Catalog Navigation
Contacts
Office: 100 Encina Commons, 615 Crothers Way
Mail Code: 94305-6045
Phone: (650) 497-7688
Email: africanstudies@stanford.edu
Web Site: http://africanstudies.stanford.edu

Courses offered by the Center for African Studies (CAS) are listed under the subject code AFRICAST on the Stanford Bulletin's ExploreCourses web site.

The Center for African Studies coordinates an interdisciplinary program in African Studies for undergraduates and graduate students. The program seeks to enrich understanding of the interactions among the social, economic, cultural, historical, linguistic, genetic, geopolitical, ecological, and biomedical factors that shape and have shaped African societies. 

Courses in African Studies are offered by departments and programs throughout the University. Each year CAS sponsors a range of seminars and workshops to demonstrate to advanced undergraduates and graduate students how topics of current interest in African Studies are approached from different disciplinary perspectives.

Course offerings in African languages are also coordinated by the Center for African Studies. Along with regular courses in several levels of Arabic and Swahili, the center arranges with the African and Middle Eastern Languages and Literatures Program in the Stanford Language Center to offer instruction in other African languages; in recent years, it has offered courses in Afrikaans, Amharic, Igbo, Kinyarwanda, Twi, and Yoruba.

The Center for African Studies offers a master of arts degree for graduate students. Undergraduates and graduate students not pursuing the master's degree can specialize in African Studies under the arrangements described under the Undergraduate and Master's tabs.

Learning Outcomes (Graduate)

The purpose of the master's program is to further develop knowledge and skills in African Studies and to prepare students for a professional career or doctoral studies. This is achieved through completion of courses, in the primary field as well as related areas, and experience with independent work and specialization.

Undergraduate Programs in African Studies

Undergraduates may choose an African Studies focus in the form of a minor or concentration:

  1. A minor in Global Studies with African Studies Specialization offers students the ability to combine a focus on Africa with their major in any other discipline. This offers the students a strong regional specialization. For requirements see the "Minor" tab on this page.
  2. A major in a traditionally defined academic department such as Anthropology, History, or Political Science affords ample opportunity to enroll in courses outside the major, leaving the student free to pursue the interdisciplinary study of Africa.
  3. Interdepartmental majors, such as African and African American Studies or International Relations, offer coordinated and comprehensive interdisciplinary course sequences, which permit a concentration in African Studies.

Certificate in African Studies

Students may apply for a certificate in African Studies. Requirements for the certificate are the same as for the minor in Global Studies with African Studies Specialization; however, students may double-count courses applied to their major or graduate studies in fulfillment of the certificate requirements. The certificate in African Studies is issued by the Center for African Studies and does not appear on any University record, including the student’s transcript. For more information and an application, contact the center.

Minor in Global Studies with African Studies Specialization

The minor in Global Studies, African Studies specialization, offers students the opportunity to complement their major course of study with an in-depth, interdisciplinary exploration of the cultures, histories, politics, religions, and societies of Africa.

Students from any major interested in applying for admission to this minor program should consult the minor adviser at the Center for African Studies. Students declare the minor and the African Studies specialization in Axess (see below for detailed instructions).

Students consult with their minor adviser to develop individual programs. The minor is especially well-suited for undergraduates who plan to make service, research, or study abroad in Africa as part of their Stanford experience.

Declaring the Global Studies Minor with African Studies Specialization

To declare the Global Studies minor with African Studies specialization, students must:

  1. Set up an appointment with Laura Hubbard, <lhubbard@stanford.edu>, Associate Director for the Center for African Studies. 
  2. Declare the Global Studies minor in Axess.
  3. Complete the Declaration or Change of Undergraduate Major, Minor, Honors, or Degree Program form in order to declare the African Studies specialization. Submit the form to the minor adviser, Laura Hubbard, in the Center for African Studies office (Encina Hall West, Room 219, 417 Galvez Mall).

Learning Outcomes

The SGS minor specialization in African Studies enables students to:

  1. develop critical knowledge and skills in African Studies
  2. organize their interest in Africa into a coherent course of study through directed mentorship and participation in  intellectual community.
  3. prepare for research, study, or service in Africa

Upon completion of requirements, final certification of the minor is made by the Center for African Studies. The minor and the specialization appear on the transcript but they do not appear on the diploma.

