Training in expository, argumentative, and other styles of writing. The assignments will focus on themes and issues in African American life and culture. Satisfies the first half of the Reading and Composition requirement.

To provide Summer Bridge students with training in expository, argumentative, and other styles of writing. The assignments will focus on themes and issues in African American life and culture. Satisfies the first half of the Reading and Composition requirement.

Continued training in expository and argumentative writing, with more emphasis on literary interpretation. Satisfies the second half of the Reading and Composition requirement.

Emphasis on pre-colonial social, cultural, political, and economic structures; introduction to art, literature, oral traditions, and belief systems.

Emphasis on social, political, and economic change in 20th century Africa; with further emphasis upon the roles of modernization, urbanization, and the emergence of contemporary African states.

Emphasis on pre-colonial social, cultural, political, and economic structures; introduction to art, literature, oral traditions, and belief systems.

A study of the genesis, development, and scope of African American culture, approached through an examination of selected art forms, historical themes, and intellectual currents.

Emphasis on the social experience of African Americans. An interdisciplinary approach designed to help students understand the forces and ideas that are influencing the individual and collective African American experience.

This course introduces students to speaking, listening, reading, and writing in Wolof. Instruction is mixed English and Wolof. Emphasis is placed on developing student ability to create and to communicate with basic Wolof structures and vocabulary in culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course not open to native or heritage speakers of Wolof.

This course introduces students to speaking, listening, reading, and writing in Wolof. Instruction is mixed English and Wolof. Emphasis is placed on developing student ability to create and to communicate with basic Wolof structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from the Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. For students with no college level Wolof completed with passing grade; this course is not open to native heritage speakers of Wolof.

This course reviews and expands students' knowledge of fundamental structures from Elementary Wolof and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge of fundamental structures from Elementary Wolof, and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

This course reviews and expands students' knowledge from Intermediate Wolof. Oral and written communication will be presented in appropriate cultural contexts. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary, and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

This course reviews and expands students' knowledge from Intermediate Wolof. Oral and written communication will be presented in appropriate cultural contexts. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

This course reviews and expands students' knowledge of fundamental structures from Elementary Swahili and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge of fundamental structures from Elementary Swahili and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course introduces students to the basics of speaking, listening, reading, and writing in Swahili. Instruction is mixed English and Swahili. Emphasis is placed on developing student ability to create and to communicate with basic structures and vocabulary in culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course not open to native or heritage speakers of Swahili.

This course introduces students to the basics of speaking, listening, reading, and writing in Swahili. Instruction is mixed English and Swahili. Emphasis is placed on developing student ability to create and to communicate with basic structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course not open to native or heritage speakers of Swahili.

This will be an intensive introduction of the Swahili language to beginners specifically designed for second language Swahili learners. The course is equivalent to two semesters of studying Swahili, with a full academic year credit. In order to attain the necessary proficiency (1-1+, using Interagency Round Table (ILR) scale) by the end of 8 weeks, students will need to commit themselves to use the Swahili language at all times outside class. The primary focus is to develop speaking, listening, reading and writing skills with special emphasis on developing communicative language skills.

This course introduces students to speaking, listening, reading, and writing in Zulu. Instruction is mixed English and Zulu. Emphasis is placed on developing student ability to create and to communicate with basic Zulu structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercise, independent reading projects, and compositions. This course not open to native or heritage speakers of Zulu.

This course introduces students to speaking, listening, reading, and writing in Zulu. Instruction is mixed English and Zulu. Emphasis is placed on developing student ability to create and to communicate with basic Zulu structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course not open to native or heritage speakers of Zulu.

This course reviews and expands students' knowledge of fundamental structures from Elementary Zulu. Oral and written communication is emphasized. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge of fundamental structures from Elementary Zulu. Oral and written communication is emphasized. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge from Intermediate Swahili. Oral and written communication will be presented in appropriate cultural contexts. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge from Intermediate Swahili. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary, and reading are expanded through compositions, research projects with texts available through Berkeley's African Library Collection, and supplemented by instructor's materials.

