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Instructors: Bartos, N. (PI)

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

Throughout the history of modern Africa, Africans have specified their desired future - development, understood broadly - and identified the major obstacles in achieving it. Debates about development have intensified in the post-colonial period, especially as African countries have replaced the independence era leaders. Amidst the general critique of the imposition of external values and rules, Africans have differed, sometimes sharply, on priorities, process, and programs. While for some the challenge is to catch up with development elsewhere, for others it is essential to leap ahead, to set the pace, to initiate a radical social, economic, and political transformation. To ground and extend the common approaches to studying development that emphasize economics and that rely largely on external commentators, we will explore African perspectives. Our major task will be a broad overview, sampling the analyses of Africa¿s intellectuals in several domains. Course participants will review, compare, and analyze major contributions, developing an understanding of contemporary intellectual currents.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-ED, WAY-SI
Instructors: Samoff, J. (PI)

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


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

Foreign aid can help Africa, say the advocates. Certainly not, say the critics. Is foreign aid a solution? or a problem? Should there be more aid, less aid, or none at all? Africa has developed imaginative and innovative approaches in many sectors. At the same time, many African countries have become increasingly dependent on foreign aid. How do foreign aid and local initiatives intersect? We will examine several contentious issues in contemporary Africa, exploring roots, contested analyses, and proposed solutions, examining foreign aid and the aid relationship. As African communities and countries work to shape their future, what are the foreign roles, and what are their consequences?
Terms: Win | Units: 3-5 | UG Reqs: GER:EC-GlobalCom, WAY-ED, WAY-SI
Instructors: Samoff, J. (PI)

AFRICAST 113V: Freedom in Chains: Black Slavery in the Atlantic, 1400s-1800s (AFRICAAM 113V, CSRE 113V, HISTORY 205D)

This course will focus on the history of slavery in the British, French, Spanish, Portuguese and Dutch Atlantic world(s), from the late 1400s to the 1800s. Its main focus will be on the experiences of enslaved Africans and their descendants. Between the sixteenth and nineteenth centuries, the Europeans forcibly embarked over 10 million Africans to the Americas. Drawing on methodologies used by historians, archaeologists and anthropologists, the course will reconstruct the daily lives and the socio-economic, cultural and political histories of these captives. We will seek to hear their voices by investigating a variety of historical testimonies and recent scholarship. The course will examine slavery in the context of broader trends in Atlantic World studies, a field that has grown considerably in recent years, providing new ways of understanding historical developments across national boundaries. We will seek to identify commonalities and differences across time periods and regions and the reasons for those differences. Covered topics will include slave ship voyages, labor, agency, the creation of new identities (creolization), religion, race, gender, resistance, legacies, and memory.
Instructors: Lamotte, M. (PI)

AFRICAST 142: Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice (AFRICAST 242, INTNLREL 142)

This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.
Instructors: Kelly, K. (PI)



AMSTUD 25Q: The Origins of the Modern American City, 1865-1920 (HISTORY 55Q, URBANST 25Q)

Are we living in a new Gilded Age? To answer this question, we go back to the original Gilded Age, as well as its successor, the Progressive Era. How did urban Americans around the turn of the twentieth century deal with stark inequalities of class, race, ethnicity, gender, and sexuality? And what can we learn from their struggles for our own time? Students use primary and secondary sources in digital and print formats. Possible field trip to San Francisco.
Last offered: Winter 2016 | UG Reqs: WAY-ED, WAY-SI

AMSTUD 41Q: Madwomen and Madmen: Gender and the History of Mental Illness in the U.S. (FEMGEN 41Q)

This seminar explores the ways that gender and historical context shaped the experience and treatment of mental illness in U.S. history. What is the relationship between historically constructed ideas of femininity and masculinity and madness? Why have women been the witches and hysterics of the past, while men experienced neurasthenia and schizoid conditions? Why have there historically been more women than men among the mentally ill? How has the emotional and psychological suffering of women differed from that of men, and how has it changed over time? Among the sources we use to explore these questions are memoirs and films such as The Three Faces of Eve and One Flew Over the Cuckoos Nest. By contrasting the changing ways women and men experienced mental illness and were treated in the past, this seminar will elucidate the historically embedded nature of medical ideas, diagnoses and treatments.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI
Instructors: Horn, M. (PI)
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