 15%

Assignment elaborations:

Media Assignment: By February 23rd, students, who may work in groups for this assignment, will select a sports-related development within a particular country, e.g. Ghana, or a continent-wide sporting event, e.g. the African Cup of Nations, and follow this topic over the course of the term, compiling articles from African newspapers (and other African media sources). Students will work with the instructor to devise a paper topic that explores the history and social, political and economic importance of the entity they’ve chosen and construct a 6-7 page, double-spaced paper based on the coverage of the topic. During our April 28th and May 3rd classes, students - either individually or in groups - will be asked to briefly present (5-10 minutes) to the class the topic they’ve been following and their conclusions and then submit both the articles collected and the paper by our penultimate meeting, May 5th.

Quizzes: These will take place during class on February 4th, as it is imperative that students are familiar with the geography of the continent and its basic history in order to understand better the course 22 discussions and reading assignments going forward. Students will be provided with a list of potential map quiz items during the first class. “Development and the Diaspora” Research Paper: This assignment will require that students choose an African athlete (active or retired) who played professionally outside of Africa but who has retained active connections to his/her home country and has played a role in the development of that nation. Students will then craft a 5-6 (double-spaced) page paper that demonstrates their knowledge of the individual, the home country, the history of the issue(s) this player is addressing and the changes they’re trying to effect through their ongoing involvement. Examples could include Dikembe Mutombo or Manute Bol (deceased) in the U.S., Didier Drogba or George Weah in Europe, or any number of other current or former African athletes. As many of these athletes have charitable foundations, students are strongly encouraged to make contact with these organizations and, potentially, the athletes themselves. Students will be required to finalize a topic by February 23rd and submit completed papers by April 7th.

Book review: African Soccerscapes and East African Running: These assignments will require that students write a 3-4 page review answering a central question that will be provided on a class handout. The reviews are due by the start of class on March 1st and April 26th, respectively.

Film Reviews: Following each film screened, students will be required to complete a review based on particular criteria as outlined on the review sheets to be circulated in class.

Participation: It is crucial that students both complete the assigned readings and come to class prepared to critically discuss these materials. In-class exercises, such as impromptu (“pop”) quizzes may also factor into this grade, especially if readings are not being completed. Depending on the particular topics that students choose for their papers, students will also be able to elaborate and provide the class with insight on these issues when they arise. Students will be permitted up to three absences before poor attendance begins to detract from their grade.

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Late Papers: Any work turned in late will incur a penalty of one letter grade for each day it is late. Students must contact the instructor should any extenuating circumstances arise prior to the assignment deadline. Academic Integrity: Students will conduct themselves in this course in accordance with the University of Arkansas’ academic integrity policies. Violations will be handled according to the current guidelines and procedures. See: http://honesty.uark.edu/policy/index.php Students requiring special accommodations: The course will abide by the latest policies outlined by the Center for Educational Access. See: http://cea.uark.edu/

Texts: The following texts are required for the class and will be available at the Bookstore: - Peter Alegi. African Soccerscapes: How a Continent Changed the World’s Game. Ohio University Press, 2010. - Adharanand Finn. Running with the Kenyans: Discovering the Secrets of the Fastest People on Earth. Ballantine, 2013.

All of the readings, outside of the texts, will be available on Blackboard. 23

Introduction to the Class and African History Jan. 19th Introductions and Expectations Readings: None.

Jan. 21st Overview: African History since 1500 Readings: Start African Soccerscapes.

Jan. 26th African History since 1500, continued Readings: None.

Jan. 28th Colonial and Post-Colonial Africa Films: African Independence, Parts I and II Readings: None.

Feb. 2nd Colonial and Post-Colonial Africa Film: African Independence, Parts III and IV Readings: None.

Introduction to Sports in Africa

Feb. 4th Leisure and Athletics in Africa’s Past Readings: Emmanuel Akyeampong and Charles Ambler, “Leisure in African History,” International Journal of African Historical Studies 35:1 (2002): 1-16.

**Map and Lecture Quizzes**

Feb. 9th Pre-Colonial African Sporting Traditions Readings: Sigrid Paul, “The Tradition and its Social Functions,” in W. Baker and J. Mangan, eds. Sport in Africa: Essays in Social History (NY: 1987) 23- 46.

Feb. 11th Introduction of Soccer in Africa Readings: None.

African Football: The Introduction, Appropriation, and Growth of the Game

Feb. 16th The Appropriation of the Game Readings: 1) Nuno Domingos, “Football and Colonialism, Domination and Appropriation: The Mozambican Case,” Soccer and Society 8:4 (2007): 478- 94. 2) Laura Fair, “Kickin’ It: Leisure, Politics and Football in Colonial Zanzibar, 1900s-1950s,” Africa 67:2 (1997): 224-51. 24

Feb. 18th Information Literacy: African Sources Readings: None.

**Meet in Mullins Library, Room #102**

Feb. 23rd The “Muscle Drain” from Africa Readings: None.

**Topics for Media Assignment Due**

**Research Paper Topics Due**

Feb. 25th Sporting Dreams or Delusions? Film: Fintar o Destino (1998) Readings: None.

March 1st The Next 100 Years of Soccer in Africa Readings: Finish African Soccerscapes. PODCAST: afripod.aodl.org/tag/peter-alegi

**Book Review Due**

March 3rd The African Soccer Diaspora Debated Readings: 1) Todd Cleveland, “Following the Ball: African Soccer Players, Labor Strategies and Immigration across the Portuguese Colonial Empire, 1949-75,” (July-Dec. 2013): 15-41. 2) Paul Darby, “Out of Africa: The Exodus of Elite African Football Talent to Europe,” (Dec 2007): 443-56.

March 8th From Africa to Europe: “Making it” Readings: Start: Running with the Kenyans Film: Football Fables

Mega-Sporting Events in African History

March 10th The 2010 World Cup in South Africa Readings: Ashwin Desai and Goolam Vahed, “World Cup 2010: Africa’s turn or the turn on Africa?,” (2010): 154-67.

March 15th Boxing and “The Rumble in the Jungle” Reading: Terrence Ranger, “Pugilism and Pathology: African Boxing and the Black Urban Experience in S. Rhodesia,” pgs. 196-213. 25

Film: When We Were Kings

March 17th Sport Aid ‘86 Readings: None.

**Spring Break - March 21st - 25th **

Racism, Sports and South Africa

March 29th Apartheid and Cricket CNN Video: http://vimeo.com/69325881 Readings: None.

March 31st Trouble Abroad: Apartheid and Sport Readings: 1) Elizabeth Rankin, “Banners, Batons and Barbed Wire: Anti-apartheid images of the Springbok Rugby Tour Protests in ,” Arte 76 (2007): 21-32. 2) Douglas Booth, “Hitting Apartheid for Six? The Politics of the South African Sports Boycott,” Journal of Contemporary History 38:1 (2003): 477-93.

April 5th Rugby, Apartheid and the International Boycott Readings: None. Film: Fair Play (Part I)

April 7th Rugby, Apartheid and the International Boycott Readings: None. Film: Fair Play (Part II)

**Research Papers Due**

Running Away with It

April 12th Globalization: Challenges and Opportunities Readings: Max Fisher, “Why Kenyans Make Such Great Runners: A Story of Genes and Cultures,” The Atlantic, April 17, 2012.

April 14th Research Day **No Class**

April 19th East Africa’s Long Distance Success Readings: None. Film: Town of Runners

April 21st Debating Africa’s Long Distance Success 26

Readings: *Student generated content*

April 26th African Running Analysis Readings: Finish Running with the Kenyans

**Book Review Due**

Presentations of Student Research

April 28th Media Assignment Presentations Readings: None

May 3rd Media Assignment Presentations Cont’d Readings: None.

Conclusions

May 5th Course Conclusions and Reflections Readings: None

**Media Assignment Due**

27

Syllabus 5: “Teaching African Sports”

HIST 4389 Global Sports History Syllabus – Spring 2011 (Course Meets in GAB 006, T-Th 2:00-3:15)

Professor: Derek Catsam Office: MB 4122, x. 2311 Office Hours: 12:30-2:00 T-Th, 12:00-2:00 W and by appointment. E-mail: [email protected]

Required Textbooks: Available at the college bookstore and online – you may be able to save money by using sources such as Amazon (www.amazon.com ) (make sure to look at Amazon’s used book options – you can sometimes save considerable money by doing so), Barnes & Noble’s website (www.bn.com) and used bookstore sites such as www.bookfinder.com or www.alibris.com.

Allen Guttmann, Sports: The First Five Millennia George B. Kirsch, Baseball and Cricket: The Creation of American Team Sports, 1838-72 Stefan Szymanski and Andrew Zimbalist, National Pastime: How Americans Play Baseball and the Rest of the World Plays Soccer John Carlin, Playing the Enemy: Nelson Mandela and the Game That Made a Nation Franklin Foer, How Soccer Explains the World: An {Unlikely} Theory of Glabalization

Course Description and Objectives: In the summer of 2010 South Africa, against what once would have been seen as long odds, successfully hosted the world’s biggest sporting event, the World Cup. Fifteen years earlier Nelson Mandela had helped solidify his reputation as a global icon of reconciliation by donning the once-hated Springbok to support the country’s national rugby team before the finals of the rugby World Cup. These two moments reveal the power of sport in just one country across a relatively brief span of time. Sports and social issues merge and intertwine in global society. And these trends are not new. The Olympic movement has always been politicized even as politicians and athletes have proclaimed that sport and politics should not mix. Problems with race and gender have revealed themselves in sport, which sometimes has led and sometimes followed on addressing these issues. In this class we will look at the intersections of sports, politics, and social issues in global history with particular emphasis on the twentieth century.

Note: This class should be a lot of fun. And there will obviously be a great deal of discussion about the sports and games that we love. We will spend a good deal of time looking not only at the history of the interrelationship between sport, politics, and society, we will also look at the contemporary sporting landscape. And while a passion for sports is important for this class, it is important for you to recognize that this will not be a place where we will simply be discussing 28 the scores of last night’s games, nor is it merely a place to reveal your prowess in sports trivia. This is a serious academic class that will use sports to look at important issues.