Requirements

A total of 28 units which include the following:

  1. GLOBAL 101 Critical Issues in Global Affairs (3 units)
  2. A minimum of 25 units of Africa-related courses. Students may not double-count courses for completing major and minor requirements.
  3. At least one quarter's exposure to a sub-Saharan African language. The Center for African Studies and the Special Languages Program of the Language Center can arrange instruction in any of several languages spoken in West, East, Central, and Southern Africa.
  4. One entry level course that covers more than one region of Africa.
  5. A designated focus of study, either disciplinary or regional, through a three course concentration developed with the minor adviser.
  6. A minimum 25-page research paper, with a focus on Africa. This paper may be an extension of a previous paper written for an African Studies course. Other approaches to fulfilling the capstone requirement may be accepted with the approval of the Director of African Studies.
    • Students present their work in an end-of-year capstone seminar with other SGS minors and led by SGS faculty.

Course List

For a representative, rather than comprehensive, list of courses that count towards the minor, see the Related Courses tab in this section of the Bulletin. Other courses may also fulfill the requirements; students should consult their African Studies minor adviser concerning which courses might fulfill minor requirements.

Related Courses

Below is a sample of AFRICAST and related courses that may be counted toward the minor. Other courses may also fulfill the requirements; consult your African Studies minor adviser concerning the applicability of other courses to the minor.

Units
African Studies Courses
AFRICAST 109Running While Others Walk: African Perspectives on Development3-5
AFRICAST 111Education for All? The Global and Local in Public Policy Making in Africa3-5
AFRICAST 112AIDS, Literacy, and Land: Foreign Aid and Development in Africa3-5
AFRICAST 113VFreedom in Chains: Black Slavery in the Atlantic, 1400s-1800s3-5
AFRICAST 132Literature and Society in Africa and the Caribbean4
AFRICAST 135Designing Research-Based Interventions to Solve Global Health Problems3-4
AFRICAST 138Conflict and Reconciliation in Africa: International Intervention3-5
AFRICAST 142Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice3-5
AFRICAST 195Shifting Frames1-2
AFRICAST 300Contemporary Issues in African Studies1
Related Courses
AFRICAST 114NDesert Biogeography of Namibia Prefield Seminar3
AFRICAST 119Novel Perspectives on South Africa2-3
AFRICAST 122FHistories of Race in Science and Medicine at Home and Abroad4
AFRICAST 141AScience, Technology, and Medicine in Africa4
AFRICAST 199Independent Study or Directed Reading1-5
AFRICAST 235Designing Research-Based Interventions to Solve Global Health Problems3-4
AFRICAST 249Bodies, Technologies, and Natures in Africa4-5
ANTHRO 1Introduction to Cultural and Social Anthropology3-5
ANTHRO 13AIslamic Routes: Archaeology and Heritage of Muslim Societies3-5
ANTHRO 41Genes and Identity3
ANTHRO 140Ethnography of Africa3
ANTHRO 141BThe Anthropology of Bits and Bytes: Digital Media in the Developing World5
ANTHRO 147Nature, Culture, Heritage5
ANTHRO 185Medical Anthropology of Contemporary Africa5
COMPLIT 121Poems, Poetry, Worlds5
ECON 118Development Economics5
HISTORY 47History of South Africa3
HISTORY 48The Egyptians3-5
HISTORY 48QSouth Africa: Contested Transitions4
HISTORY 106AGlobal Human Geography: Asia and Africa5
HISTORY 145BAfrica in the 20th Century5
HISTORY 146History of Humanitarian Aid in sub-Saharan Africa4-5
HISTORY 238JThe European Scramble for Africa: Origins and Debates4-5
HISTORY 248SColonial States and African Societies, Part I4-5
HISTORY 249SColonial States and African Societies, Part II4-5
OSPCPTWN 16Sites of Memory4
OSPCPTWN 18Xhosa Language and Culture2
OSPCPTWN 31Political Economy of Foreign Aid3
OSPCPTWN 36The Archaeology of Southern African Hunter Gatherers4
OSPCPTWN 38Genocide: African Experiences in Comparative Perspective3-5
OSPCPTWN 43Public and Community Health in Sub-Saharan Africa4
OSPCPTWN 50[Independent Study] Conservation & Resources in Sub-Saharan Africa2-3
OSPCPTWN 57Directed Study in Health Systems and Policy1-3
OSPCPTWN 63Socio-Ecological Systems3
OSPCPTWN 67ICT4D: An Introduction to the Use of ICTs for Development3
OSPCPTWN 70Youth Citizenship and Community Engagement3
OSPCPTWN 78Postcolonial Modernist Art Movements in Africa3
OSPCPTWN 79Creative Cityness in the Global South3
POLISCI 11NThe Rwandan Genocide3
POLISCI 114DDemocracy, Development, and the Rule of Law5
POLISCI 146AAfrican Politics4-5
POLISCI 242AWhy is Africa Poor?5
SURG 150Politics, Culture, and Economics of Global Surgery1-4
THINK 42Thinking Through Africa: Perspectives on Health, Wealth, and Well-Being4

Graduate Study in African Studies

For those who wish to specialize in Africa at the graduate level, African Studies can be designated a field of concentration within the master's and doctoral programs of some academic departments. Students in such departments as Anthropology, History, Political Science, and Sociology, and in the School of Education, may declare African Studies as the area of specialization for their master's and Ph.D. thesis work. Some other departments, programs, and institutes such as the International Comparative Education Program also permit students to specialize in African Studies.