This course reviews and expands students' knowledge from Intermediate Zulu. Oral and written communication will be presented in appropriate cultural contexts. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary, and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by instructor's materials.

This course reviews and expands students' knowledge from Intermediate Zulu. Oral and written communication will be presented in appropriate cultural contexts. Developing oral language skills will be strongly emphasized as part of this course and will be expanded through individual presentations, class discussions, and recordings available at the Berkeley Language Center. Writing, grammar, vocabulary, and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

The Berkeley Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Berkeley Seminars are offered in all campus departments, and topics vary from department to department and semester to semester.

The purpose of this course is to examine the many forms that the struggle of minorities can assume. The focus is on individual struggle and its outcome as reported and perceived by the individuals themselves. Members of three minority aggregates are considered: African Americans, Asian Americans (so called), and Chicano/Latino Americans. The choice of these three has to do with the different histories of members of these aggregrates. Such differences have produced somewhat different approaches to struggle.

An examination of the movement of individuals, ideas, ideologies, and institutions between minority American communities in the U.S. (African Americans, Asians, Chicanos) and their cultures of origin, in the 19th and 20th centuries. The course will utilize the concepts of "migration," "diaspora," "otherness," "multiculturalism," and "global village" and will draw largely on social science perspectives.

This course introduces students to speaking, listening, reading, and writing in Chichewa. Instruction is mixed English and Chichewa. Emphasis is placed on developing student ability to create and to communicate with basic Chichewa structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course is not open to native or heritage speakers of Chichewa.

This course introduces students to speaking, listening, reading, and writing in Chichewa. Instruction is mixed English and Chichewa. Emphasis is placed on developing student ability to create and to communicate with basic Chichewa structures and vocabulary in a culturally and socially appropriate context. Speaking and listening abilities are developed through oral exercises, class discussions, and recordings available from Berkeley Language Center. Reading and writing are developed through in-class exercises, independent reading projects, and compositions. This course is not open to native or hertiage speakers of Chichewa.

This course reviews and expands students' knowledge of fundamental structures from Elementary Chichewa and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

This course reviews and expands students' knowledge of fundamental structures from Elementary Chichewa and appropriate cultural contexts of these structures in oral and written communication. More grammar and vocabulary in a culturally and socially appropriate context is developed. Speaking ability is expanded through oral exercises, individual reports, class discussions, and recordings available at the Berkeley Language Center. Writing and reading are expanded through compositions, written exercises, and independent reading projects with texts available through Berkeley's African Library Collection and supplemented by the instructor's materials.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

Sophomore seminars are small interactive courses offered by faculty members in departments all across the campus. Sophomore seminars offer opportunity for close, regular intellectual contact between faculty members and students in the crucial second year. The topics vary from department to department and semester to semester. Enrollment limited to 15 sophomores.

Supervised research on specific topics related to African American Studies.

Berkeley Connect is a mentoring program, offered through various academic departments, that helps students build intellectual community. Over the course of a semester, enrolled students participate in regular small-group discussions facilitated by a graduate student mentor (following a faculty-directed curriculum), meet with their graduate student mentor for one-on-one academic advising, attend lectures and panel discussions featuring department faculty and alumni, and go on field trips to campus resources. Students are not required to be declared majors in order to participate.

Supervised research on specific topics related to African American Studies.

This course, lets students explore the status of African American studies as a discipline. The class will discuss the social relevance of African American studies, the political origins of the discipline, and the debate over Afrocentricity. Special attention will be devoted to the contributions of black feminist theory and community scholars/organic intellectuals to the development of the discipline.

As an introduction to interdisciplinary research methods as they are applied to the study of African American communities, the course will examine theoretical and conceptual issues; techniques for identifying existing research; and sources and methods of social research and data collection. The main focus will be on qualitative methods.

This course examines the formation and implementation of public policies directly relevant to the black community. While the policies analyzed differ from year to year, basic public policy methodology will be introduced each year.