Course Schedule: Note: You should have the reading for the week done before class Tuesday.

Week One (January 11-13): Reading: Guttmann, xi-xiii, 1-6.

Week Two (January 18-20): Reading: Guttmann, 7-67; Kirsch, xi-xii, 1-20.

Week Three (January 25-27): Reading: Guttmann, 68-88; Kirsch, 21-90.

Week Four (February 1-3): Reading: Guttmann, 89-117; Kirsch, 91-200.

Week Five (February 8-10): Reading: Guttmann, 118-166; Kirsch, 201-270. Paper #1 Due in Class, Thursday, February 10.

Week Six (February 15-17): Reading: Guttmann, 167-179; Szymanski & Zimbalist, vii-xiv, 1-47.

Week Seven (February 22-24): Reading: Guttmann, 180-195; Szymanski & Zimbalist, 48-145.

Week Eight (March 1-3): Reading: Guttmann, 196-205; Szymanski & Zimbalist, 146-215. Paper #2 Due in Class, Thursday, March 3.

Week Nine (March 8-10): Reading: Guttmann, 206-238; Carlin, 1-48.

Spring Break: March 14-18!

Week Ten (March 22-24): Reading: Guttmann, 239-249; Carlin, 49-158.

Week Eleven (March 29-31): Reading: Guttmann, 250-258; Carlin, 159-261. Paper #3 Due in Class, Thursday, March 31. 29

Week Twelve (April 5-7): Reading: Guttmann, 259-272; Foer, 1-64. Week Thirteen (April 12-14): Reading: Guttmann, 273-284; Foer, 65-140. Group Project – Details TBA.

Week Fourteen (April 19-21): Reading: Guttmann, 285-306; Foer, 141-216.

Week Fifteen (April 26-28): Reading: Guttmann, 307-325; Foer, 217-252. Paper #4 Due in Class, Thursday, April 28. Final Exam: Details TBA

Readings, Class Attendance, Assignments, and Miscellany:

* This class will combine lectures, discussions, presentations, films and other approaches to history. Participation is a big part of the course evaluation process and as a consequence, attendance is necessary for success. The course will meet Tuesdays and Thursdays from 2:00 to 3:15. It is essential that you do all of the reading for class because there will be a great deal of discussion, and hopefully debate, that stems from the assignments. These are all good books – well written, engaging, and important – so hopefully the assignments will not be a chore.

Of course questions, comments, and rigorous (but civil) debate are always welcome at anytime.

* This is designed to be a reading-and-writing-intensive course. I will hand out topics for the papers prior to the due date. Papers are to be three to four pages in length unless otherwise indicated. Writing matters, no matter the discipline in which you are majoring, so proofread your papers thoroughly (understand that spell check is merely a first line of defense), and make sure that they are clear, well-organized, and pursue a logical argument. There will also be an exam, which will be largely essay-based.

* A hint on the reading: The course reading is intended to supplement the lectures, films and the like. The books I have chosen focus on particular themes or ideas in the study of American presidential politics and should enhance your understanding of this incredibly rich topic in American history. Read closely, take notes, rather than just highlight or underline, and do not be afraid to ask questions of the reading and be skeptical.

30

* The standard, regrettable, but necessary caveat emptor: Cheating is bad. Therefore, plagiarism, cheating on assignments, and any other form of academic dishonesty will result in punishments ranging from a failing grade on an assignment to dismissal from the university. Please do not put yourself in a position where we have to deal with this issue. Furthermore, err on the side of caution: at this stage of the game, it is better to footnote too excessively than too slimly. If an idea, citation, or quotation is not your own, attribute it. Consult your student handbook for university policies.

*Excuses: Assignments are due on the dates outlined in the syllabus. Although there may be times when something arises and you cannot turn in an assignment on time, these should be rare circumstances. You have plenty of fair warning for when projects are due and so getting things turned in on time is crucial. Nonetheless, things sometimes happen unexpectedly, and I am willing to work with you if a situation beyond your control arises.

* Disability Statement: Any student who feels that he or she may require assistance for any type of physical or learning disability should consult with me as soon as possible. To request academic accommodations for a disability contact Efren Castro, Director of the PASS Office in the Mesa Building Room 1160, 432-552-2631 or email [email protected] . Students are required to provide documentation of disability to PASS Office prior to receiving accommodations.

* If you are having troubles, please speak to me. Even if you are not having troubles, come and speak to me. That is why I am here.

Grading: Grading in this course will be rigorous but fair. I have high, but certainly attainable, expectations for you, as you should have for yourselves. The breakdown is as follows:

In-Class Discussion: 15% Mid-Term Papers: 60% (15% each) Group Project: 15% Exam: 10%

I do take class participation seriously. Our discussions are times for you to show that you have read, absorbed, thought about and engaged with the materials. This is your chance to ask questions, to learn from one another, to debate, to disagree, and to follow whatever paths we choose. If you come to class prepared and ready to interact you should be able to do well on the class participation component of this course.

If after receiving your assignments back from me you have questions about the grades, I will be more than willing to talk to you about them. However, keep a few things in mind: There is a 24 hour cooling off period between when you receive a graded assignment and when I will speak to you about it. This will give you a chance to read over comments, to see where I may have marked you down, and to determine whether you are upset about the grade I gave you or with your performance. It is certainly possible that I may make errors in grading your work. If I do so, I will revisit my work. This is not, nor should it be, an antagonistic process.

31

Syllabus 6: “Teaching African Sports”

HIST 4304 Global Sports History Syllabus – Spring 2015 (Course Meets in MB2270, T-Th 12:30-1:45)

Professor: Derek Catsam Office: MB 4122, x. 2311 Office Hours: 10:00-11:00 T-Th, 6:00-7:00 pm T, 12:00-2:00 W and by appointment. E-mail: [email protected]

Required Textbooks: Available at the college bookstore and online – you may be able to save money by using sources such as Amazon (www.amazon.com ) (make sure to look at Amazon’s used book options – you can sometimes save considerable money by doing so), Barnes & Noble’s website (www.bn.com) and used bookstore sites such as www.bookfinder.com or www.alibris.com.

Stephen Amidon, Something Like the Gods: A Cultural History of the Athlete From Achilles to LeBron John Fox, The Ball: Discovering the Object of the Game Guy Walters, Games: How the Nazis Stole the Olympic Dream Robert Andrew Powell, This Love is Not For Cowards: Salvation and Soccer in Ciudad Juárez There may also be extra reading that I hand out over the course of the semester that is not included in this syllabus but for which you will be accountable.

Course Description and Objectives: Sports, politics, and social issues merge and intertwine in global society. And these trends are not new. The Olympic movement has always been politicized even as politicians and athletes have proclaimed that sport and politics should not mix. Problems with race and gender have revealed themselves in sport, which sometimes has led and sometimes followed on addressing these issues. In this class we will look at and try to develop a greater understanding of the intersections of sports, politics, and social issues in global history with particular emphasis on the twentieth century.

Note: This class should be fun. And there will obviously be a lot of discussion about the sports and games that we love. We will spend a good deal of time looking not only at the history of the interrelationship between sport, politics, and society, we will also look at the contemporary sporting landscape. And while a passion for sports is important for this class, it is important for you to recognize that this will not be a place where we will simply be discussing the scores of last night’s games, nor is it merely a place to reveal your prowess in sports trivia. This is a serious academic class that will use sports to look at important issues.

Course Schedule: Note: You should have the reading for the week done before class Tuesday. 32

Week One (January 13-15): Reading: None

Week Two (January 20-22): Reading: Amidon, pp. ix-71.

Week Three (January 27-29): Reading: Amidon, 72-148.

Week Four (February 3-5): Reading: Amidon, 149-198.

Week Five (February 10-12): Reading: Amidon, 199-231; Fox, 1-12. Paper #1 Due in Class, Thursday, February 12. Week Six (February 17-19): Reading: Fox, 13-140. Cricket World Cup Country Assignment Due In Class Tuesday, February 17. Week Seven (February 24-26): Reading: Fox, 141-316.

Week Eight (March 3-5): Reading: Fox, 317-332. Paper #2 Due in Class, Thursday, March 5. Spring Break: March 9-13! Week Nine (March 17-19): Reading: Walters, xi-152.

Week Ten (March 24-26): Reading: Walters, 153-295.

Week Eleven (March 31-April 2): Reading: Walters, 296-319. Paper #3 Due in Class, Thursday, April 2. Week Twelve (April 7-9): Reading: Powell, 1-107. Cricket World Cup Second Project Due in Class, Tuesday, April 7. Week Thirteen (April 14-16): Reading: Powell, 108-193. 33

Group Project – Details TBA. Week Fourteen (April 21-23): Reading: Powell, 194-251. Group Project – Continued. Week Fifteen (April 28-30): Reading: Powell, 252-258. Paper #4 Due in Class, Thursday, April 28. Final Exam: Tuesday, May 5, 12:30-2:30, Details TBA. Readings, Class Attendance, Assignments, and Miscellany:

* This class will combine lectures, discussions, presentations, films and other approaches to history. Participation is a big part of the course evaluation process and as a consequence, attendance is necessary for success. The course will meet Tuesdays and Thursdays from 12:30- 1:45. It is essential that you do all of the reading for class because there will be a great deal of discussion, and hopefully debate, that stems from the assignments. These are all good books – well written, engaging, and important – so hopefully the assignments will not be a chore.

Of course questions, comments, and rigorous (but civil) debate are always welcome at anytime.

* This is designed to be a reading-and-writing-intensive course. I will hand out topics for the papers prior to the due date. Papers are to be three to four pages in length unless otherwise indicated. Writing matters, no matter the discipline in which you are majoring, so proofread your papers thoroughly (understand that spell check is merely a first line of defense), and make sure that they are clear, well- organized, and pursue a logical argument. There will also be an exam, which will be largely essay- based.