Financial Aid

The Center for African Studies (CAS) does not offer financial aid. However, CAS offers a variety of fellowship opportunities to Stanford graduate students of different levels and disciplines. The following is a partial list:

1. M.A. Fellowship

Partial funding for two incoming M.A. students in African Studies.

2. Susan Ford Dorsey Fellowship for Field Research in Africa

9-12 month dissertation field research fellowship for Ph.D. candidates in the School of Humanities and Sciences.

3. Summer Research and Language Fellowship

Graduate research fellowship, an intensive African language fellowship for graduate students and undergraduates. 

Master of Arts in African Studies

The one-year master's program in African Studies is designed for students who have experience working, living, or studying in Africa, and little prior course work on the region.

The African Studies M.A. program is no longer accepting new applications. The master's program will remain available only to currently enrolled student and new matriculants who enter the program in 2018-2019.

Coterminal Master of Arts in African Studies

University Coterminal Requirements

Coterminal master’s degree candidates are expected to complete all master’s degree requirements as described in this bulletin. University requirements for the coterminal master’s degree are described in the “Coterminal Master’s Program” section. University requirements for the master’s degree are described in the "Graduate Degrees" section of this bulletin.

After accepting admission to this coterminal master’s degree program, students may request transfer of courses from the undergraduate to the graduate career to satisfy requirements for the master’s degree. Transfer of courses to the graduate career requires review and approval of both the undergraduate and graduate programs on a case by case basis.

In this master’s program, courses taken three quarters prior to the first graduate quarter, or later, are eligible for consideration for transfer to the graduate career. No courses taken prior to the first quarter of the sophomore year may be used to meet master’s degree requirements.

Course transfers are not possible after the bachelor’s degree has been conferred.

The University requires that the graduate adviser be assigned in the student’s first graduate quarter even though the undergraduate career may still be open. The University also requires that the Master’s Degree Program Proposal be completed by the student and approved by the department by the end of the student’s first graduate quarter.

Admission to the Master's Program in African Studies

The annual deadline for all applications for the master's program, including coterminal students, is December 8. All applicants must submit:

  • External applicants submit an online application, including a 500-word statement of purpose. Coterminal applicants submit the Coterminal Online Application
  • Resume
  • 15-20 page double-spaced academic writing sample
  • Three letters of recommendation
  • Two official transcripts
  • Graduate Record Examination scores
  • TOEFL scores are required of applicants for whom English is not their first language or who did not attend an undergraduate institution where English is the language of instruction

To apply online and for further information on graduate admissions, see the Graduate Admissions web site.

Degree Requirements

University requirements for the master's degree are described in the "Graduate Degrees" section of this bulletin.

The program requires completion of a minimum of 45 graduate units. Upon entering, each student is assigned a faculty adviser who works with the student to develop a customized program of study.

To receive the M.A. degree in African Studies, students must complete:

  1. Core Courses (15 units)

    Students must complete the core African Studies M.A. course, AFRICAST 301A , in Autumn Quarter. Students elect two additional graduate courses taught by African Studies academic council members and drawn from a list of approved courses. Students must also complete, AFRICAST 302 Research Workshop, in Spring Quarter, in which they present and discuss their research and research interests.
  2. Concentration Field (15 units)

    Students choose one area of specialization and take at least three related courses for graduate credit within their area of specialization:

    1. Culture and society
    2. Health, well-being, and the environment
    3. Political economy and security
  3. Cognate Courses and Electives (10 units)

    A minimum of 10 units of graduate-level credit in two cognate courses from the following thematic clusters not chosen as the student's concentration field:
    1. Culture and society
    2. Health, well-being, and the environment
    3. Political economy and security
    4. Two additional electives in any concentration
  4. Language Requirement

    Students take one year of training in an African language, usually at least 3 units per quarter, resulting in intermediate-level proficiency as measured by the American Council on the Teaching of Foreign Languages (ACTFL) or comparable language acquisition standards. Students who have advanced proficiency in several African languages may fulfill this requirement by taking another European language spoken in Africa, such as French or Portuguese, or by taking a year-long sequence in Arabic. 
  5. Seminar Requirement

    Students enroll each quarter in AFRICAST 300 Contemporary Issues in African Studies, 1 unit, in which guest scholars present lectures on African themes and topics.
  6. Thesis Option

    Students may elect to write a master's thesis; they may register for up to 10 units of thesis research under the guidance of an Academic Council member. Thesis units may be counted toward the electives within the concentration field unit requirements.
  7. Grade Requirements

    Courses to be counted toward the degree, except for AFRICAST 300 Contemporary Issues in African Studies, must be taken for a letter grade and receive a grade of 'B' or higher.