The course examines ways gender and race constructions shape the lives of African American males. Developmental in design, we examine black males in the context of childhood, adolescence, gender relations and family, and the world of work.

Emphasis on social history and comparative analysis of race, class, and gender relations in American society. Examines both similarities and differences, and highlights gender politics.

A focus on patterns of globalization, migration, and race/ethnic relations with regard to African Americans, Mexican Americans, and Asian Americans in the 1890s and 1990s. Key aspects like economics, politics, gender, and culture are examined. This course is web-based.

An examination of the structural and actual manifestations of Third World underdevelopment and the broad spectrum of theoretical positions put forward to explain it. Underdevelopment will be viewed from both the international and intranational perspective.

A critical appraisal of the theoretically based policies employed by Third World nations in their attempts at transition to modernized developed socio-political and economic systems and an examination of the international and intranational impediments to Third World development. The focus will be on actual examples that represent the diversity of developing countries.

The objective of this course is to examine the major syntactic structures of Bantu languages with comments on the contributions made by African linguistics to general linguistics. Chichewa, also known as Chinyanja, a language spoken in east, central, and southern Africa, as well as Swahili, the major language of East Africa, and Ndebele or Zulu, languages of southern Africa, will constitute the main case studies. Data from those and other languages will be brought in to illustrate relevant aspects of Bantu linguistic structure.

This is an upper division course dealing with the relevance of language to social issues in African societies. It will focus on political developments in Africa and the use of language in fostering national identity; attaining cultural emancipation; and as a tool of oppression, of maintenance of social relations, and of addressing issues of education and childhood development, etc. The course will examine such issues as the roots of national language policies as influenced by Africa's reaction to colonialism; the role of western languages in African society and the attitudes towards African languages and cultures; the challenges of nation-building in modern African states; the use of African languages in government, education, and technology; the role of language in dealing with the HIV/AIDS pandemic, and other health issues; minority languages, endangered languages, and language preservation; cultural responses to migration and African diaspora: the use of African languages in the age of globalization and information technology.

This course will examine the origins of the African slave trade, and explore political, economic, demographic and cultural factors shaping African American life and culture prior to 1865.

With emphasis given to the organization of labor after slavery, this course will explore the history of African American cultural, institutions and protest traditions from the Civil War to the Civil Rights Movement.

The course explores the role of the transatlantic slave trade in the evolution of the Atlantic world, comprising four continents: Africa, Europe, and North and South America. Although the course will deal with various aspects of the slave trade, it will emphasize cultural themes. The discovery of fresh data and the application of more sophisticated techniques have in recent years combined with a growing willingness of specialists to speak to a wider audience and to wider social implications.

Topics will vary each semester.

Analysis of the theoretical and historical development of African Americans' political forms and expression. Examination of local, state, and federal political processes and activities, and the development of black political ideologies, organizations, and movements.

Examines the historical roles and functions of families in the development of black people in America from slavery to the present.

An examination of social and political thought of Africans traveling across the Diaspora, with particular focus on the 19th and 20th centuries.

Using the thought and actions of Martin Luther King, this course examines the major events of the Civil Rights Movement. Reading includes original works by King as well as secondary sources with a special emphasis on African American religion, nonviolence, and integration. This course is web-based.

The objective of this course is to examine the modern civil rights movement. As understood traditionally, this period began with the United States Supreme Court decision of May 17, 1954, Brown vs. Board of Education, until the passage of the Voting Rights Act of 1965. This course will seek to place this movement in the context of global developments and in the context of the broad sweep of United States history. Assigned readings consist of historical texts and autobiographies. Lectures will place the readings in context, discussing the material and its significance in the overall history and culture of African Americans. Visual and musical media will augment the class lectures.

Comparative study of Spanish, Dutch, English, and French-speaking Caribbean societies. Analysis of Caribbean social structure including the development of the plantation system, urban dynamics, ethnic politics, family structures, and ecology of African Caribbean religions.