* A hint on the reading: The course reading is intended to supplement the lectures, films and the like. The books I have chosen focus on particular themes or ideas in the study of American presidential politics and should enhance your understanding of this incredibly rich topic in American history. Read closely, take notes, rather than just highlight or underline, and do not be afraid to ask questions of the reading and be skeptical.

* The standard, regrettable, but necessary caveat emptor: Cheating is bad. Therefore, plagiarism, cheating on assignments, and any other form of academic dishonesty will result in punishments ranging from a failing grade on an assignment to dismissal from the university. Please do not put yourself in a position where we have to deal with this issue. Furthermore, err on the side of caution: at this stage of 34

the game, it is better to footnote too excessively than too slimly. If an idea, citation, or quotation is not your own, attribute it. Consult your student handbook for university policies.

*Excuses: Assignments are due on the dates outlined in the syllabus. Although there may be times when something arises and you cannot turn in an assignment on time, these should be rare circumstances. You have plenty of fair warning for when projects are due and so getting things

* Disability Statement: Any student who feels that he or she may require assistance for any type of physical or learning disability should consult with me as soon as possible. To request academic accommodations for a disability contact the PASS Office in the Mesa Building Room 1160, 432-552- 2631 or email [email protected] . Students are required to provide documentation of disability to PASS Office prior to receiving accommodations.

* If you are having troubles, please speak to me. Even if you are not having troubles, come and speak to me. That is why I am here.

Grading: Grading in this course will be rigorous but fair. I have high, but certainly attainable, expectations for you, as you should have for yourselves. The breakdown is as follows:

In-Class Discussion: 10% Mid-Term Papers: 40% (10% each) Mid-Term Projects: 20% (10% Each) Group Project: 20% Exam: 10%

I do take class participation seriously. Our discussions are times for you to show that you have read, absorbed, thought about and engaged with the materials. This is your chance to ask questions, to learn from one another, to debate, to disagree, and to follow whatever paths we choose. If you come to class prepared and ready to interact you should be able to do well on the class participation component of this course.

If after receiving your assignments back from me you have questions about the grades, I will be more than willing to talk to you about them. However, keep a few things in mind: There is a 24 hour cooling off period between when you receive a graded assignment and when I will speak to you about it. This will give you a chance to read over comments, to see where I may have marked you down, and to determine whether you are upset about the grade I gave you or with your performance. It is certainly possible that I may make errors in grading your work. If I do so, I will revisit my work. This is not, nor should it be, an antagonistic process.

Enjoy the class, good luck, and feel free to come speak with me at any point in the term. 35

 I reserve the right to adjust the syllabus at any point in the semester if I feel that it will help improve the course.  There is one major rule that prevails in my classes: No New York Yankee hats. If anyone has a problem with this we can simply have a no hat policy.

36

Syllabus 7: “Teaching African Sports” OLLI, Spring 2012

The Global Politics of Sports Martha Saavedra

Thursdays: April 5–May 17 (no class on April 19) 10 a.m.–noon UH Room 41B Sports are expected to generate $130 billion in worldwide revenues in 2012, partly because of the London Olympics. Many see sports as a tool for achieving empowerment, peace, prosperity, and overall well- being for individuals, communities, and nation-states. Claims are made that sport can curb unemployment, drug use, and delinquency among youth. With an emphasis on the Global South, we will examine these claims and sports’ relationship to politics and development. We will also look at less savory aspects of sport, including rampant commercialism, homophobia, doping, and corruption.

Conceptual Learning Objectives:

1. Understand sport as more than practice or entertainment, but as a political and economic force that has a relationship of reciprocating influence with communities and societies where it is experienced. 2. Gain critical insights into how sport reflects, creates, reinforces and resists social forces particularly those bound up with political and economic power and that affect gender, sexuality, class and race. 3. Understand the emergence of modern sport and the significance of its temporal and spatial specificity to its practice and continued transformations particularly in the contemporary “developing” world or “Global South”. 4. Analyze globalization through the study of the practices, institutions and uses of sport. 5. Explore and assess the current sport and development phenomenon, which includes a range of programs designed explicitly to use sport “for good”.

Readings listed below are suggested readings. A selection will be made available as a reader.

April 5

Introduction : Sport and the Saving of the World

1. Wolff, Alexander. 2011. “Sports Saves The World.” Sports Illustrated, September 26. http://sportsillustrated.cnn.com/vault/article/magazine/MAG1190627/index.htm. 37

Why Sport? The what, who and how of modern sport - Education, Militarism, and Nationalism

1. Dyreson, Mark. 2003. “Globalizing the Nation-Making Process: Modern Sport in World History.” The International Journal of the History of Sport 20 (1): 91–106. doi:10.1080/714001839. 2. Allison, L. 2000. “Sport and Nationalism.” Handbook of Sports Studies: 344–55. http://web.fc.edu/faculty/mpyka/HIS351/4.%20Agencies%20of%20Nation- Building/Handbook%20of%20Sports%20Studies%20- %20Lincoln,%20Nationalism%20and%20Sport.pdf 3. Maguire, Joseph A. 1999. Global Sport: Identities, Societies, Civilizations. Wiley-Blackwell. 4. Mangan, J. A. 2003. Militarism, Sport, Europe: War Without Weapons. Psychology Press.

April 12

Sport, Capitalism and Imperialism and my ‘anti-diffusionist’ argument

1. Stoddart, Brian. 1988. Sport, Cultural Imperialism, and Colonial Response in the British Empire. Comparative Studies in Society and History 30, no. 4 (October 1): 649-673. 2. Darby, Paul. 2003. Africa, the FIFA Presidency, and the Governance of World Football: 1974, 1998, and 2002. Africa Today 50, no. 1: 3-24. doi:10.1353/at.2003.0055. 3. Hong, F., and T. Hua. 2002. “Sport in China: Conflict Between Tradition and Modernity, 1840s to 1930s.” International Journal of the History of Sport 19 (2): 189–212.

April 19 – No Class

April 26

Soft Power: Sport as the latest gadget for peace and development

1. Browse the Sport and Development International Platform: http://www.sportanddev.org// 2. Levermore, R., and A. Beacom. 2009. Sport and International Development. Palgrave Macmillan. 3. Darnell, Simon. 2012. Sport for Development and Peace: A Critical Sociology. Bloomsbury USA. 4. Kate Manzo. 2011. “Development Through Football in Africa: Neoliberal and Postcolonial Models of Community Development.” Geoforum. doi:10.1016/j.geoforum.2011.10.006. http://www.sciencedirect.com/science/article/pii/S0016718511001977 . 5. Bitugu, Bella Bello. 2012. Football For Development: Good Practice Guide. Institute for International Dialogue and Cooperation,. http://www.footballfordevelopment.net/home/good- 38

practice-guide/.

Visit from Santiago Halty, Founder, Senda Athletics, http://sendaathletics.com/

May 3

Sport, Sexuality, and Gender

1. Hayhurst, Lyndsay MC. 2011. “Corporatising Sport, Gender and Development: Postcolonial IR Feminisms, Transnational Private Governance and Global Corporate Social Engagement.” Third World Quarterly 32 (3): 531–549. doi:10.1080/01436597.2011.573944. 2. Saavedra, M. 2005a (republished 2008). Women, Sport, and Development. Sport and Development International Platform. http://www.sportanddev.org/learnmore/sport_and_gender/the_role_of_sport_in_addressing_gend er_issues/index.cfm?uNewsID=63 3. Nauright, John. 1997. “Masculinity, Muscular Islam and Popular Culture: ‘coloured’ Rugby’s Cultural Symbolism in Working-class Cape Town C.1930–70.” The International Journal of the History of Sport 14 (1): 184 – 190. 4. Messner, M. A, and D. F Sabo. 1994. Sex, Violence & Power in Sports: Rethinking Masculinity. Crossing Press Freedom, CA. 5. Scraton, Sheila, and Anne Flintoff. 2002. Gender and Sport: a Reader. Psychology Press. 6. Saavedra, Martha. 2005. “Sport.” In A Companion to Gender Studies, 437–454. Blackwell Companions in Cultural Studies. London: Blackwell Publishing.

May 10

The Olympics and Mega Events –From de Coubertin to Blatter

1. Clastres, Patrick. 2010. “Playing with . Pierre De Coubertin and the Motherland of Humanities and Olympics.” Histoire@Politique 12 (3): 9. doi:10.3917/hp.012.0009. 2. Horne, John, and Wolfram Manzenreiter. 2006. “An Introduction to the Sociology of Sports Mega‐events.” The Sociological Review 54 (December 1): 1–24. doi:10.1111/j.1467- 954X.2006.00650.x. 3. Cornelissen, Scarlett. 2009. “Football’s Tsars: Proprietorship, Corporatism and Politics in the 2010 FIFA World Cup.” Soccer & Society 11 (1-2): 131–143. doi:10.1080/14660970903331458. 4. Desai, Ashwin, and Goolam Vahed. 2009. “World Cup 2010: Africa’s Turn or the Turn on Africa?” Soccer & Society 11 (1-2): 154–167. doi:10.1080/14660970903331482. 5. Ngonyama, Percy. 2009. “The 2010 FIFA World Cup: Critical Voices from Below.” Soccer & Society 11 (1-2): 168–180. doi:10.1080/14660970903331490. 39

May 17

Panel Discussion with Local Social Entrepreneurs, Activists and Organizers of Sport, Peace and Development Projects

• Diego Garcia, President, Richmond Sol, co-chair of the SAFE Fields Coalition, Youth Counselor, Kennedy High School, Richmond, CA • Ben Gucciardi, Founding Director, Soccer Without Borders, Oakland, CA • Ann Kletz, President, East Bay Eclipse Soccer Club, Orinda, CA; Project Manager at Julie Foudy "Choose to Matter" Contest, former West Coast Director of Development at Right To Play

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Syllabus 8: “Teaching African Sports”