In addition to AFRICAST courses, master's students take Africa-related courses across departments and schools due to the interdisciplinary nature of the degree.The following list represents a small sample of courses that may be taken to fulfill the requirements of the master's degree. To count toward the completion of the master's degree, courses should be taken at the graduate level and approved by the African Studies graduate adviser. 

Units
African Studies Courses
AFRICAST 195Shifting Frames1-2
AFRICAST 209Running While Others Walk: African Perspectives on Development3-5
AFRICAST 211Education for All? The Global and Local in Public Policy Making in Africa3-5
AFRICAST 212AIDS, Literacy, and Land: Foreign Aid and Development in Africa3-5
AFRICAST 235Designing Research-Based Interventions to Solve Global Health Problems3-4
AFRICAST 238Conflict and Reconciliation in Africa: International Intervention3-5
AFRICAST 300Contemporary Issues in African Studies1
AFRICAST 302Research Workshop1
Related Courses
AFRICAST 242Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice3-5
AFRICAST 249Bodies, Technologies, and Natures in Africa4-5
AFRICAST 299Independent Study or Directed Reading1-10
ANTHRO 201Introduction to Cultural and Social Anthropology3-5
ANTHRO 239Ethnography of Africa5
ANTHRO 247Nature, Culture, Heritage5
ANTHRO 285Medical Anthropology of Contemporary Africa5
ANTHRO 324Political Anthropology5
ANTHRO 345ARace and Power: The Making of Human Difference in History, Biology and Capital5
ANTHRO 346The Social Imagination5
ANTHRO 353Landscape5
ANTHRO 372Urban Ecologies5
CEE 265DWater and Sanitation in Developing Countries1-3
ECON 214Development Economics I2-5
ECON 215Development Economics II2-5
ECON 315Development Workshop1-10
EDUC 202Introduction to International and Comparative Education3
EDUC 377CPhilanthropy: Strategy, Innovation and Social Change3
HISTORY 248SColonial States and African Societies, Part I4-5
HISTORY 345BAfrican Encounters with Colonialism4-5
HISTORY 448AColonial States and African Societies, Part I4-5
HISTORY 448BColonial States and African Societies, Part II4-5
MED 232Virtual Student Exchange in Global Health between Lebanon and Stanford1-3
POLISCI 314DDemocracy, Development, and the Rule of Law5
SURG 250Politics, Culture, and Economics of Global Surgery1-4

Graduate Advising Expectations

The Center for African Studies is committed to providing academic advising in support of graduate student scholarly and professional development. When most effective, this advising relationship entails collaborative and sustained engagement by both the
adviser and the advisee. As a best practice, advising expectations should be periodically discussed and reviewed to ensure mutual understanding. Both the adviser and the advisee are expected to maintain professionalism and integrity.

Center staff and faculty advisers guide students in key areas such as selecting courses, designing and conducting research, navigating policies and degree requirements, and exploring academic opportunities and professional pathways.

Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.

For a statement of University policy on graduate advising, see the "Graduate Advising" section of this bulletin.

Emeriti: David B. Abernethy, Ellen Jo Baron, John Baugh, Joan Bresnan, Susan Cashion, Sandra E. Drake, Peter Egbert, James. L. Gibbs, Jr., William B. Gould, Bruce F. Johnston, William R. Leben, Bruce Lusignan, Elisabeth Mudimbe-Boyi, Mary Polan, Hans N. Weiler, Sylvia Wynter

Director: James Ferguson

Professors: H. Samy Alim (Education), Jean-Marie Apostolidès (French), Michele Barry (Medicine), Joel Beinin (History), John Boothroyd (Microbiology and Immunology), James T. Campbell (History), Martin Carnoy (Education), Prudence L. Carter (Education), William H. Durham (Anthropology), Harry Elam (Drama), James Fearon (Political Science), James Ferguson (Anthropology), Shelley Goldman (Education), Gabrielle Hecht (History), Terry Lynn Karl (Latin American Studies and Political Science), Richard Klein (Anthropology), David Laitin (Political Science), Yvonne Maldonado (Pediatrics), Lynn Meskell (Anthropology), Julie Parsonnet (Medicine and Health Research and Policy), John Rickford (Linguistics), Richard Roberts (History)