This course will combine a broad overview of the Caribbean with a focus on specific issues that are central to the field of Caribbean studies. One of its aims is to introduce Caribbean social structure and expressive culture. This will be supplemented with specific discussions of the plantation system as a social structure, ethnic politics, the debate around Caribbean social stratification (class and status), forms of expressive culture, and the Caribbean political economy.

This course will focus on understanding urban schools as a part of a broader system of social stratification and the process by which students in urban schools come to a sense of themselves as students, as members of cultural and racial groups, and as young people in America. Topics include racial identity; race/ethnicity in schools; urban neighborhood congtexts; and schooling in the juvenile justice system. Students will also integrate course readings with their own first-hand experience working in one of several off-campus sites. This course has a mandatory community engagement component for which students will earn 1 unit of field study (197) credit.

This course assesses the role of information technology in the digitalization of society by focusing on the deployment of e-government, e-commerce, e-learning, the digital city, telecommuting, virtual communities, Internet time, the virtual office, and the geography of cyberspace. Course will also discuss the role of information technology in the governance and economic development of society.

This course assesses the role of information technology in the digitalization of society by focusing on the deployment of e-government, e-commerce, e-learning, the digital city, telecommuting, virtual communities, internet time, the virtual office, and the geography of cyber space. The course will also discuss the role of information technology in the governance and economic development of society.

Examination of theoretical issues in urban anthropology and sociology pertaining to the United States as a multicultural society. Comparative analysis of the ecology and social structure of African American, Native American, Asian American, Mexican American and Afro-Caribbean urban communities with special emphasis on social class, ethnicity, and culture.

Examines the concept of black nationalism and its historical and intellectual development. Special attention will be given to the role of African American religion and the attempt to develop "black socialism."

Topics will vary each semester.

Topics will vary each semester.

Examines through lectures and a selection of films, the development and achievements of Third World motion picture artistry. Social, political, and cultural themes are discussed, with particular emphasis given to major works from Asia, Africa, and Latin America. Other newly developed film sources from abroad are presented for critical assessment.

This course uses film to investigate the central role of race in American culture and history. Using films as the primary texts, the course will explore the relationship between these films and the social and political contexts from which they emerged. Looking at both mainstream and independent cinema, the course will chart the continuities and varieties of representations and negotiations of "race." The course spans the 20th century, covering (among other topics) Jim Crow in silent film, Hollywood westerns and melodramas, borderland crime dramas, documentary film, and experimental cinema. This class will concentrate on the history of African Americans in film, but we will also watch movies that consider how the overlapping histories of whiteness and ethnicity, American Indians, Asian Americans, Mexican Americans, the "Third World" and "multiculturalism" have been represented in film. Themes covered include representing race and nation; the borderlands; passing and miscegenation; the intersections of race, gender, and sexuality.

Introduction to the Research-to Performance Method, African American aesthetics and dramatic performance techniques. Course will survey wide range of writings on performance and investigate applications through exercises and improvisations. Students will also assist in information gathering for works in progress.

Development of scholarly material for theatrical presentation and enhancement of dramatic performance techniques through discussions, improvisations and readings of work conceived by the class and/or writers in other African American Studies courses. All source material will be based on the research of scholars in the field of African American Studies.

Study and production of a play by an African American writer. The play will be studied within its social and historical context. Students will be introduced to the various aspects of theatre production.

This course examines theories of culture and contemporary issues in popular culture. The course focuses on the instrumentality of culture as a vehicle of domination and resistance. The goal of the course is to provide the student with a critical vocabulary for cultural analysis. Key issues to be examined are ideology, hegemony, articulation, race and gender formation. Students must have a willingness to engage new and difficult ideas.

Survey of African American literature from the Harlem Renaissance to the present. A close analysis of major writers, premises.

To survey major trends in poetry, fiction, and the essay form in African American literature from the 1920s to 1980s, both in terms of socio-political and literary content. As well as a study of major African Americans of the 20th century.