Sport and Development Module MBA in Sports Management, Escuela Universitaria Real Madrid Martha Saavedra, PhD, April 2015

This module will investigate the relationship between contemporary sport, politics and development. Sport is often posited as a tool to assist in economic and social development. The World Bank, the International Olympic Committee, international sport federations, major professional sport leagues, national governments and a myriad of other advocates argue that sport can contribute to the empowerment, prosperity, health and overall well-being of individuals, communities, and nation-states. For countries facing acute demographic shifts towards youth, many look to sport to alleviate unemployment, drug use and delinquency. For those on the other side of the demographic transition, sport can provide physical, mental and social benefits to improve the well-being of an aging population. Sport can be used to promote social inclusion of otherwise marginalized people. Finally, in situations of conflict or natural disaster, sport might also contribute to unity, peace and humanitarian relief. In this module we will examine these claims by looking at the history of modern sport, its relationship to the political realm, and its contributions to what is called "development". Some of the topics covered include: colonialism, imperialism, nationalism, the modern state, globalization, international sporting institutions, elite versus mass sport, and mega-events. The module will pay close attention to factors of social power and capital as well as gender, sexuality, class, race and ableness. For sport industry professionals, this module will also provide frameworks to assist in assessing how historical and sociocultural forces shape the sporting milieu, creating both challenges and opportunities. It will also provide some tools for evaluating and integrating ‘sport and development’ initiatives into overall activities, whether in for-profit, non-profit, public or social enterprise sectors. Assessment: There will be a pre-module assignment to familiarize students with the terms and lines of inquiry associated with this topic. A short post-module written test will assess students’ grasp of concepts, evidence and tools covered in the module and allow students to express their thoughts on integrating ‘sport and development’ into sport management endeavors.

Outline of Sport and Development Module Topics

Session 1: Sport and Development ~ Past and Present or “Why do history, politics and development matter for sport?” 1. Part 1: Situating the topic – The Past: Overview, Definitions, Demographics and Examples a. What is development? b. Role of Sport Historically i. Nation Building ii. Civic culture, Health and Hygiene, Social Progress iii. Imperialism then and now iv. Soft power c. Youth, Demographic Dividend and Sport d. Sport and Politics i. Example – Apartheid 2. Part 2: The Present 41

a. Contemporary Wave of Sport and Development i. 2005: Year of Sport and Development; Millennium Development Goals (MDGs), the Post-2015 Development Agenda, and Other Aspirations 1. Are good intentions enough? ii. Types of SAD iii. Why so much in Africa, in particular? iv. Sport and Development as a business 1. CSR 2. NGOs 3. Government 4. Education 5. Nuts and Bolts or Organizational theory

Session 2: Equity and Social Inclusion in Sport or “Aren’t we just finding new consumers for the sport industry?” 3. Part 3: Biology or Culture? a. The 800 meters b. Gender and development i. Equality? ii. Empowerment and transformation iii. Sexuality – why is gender an issue? iv. Religion c. Temporary Able-bodiedness – Notions of Normal i. Disability, mainstreaming and inclusivity 4. Part 4: Case Studies a. Women’s Football League in Coastal – Moving the Goalposts- i. Next steps for MTG? b. Soccer without Borders

Session 3: A) The Lure of Mega-events and the road to riches...?; and B) Causality and Efficacy or “Did my effort make a difference and who cares anyway?” 5. Part 5: Mega-Events a. Value added for whom? b. Legacy? 6. Monitoring and Evaluation a. Sport, Development and Philanthropy i. Power and inequality ii. Surveillance, Accountability, Assessment, Monitoring and Evaluation iii. The Data Revolution b. Tools of the endeavor

Topics and Recommended Readings

Session 1: Sport and Development ~ Past and Present or “Why do history, politics and development matter for sport?” 1. Part 1: Situating the topic – The Past: Overview, Definitions, Demographics and Examples  What is development? 42

 Role of Sport Historically i. Nation Building ii. Civic culture, Health and Hygiene, Social Progress iii. Imperialism then and now iv. Soft power  Youth, Demographic Dividend and Sport  Sport and Politics i. Example – Apartheid

 Reference and Recommended Readings:  Alegi, Peter. 2004. Laduma!: Soccer, Politics and Society in South Africa. University of Kwazulu Natal Press.  Alegi, Peter C. 2002. Playing to the Gallery? Sport, Cultural Performance, and Social Identity in South Africa, 1920s-1945. The International Journal of African Historical Studies 35, no. 1 (January 1): 17-38.  Alegi, Peter. 2010. African Soccerscapes: How a Continent Changed the World's Game. Ohio University Press..  Baker, William J. 1987. Sport in Africa: Essays in Social History. Holmes & Meier Publishers.  Darby, P., D. P. Martinez, and P. B. Mukharji. 2008. Stanley Rous's' own goal': football politics, South Africa and the Contest for the FIFA presidency in 1974. Soccer and Society 9, no. 2: 259-272.  Darby, Paul. 2002. Africa, Football and FIFA: Politics, Colonialism and Resistance. Routledge.  Darby, Paul. 2003. Africa, the FIFA Presidency, and the Governance of World Football: 1974, 1998, and 2002. Africa Today 50, no. 1: 3-24. doi:10.1353/at.2003.0055.  Deville-Danthu, Bernadette. 1997. Le sport en noir et blanc: du sport colonial au sport africain dans les anciens territoires français d'Afrique occidentale (1920-1965). Paris: L'Harmattan.  Dine, Philip. ", and Sport: From Colonisation to Globalisation." Modern & Contemporary France 10, no. 4 (2002): 495-505.  Fair, L. "Kickin' It: Leisure, Politics and Football in Colonial Zanzibar, 1900s-1950s." Africa 67, no. 2 (1997): 224-51.  Goldblatt, David. 2008. The Ball is Round: A Global History of Soccer. Riverhead Trade, January 2.  James, C. L. R. Beyond a Boundary. London: Hutchinson, 1963.  King, C. R. 2009. Special Issue: Sport in the Pacific: colonial and postcolonial consequences. International Journal of the History of Sport 26, no. 16: 2311-2449.  Kirk-Greene, Anthony. 2000. Britain's Imperial Administrators, 1858-1966. Palgrave Macmillan, May 5.  Lin, Chien-Yu, and Ping-Chao Lee. "Sport as a Medium of National Resistance: Politics and Baseball in Taiwan During Japanese Colonialism, 18951945." International Journal of the History of Sport 24, no. 3 (2007): 319-37.  Majumdar, B. "Cultural Resistance and Sport: Politics, Leisure and Colonialism-Lagaan- Invoking Lost History." Sport in Society 5, no. 2 (2002): 29-44.  Mangan, J.A. 1998. The Games Ethic and Imperialism: Aspects of the Diffusion of an Ideal. 2nd ed. Routledge, February 1.  Mangan, J. A. 2001. Soccer as Moral Training: Missionary Intentions and Imperial Legacies. Soccer & Society 2, no. 2: 41. doi:10.1080/714004848.  Manzenreiter, Wolfram. "Football Diplomacy, Post-Colonialism and 's Quest for Normal State Status." Sport in Society 11, no. 4 (2008): 414 - 28-14 - 28. 43

 Morris, Andrew. 2007. “Kanō Baseball and ‘Triethnic’ Identity in 1930s Taiwan.” In Berkeley: Institute of East Asian Studies.  Morris, A. D. 2010. Colonial Project, National Game: A History of Baseball in Taiwan. Vol. 6. Univ of California Pr.  Morris, Andrew. 2006. “Taiwan: Baseball, Colonialism and Nationalism.” Baseball Without Borders: The International Pastime, 65.  http://ieas.berkeley.edu/events/pdf/2007.10.05_Morris.pdf.  Stoddart, Brian. 1988. Sport, Cultural Imperialism, and Colonial Response in the British Empire. Comparative Studies in Society and History 30, no. 4 (October 1): 649-673.

2. Part 2: The Present  Contemporary Wave of Sport and Development i. 2005: Year of Sport and Development; Millennium Development Goals (MDGs), the Post-2015 Development Agenda, and Other Aspirations 1. Are good intentions enough? ii. Types of SAD iii. Why so much in Africa, in particular? iv. Sport and Development as a business 1. CSR 2. NGOs 3. Government 4. Education 5. Nuts and Bolts or Organizational theory

 Reference and Recommended Readings:  Bateman, Jerram, and Tony Binns. 2014. “More than Just a Game?: Grass Roots Cricket and Development in , India.” Progress in Development Studies 14 (2): 147–61. doi:10.1177/1464993413517788.  Burnett, C. 2010. Sport-for-development approaches in the South African context: a case study analysis. South African Journal for Research in Sport, Physical Education and Recreation 32, no. 1: 29.  Coalter, Fred. 2010. The politics of sport-for-development: Limited focus programmes and broad gauge problems? International Review for the Sociology of Sport 45, no. 3: 295 -314. doi:10.1177/1012690210366791.  Darnell, Simon C. 2012a. Sport for Development and Peace : A Critical Sociology. London; New York, NY: Bloomsbury Academic.  Darnell, Simon C. 2012b. “Olympism in Action, Olympic Hosting and the Politics of ‘Sport for Development and Peace’: Investigating the Development Discourses of Rio 2016.” Sport in Society 15 (6): 869–87. doi:10.1080/17430437.2012.708288.  Hylton, Kevin. 2013. Sports Development. Routledge.  Jeanes, Ruth. 2013. “Educating through Sport? Examining HIV/AIDS Education and Sport-for- Development through the Perspectives of Zambian Young People.” Sport, Education and Society 18 (3): 388–406. doi:10.1080/13573322.2011.579093.  Levermore, R. 2008. Sport: A new engine for development? Progress in Development Studies 8, no. 2: 183-190.  Levermore, R. 2010. CSR for Development through Sport: examining its potential and limitations. 44