Associate Professors: Vincent Barletta (Comparative Literature and Iberian and Latin American Cultures), Alexandria B. Boehm (Civil and Environmental Engineering), Jenna Davis (Civil and Environmental Engineering), Paulla A. Ebron (Anthropology), Oliver Fringer (Civil and Environmental Engineering), Duana Fullwiley (Anthropology), Liisa Malkki (Anthropology), Grant Parker (Classics), Jeremy Weinstein (Political Science)

Assistant Professors: Eran Bendavid (General Internal Medicine), Katherine Casey (Political Economy), Pascaline Dupas (Economics), Alvan Ikoku (Comparative Literature), Steven Press (History), Vaughn Rasberry (English), Krish Seetah (Anthropology)

Professor (Research): David Katzenstein (School of Medicine), Cheryl Koopman (Psychiatry and Behavioral Sciences)

Professor (Teaching): Robert Siegel (Microbiology and Immunology)

Associate Professor (Clinical): Brian Blackburn (Infectious Diseases), Daryn Reicherter (Psychiatry and Behavioral Sciences), Hugh Brent Solvason (Psychiatry and Behavioral Sciences)

Senior Lecturers: Khalil Barhoum (African and Middle Eastern Languages)

Lecturers: Kwame Assenyoh (African and Middle Eastern Languages), Byron Bland (Law), Jonathan Greenberg (Law), Sarah Mkhonza (African and Middle Eastern Languages), Samuel Mukoma (African and Middle Eastern Languages), Toussaint Nothias (African Studies), Jill Rosenthal (History), Ramzi Salti (African and Middle Eastern Languages), Timothy Stanton (Bing Overseas Studies)

Consulting Professors: Anne Firth-Murray (Human Biology), Joel Samoff (Center for African Studies)

Curators: Karen Fung (African Collection Curator, Green Library), Catherine Hale (Curator, Arts of Africa and the Americas, Cantor Arts Center), Regina Roberts (Bibliographer, Green Library)

Senior Research Fellows: Coit Blacker (Freeman Spogli Institute), Larry Diamond (Freeman Spogli Institute, Hoover Institution), Marcel Fafchamps (Freeman Spogli Institute), Stephen Stedman (Freeman Spogli Institute, Center for International Security and Cooperation)

Overseas Studies Courses in African Studies

The Bing Overseas Studies Program manages Stanford study abroad programs for Stanford undergraduates. Students should consult their department or program's student services office for applicability of Overseas Studies courses to a major or minor program.

The Bing Overseas Studies course search site displays courses, locations, and quarters relevant to specific majors.

For course descriptions and additional offerings, see the listings in the Stanford Bulletin's ExploreCourses or Bing Overseas Studies.

Units
OSPCPTWN 18Xhosa Language and Culture2
OSPCPTWN 31Political Economy of Foreign Aid3
OSPCPTWN 36The Archaeology of Southern African Hunter Gatherers4
OSPCPTWN 38Genocide: African Experiences in Comparative Perspective3-5
OSPCPTWN 45Transitional Justice and Transformation Debates in South Africa4
OSPCPTWN 67ICT4D: An Introduction to the Use of ICTs for Development3

Courses

AFRICAST 58. Egypt in the Age of Heresy. 3-5 Units.

Perhaps the most controversial era in ancient Egyptian history, the Amarna period (c.1350-1334 BCE) was marked by great sociocultural transformation, notably the introduction of a new 'religion' (often considered the world's first form of monotheism), the construction of a new royal city, and radical departures in artistic and architectural styles. This course will introduce archaeological and textual sources of ancient Egypt, investigating topics such as theological promotion, projections of power, social structure, urban design, interregional diplomacy, and historical legacy during the inception, height, and aftermath of this highly enigmatic period. Students with or without prior background are equally encouraged.
Same as: AFRICAAM 58A, ARCHLGY 58, CLASSICS 58

AFRICAST 109. Running While Others Walk: African Perspectives on Development. 3-5 Units.

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.
Same as: AFRICAST 209

AFRICAST 111. Education for All? The Global and Local in Public Policy Making in Africa. 3-5 Units.

Policy making in Africa and the intersection of policy processes and their political and economic dimensions. The failure to implement agreements by international institutions, national governments, and nongovernmental organizations to promote education. Case studies of crowded and poorly equipped schools, overburdened and underprepared teachers, and underfunded education systems.
Same as: AFRICAAM 211, AFRICAST 211

AFRICAST 112. AIDS, Literacy, and Land: Foreign Aid and Development in Africa. 3-5 Units.

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?.
Same as: AFRICAAM 111, AFRICAST 212

AFRICAST 113V. Freedom in Chains: Black Slavery in the Atlantic, 1400s-1800s. 3-5 Units.