Survey of contemporary plays by African American writers and the portrayal of the black experience in American theatre. Emphasis on predominant themes, structural tendencies, socio-historical context.

This course explores African American fiction written during the 1970s and 1980s that attempt to re-present the ur-text of African American literature--and/or to represent for contemporary readers the lives of African slaves in the United States. In what ways do these authors imagine the experience and effects of slavery from their vantage point a century after emancipation, and with the Civil Rights and Black Power Movements shaping the context of their writing?

We will closely read seven of Nobel Laureate Toni Morrison's novels, as well as a short story and some of her essays, considering the works in relation to: her interest in creating what she calls "village literature" and in writing literature that does "trope work" that intervenes in American representations of blackness and racial identity; her contributions to the renaissance of black women's writing (and African American literature in general) in the 1980s and 1990s.

An introduction to representative works, themes, and discourses in Caribbean literatures--produced by authors from the Anglophone, Creolophone, Francophone, and Hispanophone areas within Plantation America. Includes examinations of indigenous folkways and nation languages as sources for a re-examination of Caribbean culture and literary history.

A large lecture/discussion class which introduces students to poetry as culture, history, criticism, politics, and practice. Focusing comparatively on poetry from three American racial/ethnic groups, this course requires students to learn both the technical structure of various forms of poetry as well as the world views which inform specific poetic traditions. The groups and traditions vary from semester to semester. This course satisfies the Arts and Literature breadth requirement.

The focus of this course is on the writing of poetry, and students undertake an intensive study of both the techniques of poetry and the social and cultural context of specific poetic traditions. Students must "imitate" the poems they study, write critical papers comparing poetic traditions, and complete an original manuscript of new poems. In addition, they must produce an on-campus poetry reading and are required to teach for five to seven weeks at one of the assigned Poetry for the People venues. This course satisfies the Arts and Literature breadth requirement.

A teaching practicum, with the regular and active supervision of the instructor, for students who completed 156AC during the previous year and 158A in the previous fall. They serve as student teacher poets for 156AC. The focus of 158B is on the teaching of poetry. Each student poet is responsible for a group of seven to ten students, and, under the direct supervision of the instructor, helps the students in his/her group learn to read, criticize, and produce poetry.

Special topics in African American literature.

This course surveys the impact of Gandhi's philosophy of nonviolence and justice in American Civil Rights struggles. Through narratives, images from African American, itinerant Gandhian, and ethnic critics of race practice in American culture, we examine how Gandhian satyagraha shaped emergent civil resistance movements, as also the global appeal to nonviolent democracy. ACES component comprises internship with civil liberties partners that monitor local implementations of human rights treaties.

Although the Caribbean has been recognized in recent years as being one of the most compelling areas in regard to questions of interculturality, hybridity, and miscegenation, the Dutch-speaking part of it has somehow been neglected. This course intends to give an opportunity to those who do not necessarily have a command of Dutch language, but wish to complete their knowledge of Latin-American and Carribean history, culture, and literature.

For a four-unit course, an extra assignment/research component will be added to the course to increase contact hours with students. Possible components include additional readings, outside of class reserach projects and other projects which the instructor feels will add to the value of course. Topics to be announced at the beginning of each semester.

The student will complete a primary research and writing project based on study of an advanced topic with faculty sponsor. Fulfills department thesis requirement. Application and details at departmental adviser's office. Students must enroll for both semesters of the sequence.

The student will complete a primary research and writing project based on study of an advanced topic with faculty sponsor. Fulfills department thesis requirement. Application and details at departmental adviser's office. Students must enroll for both semesters of the sequence.

Supervised field work in off-campus organizations. Regular individual meetings with faculty sponsor and written reports required. Independent study form available in department office.

Supervised research on a specific topic.

Berkeley Connect is a mentoring program, offered through various academic departments, that helps students build intellectual community. Over the course of a semester, enrolled students participate in regular small-group discussions facilitated by a graduate student mentor (following a faculty-directed curriculum), meet with their graduate student mentor for one-on-one academic advising, attend lectures and panel discussions featuring department faculty and alumni, and go on field trips to campus resources. Students are not required to be declared majors in order to participate.