Third World Quarterly 31, no. 2: 223. doi:10.1080/01436591003711967  Levermore, R., and A. Beacom. 2009. Sport and international development. Palgrave Macmillan.  Levermore, Roger, and Aaron Beacom. 2011. “Reassessing Sport-for-Development: Moving beyond ‘mapping the Territory.’” International Journal of Sport Policy and Politics 4 (1): 125–37. doi:10.1080/19406940.2011.627362.  Lindsey, Iain, and Alan Grattan. 2011. “An ‘international Movement’? Decentring Sport- for- Development within Zambian Communities.” International Journal of Sport Policy and Politics 4 (1): 91–110. doi:10.1080/19406940.2011.627360.  Lindsey, Iain, and Davies Banda. 2011. Sport and the fight against HIV/AIDS in Zambia: A ‘partnership approach’? International Review for the Sociology of Sport 46, no. 1 (March 1): 90 - 107. doi:10.1177/1012690210376020.  Lyras, Alexis, and Jon Welty Peachey. 2011. “Integrating Sport-for-Development Theory and Praxis.” Sport Management Review 14 (4): 311–26. doi:10.1016/j.smr.2011.05.006.  Müller, F., L. Zoonen, and L. Roode. 2008. The integrative power of sport: Imagined and real effects of sport events on multicultural integration. Sociology of sport journal 25: 387–401.  Schulenkorf, Nico. 2012. “Sustainable Community Development through Sport and Events: A Conceptual Framework for Sport-for-Development Projects.” Sport Management Review 15 (1): 1– 12. doi:10.1016/j.smr.2011.06.001.  Shin, Hyun Bang. 2014. “Urban Spatial Restructuring, Event-Led Development and Scalar Politics.” Urban Studies, January, 0042098013515031. doi:10.1177/0042098013515031.  Spaaij, Ramón, ed. 2011. The Social Impact of Sport: Cross-Cultural Perspectives (Hardback). Sport in Global Socity. London: Rout. http://www.routledge.com/books/details/9780415583947/.  Spaaij, Ramón. 2009. The social impact of sport: diversities, complexities and contexts. Sport in Society 12, no. 9: 1109 - 1117.  Woodcock, Alison, Órla Cronin, and Sarah Forde. 2012. “Quantitative Evidence for the Benefits of Moving the Goalposts, a Sport for Development Project in Rural Kenya.” Evaluation and Program Planning 35 (3): 370–81. doi:10.1016/j.evalprogplan.2012.01.001.

Session 2: Equity and Social Inclusion in Sport or “Aren’t we just finding new consumers for the sport industry?” 3. Part 3: Biology or Culture? • The 800 meters • Gender and development i. Equality? ii. Empowerment and transformation iii. Sexuality – why is gender an issue? iv. Religion • Temporary Able-bodiedness – Notions of Normal i. Disability, mainstreaming and inclusivity

 Reference and Recommended Readings:  Branch, John. 2014a. “N.F.L. Prospect Michael Sam Proudly Says What Teammates Knew: He’s Gay.” The New York Times, February 9. http://www.nytimes.com/2014/02/10/sports/michael- sam-college-football-star-says- he-is-gay-ahead-of-nfl-draft.html.  ———. 2014b. “UMass Guard Joins List of Openly Gay Athletes.” The New York Times, April 9. http://www.nytimes.com/2014/04/10/sports/ncaabasketball/umass-guard- derrick-gordon-joins- list-of-openly-gay-athletes.html.  Bourgeois, Anne-Marie. 2011. “Contested Perspectives of ‘marvel’ and ‘mockery’ in Disability and Sport: Accra, Ghana.” Sport in Society 14 (9): 1237–50. doi:10.1080/17430437.2011.614781. 45

 Forde, Sarah. 2008. Playing by their rules: coastal teenage girls in Kenya on life, love and football. Kilifi Kenya: Moving the Goalposts. https://www.createspace.com/3376110.  Harris, Doug. 2013. “The Price Glenn Burke Paid For Coming Out.” All Things Considered. NPR. http://www.npr.org/2013/05/05/181410089/the-price-glenn-burke-paid-for- coming-out.  Hayhurst, Lyndsay MC. 2011. “Corporatising Sport, Gender and Development: Postcolonial IR Feminisms, Transnational Private Governance and Global Corporate Social Engagement.” Third World Quarterly 32 (3): 531–49. doi:10.1080/01436597.2011.573944.  ———. 2013a. “The ‘Girl Effect’ and Martial Arts: Social Entrepreneurship and Sport, Gender and Development in Uganda†.” Gender, Place & Culture, no. ahead-of-print: 1– 19.  ———. 2013b. “Girls as the ’New’ Agents of Social Change? Exploring the ‘Girl Effect’ Through Sport, Gender and Development Programs in Uganda.” Sociological Research Online 18 (2): 8.  Clair, Jill M. Le. 2013. Disability in the Global Sport Arena: A Sporting Chance. Routledge: Abingdon, Oxon and New York.  Meiers, M., and M. Saavedra. 2009. Esther Phiri and the Moutawakel effect in Zambia: an analysis of the use of female role models in sport-for-development. Sport in Society 12, no. 9: 1158-1176.  Nauright, John. 1997. Masculinity, Muscular Islam and Popular Culture: 'Coloured' Rugby's cultural symbolism in working-class Cape Town c. 1930-70. The International Journal of the History of Sport 14, no. 1: 184-190.  Pelak, Cynthia Fabrizio. 2010. Women and gender in South African soccer: a brief history. Soccer & Society 11, no. 1: 63 - 78.  Saavedra, M. 2005a. Women, Sport, and Development. Sport and Development International Platform. http://www.sportanddev.org/learnmore/sport_and_gender/the_role_of_sport_in_addr essing_gender_issues/index.cfm?uNewsID=63.  Saavedra, M. 2005b. Sport. In A Companion to Gender Studies, 437-454. Blackwell Companions in Cultural Studies. London: Blackwell Publishing.  Saavedra, M. 2007. Football feminine - Development of the African game: Senegal, and South Africa. Soccer and Society 4, no. 2 (September 21): 225 - 253.  Shehu, Jimoh. 2010a. “Football for Hope Centres in Africa: Intentions, Assumptions and Gendered Implications.” In Gender, Sport and Development in Africa: Cross-Cultural Perspectives on Patterns of Representation and Marginalization, 135–54. Dakar, Sénégal: CODESRIA. http://codesria.org/IMG/pdf/Chap_10_Jimoh.pdf.  ———. , ed. 2010b. Gender, Sport, and Development in Africa: Cross-Cultural Perspectives on Patterns of Representations and Marginalization. Codesria Book Series. Dakar: Codesria. http://codesria.org/spip.php?article1242.  Sheppard, Kate. 2013. “Jason Collins Is Not the First Out Gay Pro Athlete.” Mother Jones, April 29. http://www.motherjones.com/mojo/2013/04/jason-collins-not-first- out-gay-pro-athlete.  Out: The Glenn Burke Story. 2010. http://vimeo.com/16345717.  Zirin, Dave. 2010. “Reviewing ‘OUT: The Glenn Burke Story.’” The Nation, November 9. http://www.thenation.com/blog/155946/reviewing-out-glenn-burke-story.

4. Part 4: Case Studies • Women’s Football League in Coastal Kenya – Moving the Goalposts- i. Next steps for MTG? • Soccer without Borders • Moving the Goalposts, Kilifi, Kenya“MTGK Strategic Plan, 2011-2015.” 2011. Kilifi, Kenya: Moving the Goalposts. http://mtgk.org/sites/default/files/MTGK%20Strategic%20Plan%202011-%202015.pdf. • Soccer without Borders, Oakland CA. http://www.soccerwithoutborders.org/blog/ 46

 Reference and Recommended Readings:  Forde, Sarah. 2008. Playing by their rules: coastal teenage girls in Kenya on life, love and football. Kilifi Kenya: Moving the Goalposts. https://www.createspace.com/3376110.  Saavedra, M. 2009. Dilemmas and Opportunities in Gender and Sport-in-Development. In Sport and international development. Houndmills, Basingstoke, Hampshire, England: Palgrave Macmillan.  Browse the website of MTKG: http://www.mtgk.org/

Session 3: A) The Lure of Mega-events and the road to riches...?; and B) Causality and Efficacy or “Did my effort make a difference and who cares anyway?” 5. Part 5: Mega-Events • Value added for whom? • Legacy?  Reference and Recommended Readings:  Alegi, Peter. 2007. “The Political Economy of Mega-Stadiums and the Underdevelopment of Grassroots Football in South Africa.” Politikon 34 (3): 315–31. doi:10.1080/02589340801962635.  Almeida, Bárbara Schausteck de, Chris Bolsmann, Wanderley Marchi Júnior, and Juliano de Souza. 2013. “Rationales, Rhetoric and Realities: FIFA’s World Cup in South Africa 2010 and Brazil 2014.” International Review for the Sociology of Sport, April, 1012690213481970. doi:10.1177/1012690213481970.  Atkinson, Michael, and Kevin Young. 2012. “Shadowed by the Corpse of War: Sport Spectacles and the Spirit of Terrorism.” International Review for the Sociology of Sport 47 (3): 286–306. doi:10.1177/1012690211433452.  Baumann, Robert, and Victor Matheson. 2013. “Infrastructure Investments and Mega- Sports Events: Comparing the Experience of Developing and Industrialized Countries.” http://crossworks.holycross.edu/econ_working_papers/147/.  Coakley, Jay, and Doralice Lange Souza. 2013. “Sport Mega-Events: Can Legacies and Development Be Equitable and Sustainable?” Motriz: Revista de Educação Física 19 (3): 580–89. doi:10.1590/S1980-65742013000300008.  Cornelissen, Scarlett. 2008. “Scripting the Nation: Sport, Mega-Events, Foreign Policy and State- Building in Post-Apartheid South Africa.” Sport in Society 11 (4): 481–93.  ———. 2011. “Mega Event Securitisation in a Third World Setting Glocal Processes and Ramifications during the 2010 FIFA World Cup.” Urban Studies 48 (15): 3221–40. doi:10.1177/0042098011422392.  Darnell, Simon C. 2012. “Olympism in Action, Olympic Hosting and the Politics of ‘Sport for Development and Peace’: Investigating the Development Discourses of Rio 2016.” Sport in Society 15 (6): 869–87. doi:10.1080/17430437.2012.708288.  Gaffney, Christopher. 2010. “Mega-Events and Socio-Spatial Dynamics in , 1919-2016.” Journal of Latin American Geography 9 (1): 7–29. doi:10.1353/lag.0.0068.  Hayes, Graeme, and John Horne. 2011. “Sustainable Development, Shock and Awe? London 2012 and Civil Society.” Sociology 45 (5): 749–64. doi:10.1177/0038038511413424.  Peeters, Thomas, Victor Matheson, and Stefan Szymanski. 2014. “Tourism and the 2010 World Cup: Lessons for Developing Countries.” Journal of African Economies, January, ejt031. doi:10.1093/jae/ejt031.  Sánchez, Fernanda, and Anne-Marie Broudehoux. 2013. “Mega-Events and Urban Regeneration in Rio de Janeiro: Planning in a State of Emergency.” International Journal of Urban Sustainable Development 5 (2): 132–53. doi:10.1080/19463138.2013.839450. 47