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.
Same as: AFRICAAM 113V, CSRE 113V, HISTORY 205D

AFRICAST 114N. Desert Biogeography of Namibia Prefield Seminar. 3 Units.

Desert environments make up a third of the land areas on Earth, ranging from the hottest to the coldest environments. Aridity leads to the development of unique adaptations among the organisms that inhabit them. Climate change and other processes of desertification as well as increasing human demand for habitable and cultivatable areas have resulting in increasing need to better understand these systems. Namibia is a model system for studying these processes and includes the Sossuvlei (Sand Sea) World Heritable Site. This seminar will prepare students for their overseas field experience in Namibia. The seminar will provide an introduction to desert biogeography and culture, using Namibia as a case study. During the seminar, students will each give two presentations on aspects of desert biogeography and ecology, specific organisms and their adaptations to arid environments, cultural adaptations of indigenous peoples and immigrants, ecological threats and conservation efforts, and/or national and international policy towards deserts. Additional assignments include a comprehensive dossier and a final exam. Students will also carry out background research for the presentations they will be giving during the field seminar where access to the internet and to other scholarly resources will be limited. In addition, we will cover logistics, health and safety, cultural sensitivity, geography, and politics. We will deal with post-field issues such as reverse culture shock, and ways in which participants can consolidate and build up their abroad experiences after they return to campus.
Same as: EARTHSYS 115N

AFRICAST 119. Novel Perspectives on South Africa. 2-3 Units.

21st-century South Africa continues its literary effervescence. In this class we'll sample some recent novels and related writings to tease out the issues shaping the country (and to some degree the continent) at present. Is `South African literature' a meaningful category today? What are the most significant features we can identify in new writings and how do they relate to contemporary social dynamics? The course will appeal to anyone interested in present-day Cape Town or Johannesburg, including students who have spent a term in BOSP-Cape Town or plan to do so in future. Both undergraduate and graduate students are welcome. 2-3 units. Course may be repeated for credit.nn nnAll students will write short analyses from the prescribed texts. Students taking the course for three units will write an extended essay on a topic agreed with the instructor.
Same as: AFRICAAM 119, AFRICAAM 219, AFRICAST 219, CSRE 119

AFRICAST 122F. Histories of Race in Science and Medicine at Home and Abroad. 4 Units.

This course has as its primary objective, the historical study of the intersection of race, science and medicine in the US and abroad with an emphasis on Africa and its Diasporas in the US. By drawing on literature from history, science and technology studies, sociology and other related disciplines, the course will consider the sociological and cultural concept of race and its usefulness as an analytical category. The course will explore how the study of race became its own ¿science¿ in the late-Enlightenment era, the history of eugenics--a science of race aimed at the ostensible betterment of the overall population through the systematic killing or "letting die" of humanity¿s "undesirable" parts, discuss how the ideology of pseudo-scientific racism underpinned the health policies of the French and British Empires in Africa, explore the fraught relationship between race and medicine in the US, discuss how biological notions of race have quietly slipped back into scientific projects in the 21st century and explore how various social justice advocates and scholars have resisted the scientific racisms of the present and future and/or proposed new paths towards a more equitable and accessible science.
Same as: AFRICAAM 122F, CSRE 122F, HISTORY 248D

AFRICAST 127. African Art and Politics, c. 1900 - Present. 4 Units.

This course explores the relationship between art and politics in twentieth century Africa. Artistic production and consumption is considered in the context of various major political shifts, from the experience of colonialism to the struggle against Apartheid. Each week we will look closely at different works of art and examine how artists and designers responded to such challenges as independence, modernization and globalization. We will look at painting, sculpture, religious art, public and performance art, photography and film. How western perceptions and understanding of African art have shifted, and how museums have framed African art throughout the twentieth century will remain important points of discussion throughout the course.
Same as: ARTHIST 127A

AFRICAST 132. Literature and Society in Africa and the Caribbean. 4 Units.

This course aims to equip students with an understanding of the cultural, political and literary aspects at play in the literatures of Francophone Africa and the Caribbean. Our primary readings will be Francophone novels and poetry, though we will also read some theoretical texts. The assigned readings will expose students to literature from diverse French-speaking regions of the African/Caribbean world. This course will also serve as a "literary toolbox," with the intention of facilitating an understanding of literary forms, terms and practices. Students can expect to work on their production of written and spoken French (in addition to reading comprehension) both in and outside of class. Special guest: LEILA SLIMANI (Goncourt Prize 2016). Required readings include: Leila Slimani, "Sexe et Mensonges au Maroc", Albert Memmi, "La Statue de Sel," Kaouther Adimi, "L'Envers des autres", Maryse Condé, "La Vie sans fards". Movies include "Goodbye Morocco", "Aya de Yopougon", "Les Baies d'Alger". nTaught in French. Prerequisite: FRENLANG 124 or consent of instructor.
Same as: AFRICAAM 133, FRENCH 133, JEWISHST 143

AFRICAST 133B. Covering Islam: On What We Learn to See, Think and Hear about Islam & Muslims. 3-5 Units.