Forms for independent study are available in the department office.

This seminar will provide a detailed introduction and working knowledge of the various methodological techniques appropriate for interdisciplinary research on the African Diaspora.

A review of competing epistemologies in qualitative research of African Americans.

This course is intended to provide students with an initial background for the composition of the position paper discussing the concept and study of African Diaspora necessary for passing department qualifying exams. It will introduce some of the theoretical frameworks for, and approaches to, scholarship concerning the African Diaspora.

One hour of lecture per week per unit. Topics will vary from term to term depending on student demand and faculty availability.

One hour of lecture per week per unit. Topics will vary from term to term depending on student demand and faculty availability.

Topics will vary to suit student demand or interest. The seminar will require solid grounding in linguistic theory.

The course will examine the development of an intellectual group in African American life from the 18th century to the present. Implicit in the examination is consideration of the social and cultural roles, writers, scholars, artists, and other thinkers have played in American and African American culture.

This seminar analyzes the social construction and reproduction of diasporic communities in the U.S., Canada, and Europe. It examines the relations of the diaspora to the homeland in the context of the globalization process. The role of transnational migration and deterritorialization in the production of bipolar, fragmented, and multiple identities will be analyzed. Postnational models of citizenship--differentiated, transnational, and multicultural--will be assessed in light of poststructuralist theories.

An exhaustive examination of the conditions under which identity constructs (race, ethnicity, nation, religion, language, region, etc.) come to occupy the symbolic center in the organization of mass political movements in non-industrialized Third World societies. The course will be comparative in scope using case histories from Africa and the Caribbean. It will focus on the relationship between the "politics of identity," national economic decision making, and the distribution of economic, social, cultural, and symbolic capital.

This course will focus on theories and realities of power, domination, and ideology as they pertain to issues of identity in the post-World War II political economies of Africa and the African diaspora.

This course will focus on the development of a black feminist criticism(s). We will be specifically concerned with the writings of significant black women critics of the 19th and 20th centuries who have used intersections of class, race, and gender to analyze major issues of their time.

This introductory graduate seminar will engage the research literature on race, diversity, and educational policy to provide a foundation for examining contemporary issues in American public schooling. We will examine research on race, culture, and learning alongside more policy driven research on school structures, governance, finance, politics, and policy. In doing so, we will blend micro level examinations of teaching and learning with macro level considerations of politics and policy.

This seminar will examine a wide range of perspectives on the education of African American children and adolescents in the United States. Readings will support students in understanding some of the key issues and tensions in African American education and school achievement, including the roles that culture, identity, parents, families, and communities play in the education and schooling of African American students; systemic issues in educational improvement and the perpetuation of "achievement gaps"; and language and power.

Open to qualified students who have been advanced to candidacy for the Ph.D. degree and are directly engaged in doctoral dissertation research.

This class is designed to prepare second year graduate students for the spring Master's Examination in African Diaspora Studies. Basing our syllabus upon the established reading list, we will meet weekly to discuss individual texts, methods of interpreting and critiquing works across disciplines, strategies for reading, studying, and ultimately taking the exam itself.

Individual study or research program to be worked out with sponsoring faculty before approval by department chair. Regular meetings arranged with faculty sponsor.

The seminar provides a systemic approach to theories and practices of critical pedagogy at the university level. Examines the arts of teaching and learning and current disciplinary and cross-disciplinary issues in African/diaspora and Ethnic Studies. Participation two hours per week as practicum in 39, "Introduction to the University: African American Perspectives" is mandatory. The course is required for students expecting to serve as graduate student instructors in the department.

Individual study, in consultation with group faculty, to prepare students for the doctoral oral examinations. A student will be permitted to accumulate a maximum of 8 units toward examination preparation. Units earned in this course may not be used to meet academic residence or unit requirements for the master's or doctoral degree.