 Shin, Hyun Bang. 2014. “Urban Spatial Restructuring, Event-Led Development and Scalar Politics.” Urban Studies, January, 0042098013515031. doi:10.1177/0042098013515031.  Walker, Matthew, Kiki Kaplanidou, Heather Gibson, Brijesh Thapa, Sue Geldenhuys, and Willie Coetzee. 2013. “‘Win in Africa, With Africa’: Social Responsibility, Event Image, and Destination Benefits. The Case of the 2010 FIFA World Cup in South Africa.” Tourism Management 34 (February): 80–90. doi:10.1016/j.tourman.2012.03.015.  Wikipedia: “2015 in Sports.” List of events for the year 2015: http://en.wikipedia.org/wiki/2015_in_sports

6. Monitoring and Evaluation • Sport, Development and Philanthropy i. Power and inequality ii. Surveillance, Accountability, Assessment, Monitoring and Evaluation • Tools of the endeavor  Reference and Recommended Resources: i. Websites  SAD International Platform M&E toolkit: http://www.sportanddev.org/en/toolkit/monitoring___evaluation/  Monitoring and Evaluation News website: http://mande.co.uk/  UN Evaluation Group: http://www.uneval.org/  World Bank Impact Evaluation: http://bit.ly/cBAh5S and http://www.worldbank.org/oed/ie/  World Bank Recommended Readings on Impact Evaluation: http://bit.ly/dIlcOH ii. Readings  Baker, Judy. 2000. Evaluating the Impact of Development Projects on Poverty: A Handbook for Practitioners. Directions in Development, World Bank, Washington, D.C http://siteresources.worldbank.org/INTISPMA/Resources/handbook.pdf  Banerjee, Abhijit and others. “Making Aid Work,” Boston Review, July/August 2006.  Coalter, Fred. "Sport-in-Development: Accountability or Development?" In Sport and International Development, edited by Roger Levermore and Aaron Beacom, 55-75. Houndsmill, Basingstrok, Hampshire: Palgrave MacMillan, 2009.  Coalter, Fred. 2005. Sport-in-Development. A Monitoring and Evaluation Manual. Manual. International Platform on Sport and Development. http://www.sportanddev.org/toolkit/?uNewsID=17.  Easterly, W. "Can the West Save Africa?" Journal of Economic Literature 47, no. 2 (2009): 373-447.  Nicholls, Sara, Audrey R Giles, and Christabelle Sethna. 2010. Perpetuating the ‘lack of evidence’ discourse in sport for development: Privileged voices, unheard stories and subjugated knowledge. International Review for the Sociology of Sport. doi:10.1177/1012690210378273. http://irs.sagepub.com/content/early/2010/09/22/1012690210378273. abstract.

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Pre-Assignment for Sport and Development Module, Real Madrid MBA in Sports Management, Universidad Europea April 2015 Martha Saavedra

Complete the readings below (Items 1-3). Then answer the following questions in a written document (2- 4 pages typed, double spaced, 2.5 cm margins, 12 point font). Deliver your completed to my dropbox at this site: URL: www.dropitto.me/mesaavedra Password: UEM.sportdev Questions 1. What does ‘development’ mean to you? (One paragraph.) 2. What does ‘sport and development’ mean to you? (One paragraph.) 3. In reference to the scholarly articles you read (item 2 below), what are the major issues raised? Make sure to cite the articles. (Two to three paragraphs.) 4. What ‘sport and development’ organization did you explore? (See item 3 below). Describe briefly the activities of this organization. What challenges does it face? (One paragraph.) 5. What role(s) do you think ‘sport and development’ could have in the global sport industry? (One or two paragraphs.) 6. What would you like to know more about with respect to ‘sport and development’? (One paragraph).

Preparatory Readings: 1. International Platform on Sport and Development. -- Read through this page (click on the ‘read more’ links)

“What Is Sport and Development?” International Platform on Sport and Development. http://www.sportanddev.org/en/learnmore/what_is_sport_and_development/.

2. Read two of the scholarly articles below.* PDF copies of these readings can be found here: https://www.dropbox.com/sh/rpz52wqtpkdf08b/AABLScJ63VWgj0j1ijGHa3sIa?dl=0

Alegi, Peter. 2007. “The Political Economy of Mega-Stadiums and the Underdevelopment of Grassroots Football in South Africa.” Politikon 34 (3): 315–31. doi:10.1080/02589340801962635.

Bateman, Jerram, and Tony Binns. 2014. “More than Just a Game? Grass Roots Cricket and Development in Mumbai, India.” Progress in Development Studies 14 (2): 147–61. doi:10.1177/1464993413517788.

Coakley, Jay. 2011. “Youth Sports: What Counts as ‘Positive Development?’” Journal of Sport & Social Issues 35 (3): 306–24. doi:10.1177/0193723511417311.

Giulianotti, Richard. 2011. “Sport, Transnational Peacemaking, and Global Civil Society: Exploring the Reflective Discourses of ‘Sport, Development, and Peace’ Project Officials.” Journal of Sport & Social Issues 35 (1): 50–71. doi:10.1177/0193723510396666. 49

Hayhurst, Lyndsay MC. 2011. “Corporatising Sport, Gender and Development: Postcolonial IR Feminisms, Transnational Private Governance and Global Corporate Social Engagement.” Third World Quarterly 32 (3): 531– 49. doi:10.1080/01436597.2011.573944.

Levermore, Roger, and Aaron Beacom. 2011. “Reassessing Sport-for-Development: Moving beyond ‘mapping the Territory.’” International Journal of Sport Policy and Politics 4 (1): 125–37. doi:10.1080/19406940.2011.627362.

Malhado, Acácia C. M., Lindemberg M. Araujo, and Richard J. Ladle. 2013. “Missed Opportunities: Sustainable Mobility and the 2014 FIFA World Cup in Brazil.” Journal of Transport Geography 31 (July): 207–8. doi:10.1016/j.jtrangeo.2013.06.013.

Peeters, Thomas, Victor Matheson, and Stefan Szymanski. 2014. “Tourism and the 2010 World Cup: Lessons for Developing Countries.” Journal of African Economies, January, ejt031. doi:10.1093/jae/ejt031.

Schulenkorf, Nico. 2012. “Sustainable Community Development through Sport and Events: A Conceptual Framework for Sport-for-Development Projects.” Sport Management Review 15 (1): 1–12. doi:10.1016/j.smr.2011.06.001.

Shehu, Jimoh. 2010. “Football for Hope Centres in Africa: Intentions, Assumptions and Gendered Implications.” In Gender, Sport and Development in Africa: Cross-Cultural Perspectives on Patterns of Representation and Marginalization, 135–54. Dakar, Sénégal: CODESRIA. http://codesria.org/IMG/pdf/Chap_10_Jimoh.pdf.

3. Select and read about a Sport for Development organization

Find a ‘sport and development’ organization via the web and learn about it by browsing its website, reading reports, watching media, etc. You can visit this site to locate an organization http://www.sportanddev.org/en/connect/organisations/ to find other organizations.

*Note these articles represent just some of the topics we will be addressing in this module.

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Syllabus 9: “Teaching African Sports” FYS: African Life After Work: Sport Leisure and Society

Professor: Matt Carotenuto Course Schedule Office: Piskor 116 FRPG-188G Office Hours: T/Th 2:30-4pm, Spring 2011 (and by appointment) Carnegie 107 & 207 Email: [email protected] M- 1:40-3:10pm, T/Th 12:40-2:10pm Phone: 229-5456

Course Description and Goals

Even before the 2010 World Cup in South Africa, the political and social significance of sport for African societies had long been established. For instance in July of 2002 the West African nation of Senegal scored a shocking upset victory on the soccer field over France during the World Cup which sparked celebrations throughout the country and much of the African continent. While one could view this as a victory confined to the world of sport, many Africans perceived it as a conquest over the historic legacies of racism and colonial rule. Senegal had been a French colony, with soccer introduced in West Africa during this time. And since Senegalese independence in 1960, the nation has still been heavily dependent economically and politically on its continued ties to France. Thus many in West Africa felt that it was only through the world of sport that Senegal could ever have the upper hand on its former colonial master…….

In this seminar, you will be challenged to look at the cultural and political meanings of diverse leisure activities in Africa. From organized sport, to the dance floor of an urban nightclub, this seminar will examine how leisure activities have been defined throughout the last one hundred years in Africa, and the ways Africans have expressed their cultural and political identities through these activities. Drawing from a wide number of areas in both Africa and the broader African diaspora, you will not only gain a broader understanding of African cultural history but also gain insight into the role leisure activities play in our own societies.