In this course, students will think critically about how knowledge about Islam, Muslims, and Muslim Societies is produced and circulated. As a class, we will consider why and how certain kinds of ideas about Islam and Muslims become representative (i.e., authoritative discourse) while others ideas do not. This is an interdisciplinary class; course material will draw on readings from anthropology, literary criticism, history, sociology and media and cultural studies. We will also be engaging with other kinds of material, including news articles, editorials, documentaries, and films.
Same as: ANTHRO 133B, CSRE 133B

AFRICAST 135. Designing Research-Based Interventions to Solve Global Health Problems. 3-4 Units.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Same as: AFRICAST 235, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235

AFRICAST 138. Conflict and Reconciliation in Africa: International Intervention. 3-5 Units.

This course will explore recent debates on the causes and structural terms of large-scale violence in Africa in the context of key contemporary models for reconciliation and transitional justice. Discussions will emphasize the broader international legal and political order each presupposes, and specifically whether their underlying reconstitution of rights and subjectivities are compatible with cultural, political or legal diversity. A historical assessment of the predominating Nuremberg paradigm of transitional justice¿structured around international military intervention and criminal trials based on international criminal courts¿will be contrasted with other regional models that engage with the challenges of the political reconciliation of formerly divided political communities. The necessity of understanding the specificities of both global and local historical and structural contexts will be examined with respect to various proposals for how to balance of balance concerns for both justice and peace. Readings will cover case studies from South Africa, Rwanda, DRC, northern Uganda, Sudan (including Darfur and South Sudan), Libya, Mali, and CAR.
Same as: AFRICAST 238, ANTHRO 138A, ANTHRO 238A

AFRICAST 141A. Science, Technology, and Medicine in Africa. 4 Units.

Africa is often depicted as a place simply in need of science, technology, andnmedicine. This class will introduce students to the culture and politics of science innsub-Saharan Africa: to the diverse and rich traditions, histories and contemporarynpredicaments of knowledge practices on the continent. We will consider the rolenof science in the colonial period, covering the expansion of European empires intonAfrica and the forms of technical knowledge that colonial governments encountered, especially as they relate to health and the environment. We will examine the role of science at African independence and in international development work. Finally, we will discuss the techno-politics of medical training and research, resource extraction, and the internet in contemporary Africa. This course will provide some important background for those with an applied interest in Africa as well as provide an introduction to a growing area of scholarship. Course materials include historical and ethnographic works, as well as primary sources and films emphasizing scientific practice in the context of geopolitical relations of power and inequality.
Same as: ANTHRO 141A

AFRICAST 142. Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice. 3-5 Units.

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.
Same as: AFRICAST 242, INTNLREL 142

AFRICAST 146M. New Keywords in African Sound. 3-4 Units.

This course identifies and considers new keywords for the study of contemporary African music and sound. Each week we will foster discussion around a keyword and a constellation of case studies. The sonic practices we will encounter range from South African house music to Ghanaian honk horns; from Congolese rumba bands to Tunisian trance singers; from listening to the radio in a Tanzanian homestead to making hip hop music videos on the Kenyan coast. By exploring the unexpected interconnections between contemporary African musical communities, we will discuss new keywords arising in current scholarship, including technologies like the amplifier and the hard drive, spaces like the studio and the city, and analytics like pleasure and hotness. We will also engage with established concepts for the study of postcolonial African cultures, including nationalism, cosmopolitanism, globalization, diaspora, and Pan-Africanism. This is a seminar-based course open to graduate students, upper level undergraduate students, and other students with consent of the instructor. Proficiency in music is not required.
Same as: CSRE 146D, MUSIC 146M, MUSIC 246M

AFRICAST 151. AIDS in Africa. 3 Units.

Medical, social, and political aspects of the HIV epidemic in sub-Saharan Africa including: biology, transmission, diagnosis,and treatment of HIV; mother-to-child transmission and breastfeeding; vaccines; community and activist responses to the HIV epidemic; economics of HIV treatment; governance and health; ethics in research and program implementation.

AFRICAST 195. Shifting Frames. 1-2 Unit.

This is a student driven, dialogue based, and intellectual community focused course. We will explore and challenge the taken-for-granted framing of key African issues and debates. Engagement with discussion leaders drawing on their own research and case studies from across the African continent will guide us across shifting terrain. This course centers the scholarship and voices of African students. Topics include: Afropolitanism, Brain Drain/ Gain, Education, Leadership, Global Health, AI Application in Africa, Economic Development, Industrial Policy, LGBTQI Rights, Gender and Sexuality.