Students in this research seminar will begin with a broad introduction to African studies and history and then narrow their focus to examine critical issues related to sport and leisure in Africa and in some cases the African diaspora. As a First Year Seminar students will be challenged to engage in cutting edge scholarship and debate issues during class sessions while also developing the skills to undertake an independent research project. Throughout the semester, students will work in stages on producing a significant interdisciplinary research paper on a topic of their choosing related to the course theme. I expect students to come to the class prepared to be challenged with course materials and commit significant time outside of class on independent research.

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Course Goals

Thematic Content Academic Skills

By the end of the course I expect you to increase By the end of the course I expect each of you to your knowledge of: develop your capacity to:  The diversity and history of African  Analyze and debate a wide range of source societies materials with your peers  The role leisure activities play in human  Find and evaluate sources for research societies topics  The broader social and political meanings  Develop a research question and thesis, and of leisure activities in Africa support an argument using evidence  How the colonial experience has influenced  Create a functional outline which breaks leisure activities down a research project into workable parts  A specific case study of African leisure  Write scholarly prose and revise activities through individual research  Present ideas and arguments to a group  Reflect on your own academic development Note: Your FYS is a 1.5 credit course – which means you should be devoting more time to this course than any other course you are taking this semester!

Evaluation: (The total course grade will be out of 1000 points. See below for the breakdown) Assignment Percentage Weight

Course Engagement 15% (150 points)

Map Quiz 5% (50 points)

Skill Assignments (2) 10% (50 points each)

Research Project 60% (See below for breakdown)

Portfolio 10% (100 points)

Total 100% (1000 points)

Grading Scale used for all course work: Assignment Grade Final Average 4.00 = 94-100 940-1000 3.75 = 91-93 910-930 3.50 = 88-90 880-900 3.25 = 85-87 850-870 52

3.00 = 82-84 820-840 2.75 = 79-81 790-810 2.50 = 76-78 760-780 2.25 = 72-75 720-750 2.00 = 69-71 690-710 1.75 = 66-68 660-680 1.50 = 63-65 630-650 1.25 = 60-62 600-620 0.00 = 0-59 000-590

Description of assignments Course Engagement (15%): Participation and active engagement in class discussions are essential components of this class. Not only do I expect students to do all the reading and to attend class regularly but also to ask questions, participate in discussion and engage with their colleagues research projects. If you plan to sit quietly in class all semester and never speak in front of the group you will do poorly!!! Rubric for Course Engagement:

3.25-4.0- Student came to class each day fully prepared (see below) to discuss the assigned reading, and frequently contributed to classroom discussions on his/her own initiative.

2.5-3.0- Student came to class prepared to discuss and/or ask questions about the assigned reading. The student responded to directed questions by the instructor but did not take much initiative to engage with the class discussion on his/her own.

Below 2.5- Student came to class only partially prepared to discuss the readings (ex. participated in discussing only one of the assigned readings for the day). Student often sat quietly during classroom discussion and took little or no initiative to offer his/her own input.

Tips for being prepared for class

1. Finish all readings before class. 2. Bring each reading to class with you and be prepared to refer to specific passages. 3. Take notes on each of the readings and write down questions you have ahead of time

Map Quiz: (5%): A basic knowledge of African geography is essential for students to be able to gain the most out of this course. The quiz will consist of 25 questions, to be numbered on a blank map (see back page of the syllabus for this map). Students will be responsible for all current country names and capital cities, plus the former colonial names of selected African nations (see Below) Colony Names for Map Quiz Tanganyika Northern Rhodesia Southern Rhodesia Gold Coast

Southwest Africa Nyasaland Belgian Congo Beuchuanaland 53

Note: For an excellent web resource related to the map quiz see the University of Texas map collection at http://www.lib.utexas.edu/maps/africa.html and to test your knowledge of African countries and capital cities try this quiz game

Skills Assignments (10%) (50 points each): FYS courses are specifically designed to develop your academic skills. Throughout the semester, there will be two short written assignments that will enhance the skills needed for you to undertake your independent research project. These assignments are designed to improve your writing skills, evaluate research source material and provide practice analyzing the social importance of leisure activities. (More to be discussed in class) Research Project (60%): The ultimate goal of this FYS is to undertake a significant independent research project related to the goals of the FYS and the theme of sport leisure and society in Africa. This will require extensive outside research that will incorporate a significant amount of diverse source material. At the end of the course this will culminate in a 12-15 page research paper and poster presentation. Below is a breakdown of how you will be evaluated on the research project.  Research Proposal and Annotated Bibliography (5%)  Functional Outline and Updated Bibliography (5%)  Student led Research discussion (5%)  Outline/Research Design Presentation (5%)  Full First Draft (10%)  Poster Presentation (5%)  Final Revised Paper (25%)

Note*- You will be spending a significant amount of time on this both in and out of class. While I will be discussing each of these components at length in class and each of you will meet with me individually, you will need to budget a large amount of time outside of formal course work for this research project.

Portfolio (10%): During final exam week, you will put together a portfolio of all assignments that you completed for this course (Remember to keep a copy of all graded work and peer reviews). In addition to organizing all of these materials, you will need to write an introduction/cover letter to the work in the portfolio, which reflects on your development as a college writer and communicator, and evaluates your strengths and challenges as a scholar. First-Year Seminars Research Project Learning Goals 2011-12

With respect to research skills specifically, our learning goals for the spring are that students should:

• Be introduced to ways of conducting productive and imaginative inquiry and research in order to become a part of the various conversations surrounding issues.

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• Learn to differentiate among the various ways that information is produced and presented, between popular and scholarly journals and books, between mainstream and alternative publications, between primary and secondary sources.

• Learn how to evaluate and synthesize information, whether gathered from traditional sources, e.g., books and journals, or from websites or electronic media.

• Begin to develop the skills of critical analysis in the interpretation and use of information gathered from any source.

• Be introduced to the ethical obligations that scholars have to both responsibly represent their sources and inform their readers of the sources of their information, as well as learning, and being held responsible for the proper use of, the conventions of scholarly citation and attribution.

• Present the results of your research in written, spoken, visual and/or other forms that demonstrate the ability to communicate effectively using the conventions of the mode of communication adopted. (Approved by program faculty in 2006).

Course Policies: Participation and attendance: Due to the important nature of student participation in this class, students are expected to have assigned readings done before the scheduled class period so that they will gain the most out of class discussions. Also, students will be expected to attend all class sessions and will be penalized for excessive un-excused absences. Make-up assignments will not be given without a legitimate, documented, excuse. Late assignments: Students will be required to turn in all course assignments on or before the specified due date. Failing to do so will result in a ten point penalty on the assignment grade for every day late up to 3 days. After 3 days the assignment will not be accepted. Office hours: I will hold weekly office hours to meet with students. This time is used to discuss in detail material in the course, assignments, and issues regarding course content, learning and instruction, as well as general advising issues. Email: Email is not to be used as an alternative to office hours. Email is to be used to ask specific short questions regarding assignments, reading, notification of class absences or other pieces of information that do not require a formal meeting during office hours. (Note I will only respond to email requests during normal business hours). Written Work: All written work is expected to be double-spaced and typed, using 12 font and one inch margins. Students are reminded to carefully proof-read their work, as mere computer spell checking cannot detect all grammatical and structural errors. Also, all sources consulted are expected to be properly cited. A note on classroom etiquette 1. Please arrive to class on time (arriving habitually late will affect your grade) 2. Please switch all cell-phones off upon arrival in class. 3. Laptops can be used for note taking or to examine course readings only. Learning resources: 55

THE WORD STUDIO: The Munn Center for Rhetoric and Communication maintains The WORD Studio in ODY Library—a place to get feedback from peers on assignments in Writing, Oral communication, Research, and Design of visual projects. You can come for a consultation to plan a paper or presentation; to find ways to improve the ideas, organization, and style of a draft; to videotape and review a presentation rehearsal; to practice a PowerPoint presentation, and more. However, peer tutors are not proofreaders or editors who silently “fix” your work for you; instead, they are trained to have a conversation with you about ways you can fix problem areas yourself and become better overall communicators. You may use the WORD Studio for consultations on assignments for any of your courses. The tutors do ask that you bring your professor’s assignment sheet with you so that their feedback addresses the parameters of the assignments as specifically as possible.

The WORD Studio is open Monday through Thursday, 10:00 a.m. to11:00 p.m.; Friday, noon to 4:00 p.m.; and Sunday, 1:00 p.m. to 11:00 p.m. by appointment or for drop -in sessions, if tutors are available. Consider making an appointment and sending your assignments in advance to minimize wait time and increase the productiveness of your session. The email address is [email protected]. You may also IM the Studio during regular hours with quick questions about grammar, citation, and style: SLUword.

Office of Academic Services for Students with Special Needs: I am aware that some students will have different learning needs. John Meagher, the Director of Academic Services for Students with Special Needs, serves as a facilitator and advocate for students with disabilities, be they learning, attentional, physical or psychological. If you believe you will require accommodation, we strongly encourage you to work with his office. You should meet with me to discuss your needs in the first weeks of class. If you need special accommodations for exams or quizzes you must arrange this with one of the instructors in advance. Course Texts: The following books are available for purchase at the college bookstore. All other readings will be available to download and print from the class Angel site or Full text online database.

 James Davis, The Roman & Littlefield Guide to Writing with Sources. (New York: Roman and Littlefield, 2012---4th edition).  We will also be referring to Diana Hacker, A Pocket Style Manual, 5th edition (assigned for your FYP)  Other readings will come from the angel site or full-text library databases. (It is recommended that you buy a separate three ring binder and print out each of these additional readings to keep them organized….they will be very helpful for your research projects.

Course Schedule: (All readings are expected to be done before the scheduled meeting. Bring readings to class each day along with your notes and be prepared to discuss them!)

1/23- Course introduction: The Challenge of African Studies: Myth and Stereotypes  Chimamanda Ngozi Adichie “The Danger of a Single Story” http://www.cnn.com/2009/OPINION/12/21/ted.talk.adichie.excerpt/index.html

1/24- The Social Importance of Sport and Leisure  Gina Kolata,“To Some, Winner Is Not American Enough” New York Times 11/2/09. 56

http://www.nytimes.com/2009/11/03/sports/03runner.html?scp=1&sq=To%20Some,%20Winner %20Is%20Not%20American%20Enough&st=cse  Ariel Levy, “EITHER/OR”. New Yorker, Vol. 85, Issue 39 (Nov 30, 2009):46-59 (ProQuest)

1/26- Film and Discussion

1/30- Film and Discussion (Skill Assignment I due)

1/31- Introduction to Africa I- Environment and Society  Angel- “The Contemporary Map of Africa”  Angel- “Games and sport in pre-colonial African societies”

2/2- Introduction to Africa II— The Impact of Slavery and Changing Global relationships  Angel- “Africa and Europe Before 1900”

2/6- Introduction to Africa III- Colonial Africa (Map Quiz)  Angel- “The Colonial Era”

2/7- A History of Leisure in Africa  Emmanuel Akyeampong and Charles Ambler “Leisure in African History: An Introduction” The International Journal of African Historical Studies, 35, No. 1, Special Issue: Leisure in African History (2002), pp. 1-16 (JSTOR)  Angel-Charles Ambler “Writing African Leisure History” in Paul Zeleza and Cassandra Veney (eds). Leisure in Urban Africa (Trenton, NJ: Africa World Press, 2003), 3-19.

2/9- Leisure and Society in Colonial Africa I: Sport  John Bale “Capturing ‘The African’ Body? Visual Images and ‘Imaginative Sports’ Journal of Sport History, 25, 2 (1998), pp. 234-251 http://www.la84foundation.org/5va/history_frmst.htm (to find online PDF)  Angel--Peter C. Alegi “ White Man’s Burden, Football and Empire” in African Soccerscapes (Athens OH: Ohio University Press, 2010) 1-14

2/13- Leisure and Society in Colonial Africa II: Dress and Fashion  Angel—Margaret Jean Hay “Changes in Clothing and Struggles Over Identity in Western Kenya” in Jean Allman (ed). Fashioning Africa (Bloomington, IN: Indiana University Press, 2004), 67-84.  Phyllis M. Martin “Contesting Clothes in Colonial ” The Journal of African History 35, 3 (1994), pp. 401-426. (JSTOR)

2/14- Leisure and Society in Colonial Africa III: (Sex and Drugs)  Angel- Jane Parpart. “Wicked Women’ and ‘Respectable Ladies:’ Reconfiguring Gender on the Zambian Copperbelt, 1936-1964.” in Dorthy L. Hodgson and Sherly McCurdy Wicked Women and the Reconfiguration of Gender in Africa. (Portsmouth NH: Heinemann, 2001) 274-293. 57

 Emmanuel Akyeampong “What's in a Drink? Class Struggle, Popular Culture and the Politics of Akpeteshie (Local Gin) in Ghana, 1930-67,” The Journal of African History, Vol. 37, 2 (1996), pp. 215-236 (JSTOR)

2/16- Research Workshop I  Goal: Coming up with a research question 2/20- Individual Research Meetings with Instructor  Goal: Developing a research proposal/question 2/21- Sport, Leisure and the Struggle for Independence I  Angel “The Dissolution of Empire” in Richard Reid, A History of Modern Africa (Sussex: Wiley-Blackwell, 2009), 245-289.  Angel Alec J. C. Pongweni. "The chimurenga songs of the Zimbabwean war of liberation", in Karin Barber, (ed.) Readings in African Popular Culture (Bloomington: Indiana University Press, 1997), 63-73 2/23- Sport, Leisure and the Struggle for Independence II  Film and Discussion 2/27- Popular Culture in Postcolonial Africa I: Sport and Nationalism  Angel- Peter Alegi- “Nationhood, Pan-Africanism and Football after Independence.” in African Soccerscapes (Athens OH: Ohio University Press, 2010) 54-77. 2/28- Library Workshop I  Guide to Writing with Sources---1-29, 63-75.  Goal I: Finding and Evaluating Sources  Goal II: Citing Sources and Writing annotations 3/1- Research Workshop II  Goal I: Writing a research proposal  Goal II: Presenting your proposal: “The Elevator Pitch”  Skill Assignment II Due 3/5- Individual Meetings with Professor  Goal: Finalize your research proposal 3/6- Popular Culture in Postcolonial Africa II: Music and Political Protest  Justin Labinjoh “Fela Anikulapo-Kuti: Protest Music and Social Processes in Nigeria” Journal of Black Studies, 13, 1 (1982),119-134. JSTOR 3/8- Research Proposals Due  Peer editing and informal presentation of proposals  Come to class ready to give your “elevator pitch” Spring Break 3/19- Popular Culture in Post-Colonial Africa III: Global Games and Africa’s place  John Nauright and Tara Magdalinski, “‘A hapless attempt at ’: Representations of Eric Moussambani.” Critical Arts 17, 1-2, (2003), (Academic Search Complete)  A. Desai, G. Vahed “World Cup 2010: Africa's turn or the turn on Africa?” Soccer & Society 11, 1/2 (2010):154-167 (Academic Search Complete) 3/20- Research Workshop III--From Proposal to Outline  Goal: How to construct a Functional Outline  Goal II: Running a small group discussion 3/22- Research Discussions I 58

 Student led discussions of research sources These days are designed for each student to have approximately 1 hour to discuss readings directly related to their individual research projects in small groups. On these days students will be responsible for leading small group discussions on 2 article length sources related to their research topics chosen by the instructor. (Readings will be from full text databases or posted on Angel) 3/26- Research Discussions II  Student led discussions of research sources 3/27- Research Discussions III  Student led discussions of research sources 3/29- Research Workshop III- Oral presentation skills (The Good the Bad and the Ugly)  Goal I: How to present your thesis and research design to the class  Goal II: Using power point effectively 4/2- Research Discussions IV  Student led discussions of research sources 4/3- Research Discussions V  Student led discussions of research sources  Review: preparing to present your thesis and research design to the class 4/5- Library Workshop II  Functional Outline Due by Friday 4/6 at 4pm. 4/9- Outline/Research Design Presentations 4/10-Outline/Research Design Presentations 4/12- Research Workshop IV  Guide to Writing with Sources-- 30-63.  Goal I: From Outline to Poster Presentations  Goal II: Tips for the First Full Draft

4/16- Individual Meetings with Professor  Goal: Discussing our Outline and Preparing for the first draft 4/17- Library Workshop III  Goal: Discuss final questions before first draft is due 4/19- First Full Draft Due  Peer Editing and Review of Poster Presentations 4/23- Joint Poster Presentations 4/24- Research Workshop V  Goal- Revising Your First Drafts 4/26- Individual Meetings with Professor: First Draft Feedback 4/30- Joint Poster Presentations 5/1- Individual Meetings with Professor: First Draft Feedback 5/3-Last Day of Classes Final Papers and Portfolios Due 5/9 at 4pm 59

First-Year Program Philosophy and Goals 2011-2012

A residentially-based, interdisciplinary first-year program is an ideal environment for beginning the four-year process of developing the complex intellectual and social skills that are at the heart of a liberal education and the habits of considered values and engaged citizenship that such an education should produce. The First-Year Program (FYP) and First-Year Seminar (FYS) are the core of our institutional commitment to improving your ability to engage in critical inquiry and research, to design and deliver written, spoken and/or visual texts that demonstrate rhetorical sensitivity, and to be sophisticated readers, listeners, and viewers of the texts of others. We believe that these same competencies can help develop your ability to communicate across differences (e.g., race, gender, sexual orientation, class, ethnicity, political views) as you find ways to live and learn together in the residence halls and as engaged and ethically reflective citizens both during and after your college years. These goals should be understood as the first step in our work with you over a four-year process of helping you to meet the University’s Aims and Objectives.

We hope to help you see that writing, speaking, research, and interacting with others are rhetorical endeavors. Effective communicators are, by definition, rhetorically sensitive. Rhetorical sensitivity means understanding that all communication, whether formal or informal, involves having to make choices about your messages, whether written, spoken, or visual. To become an effective communicator, you need to recognize that the creation of a meaningful and powerful message involves both a creator and an audience, and that therefore the voice you adopt in your communication, and the audience you imagine yourself communicating to, matter a great deal in creating your message. The choices you make in writing and speaking are central in determining how people read and hear your voice. Becoming conscious and reflective about those choices, and their ethical dimensions, is a central goal of the FYP and FYS.

Working with you so that you become more rhetorically sensitive means that you should be increasingly able to assess the requirements of a particular task and make intentional decisions about which mode or modes of communication and inquiry would be most effective in addressing it. To do so, you must develop specific writing, speaking, research, and technological competencies. To accomplish these goals, the FYP and FYS will present you with assignments that ask you to engage in a process that involves recognizing the rhetorical situation, planning communication strategies to address the task at hand, composing and presenting the message, and then engaging in critical assessment of your own work and that of others. The results of that assessment process will allow you to rethink, restructure, and revise your work. We further recognize that this process is not linear and that the effective creation of texts requires that you move back and forth among these four elements of the message creation process. This is why we require that your writing and speaking assignments be “projects” that include preparatory exercises and multiple drafts or rehearsals, all of which ask you to continue to reflect critically on the choices you have made in constructing your message.

This process of increased rhetorical awareness and skill development is at the heart of the philosophical and pedagogical perspectives that inform the work of the FYP and FYS. Because this process both transcends and integrates a variety of specific skills, the program has a philosophical commitment to designing assignments that ask you to integrate various modes of communication in furtherance of the higher-level rhetorical goals in which they are situated.

To ensure that the program is meeting its stated goals, all FYP and FYS syllabi are read by other faculty in the program to determine if they include a variety of assignments that forward the writing, speaking, research, and literacy goals of the program. All FYP and FYS courses have to be approved by faculty in the program before they are offered. 60