AFRICAST 199. Independent Study or Directed Reading. 1-5 Unit.

May be repeated for credit.

AFRICAST 209. Running While Others Walk: African Perspectives on Development. 3-5 Units.

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.
Same as: AFRICAST 109

AFRICAST 211. Education for All? The Global and Local in Public Policy Making in Africa. 3-5 Units.

Policy making in Africa and the intersection of policy processes and their political and economic dimensions. The failure to implement agreements by international institutions, national governments, and nongovernmental organizations to promote education. Case studies of crowded and poorly equipped schools, overburdened and underprepared teachers, and underfunded education systems.
Same as: AFRICAAM 211, AFRICAST 111

AFRICAST 212. AIDS, Literacy, and Land: Foreign Aid and Development in Africa. 3-5 Units.

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?.
Same as: AFRICAAM 111, AFRICAST 112

AFRICAST 219. Novel Perspectives on South Africa. 2-3 Units.

21st-century South Africa continues its literary effervescence. In this class we'll sample some recent novels and related writings to tease out the issues shaping the country (and to some degree the continent) at present. Is `South African literature' a meaningful category today? What are the most significant features we can identify in new writings and how do they relate to contemporary social dynamics? The course will appeal to anyone interested in present-day Cape Town or Johannesburg, including students who have spent a term in BOSP-Cape Town or plan to do so in future. Both undergraduate and graduate students are welcome. 2-3 units. Course may be repeated for credit.nn nnAll students will write short analyses from the prescribed texts. Students taking the course for three units will write an extended essay on a topic agreed with the instructor.
Same as: AFRICAAM 119, AFRICAAM 219, AFRICAST 119, CSRE 119

AFRICAST 224. Memory and Heritage In South Africa Syllabus. 1 Unit.

The focus of this course is to provide a forum in which students examine the role of memory and heritage in South Africa. The course will include visiting speakers, discussion and other activities. The complex relationship between memory and heritage in South Africa will provide the basis for a series of broad conversations about citizenship, national reconciliation, memorialization, justice, modernity and heritage ethics.

AFRICAST 235. Designing Research-Based Interventions to Solve Global Health Problems. 3-4 Units.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Same as: AFRICAST 135, EDUC 135, EDUC 335, HRP 235, HUMBIO 26, MED 235

AFRICAST 238. Conflict and Reconciliation in Africa: International Intervention. 3-5 Units.

This course will explore recent debates on the causes and structural terms of large-scale violence in Africa in the context of key contemporary models for reconciliation and transitional justice. Discussions will emphasize the broader international legal and political order each presupposes, and specifically whether their underlying reconstitution of rights and subjectivities are compatible with cultural, political or legal diversity. A historical assessment of the predominating Nuremberg paradigm of transitional justice¿structured around international military intervention and criminal trials based on international criminal courts¿will be contrasted with other regional models that engage with the challenges of the political reconciliation of formerly divided political communities. The necessity of understanding the specificities of both global and local historical and structural contexts will be examined with respect to various proposals for how to balance of balance concerns for both justice and peace. Readings will cover case studies from South Africa, Rwanda, DRC, northern Uganda, Sudan (including Darfur and South Sudan), Libya, Mali, and CAR.
Same as: AFRICAST 138, ANTHRO 138A, ANTHRO 238A

AFRICAST 242. Challenging the Status Quo: Social Entrepreneurs Advancing Democracy, Development and Justice. 3-5 Units.

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.
Same as: AFRICAST 142, INTNLREL 142

AFRICAST 249. Bodies, Technologies, and Natures in Africa. 4-5 Units.

This interdisciplinary course explores how modern African histories, bodies, and natures have been entangled with technological activities. Viewing Africans as experts and innovators, we consider how technologies have mediated, represented, or performed power in African societies. Topics include infrastructure, extraction, medicine, weapons, communications, sanitation, and more. Themes woven through the course include citizenship, mobility, labor, bricolage, in/formal economies, and technopolitical geographies, among others. Readings draw from history, anthropology, geography, and social/cultural theory.
Same as: ANTHRO 348B, HISTORY 349

AFRICAST 299. Independent Study or Directed Reading. 1-10 Unit.

.

AFRICAST 300. Contemporary Issues in African Studies. 1 Unit.

Guest scholars present analyses of major African themes and topics. Brief response papers required. May be repeated for credit.

AFRICAST 302. Research Workshop. 1 Unit.

Required for African Studies master's students. Student presentations.

AFRICAST 801. TGR Project. 0 Units.

.