This writing seminar will sharpen and expand our writing, while bringing to our hearts and minds a deeper understanding of the reality of imprisonment in the United States. This system never goes away. This year it is locking up more than 2,300,000 men, women and children—the highest per-capita rate of imprisonment in the world. Even when we know the statistics and watch shows about crime and jail on TV, what do we really know about life behind bars? For a year? Ten years? Life?
As a young journalist, I saw how the criminal justice system was used to suppress Black leadership. I felt drawn to teach creative writing at Holmesburg Prison, to eventually investigate the state prison system, interview prisoners, make friendships, write a newspaper series, magazine articles, and my first book on the subject. For nearly five decades, I’ve observed the human cost of a prison system that connects and damages all of our lives and keeps people from poverty in place.
In this course, we will seek insights in books and stories written from prisoners’ personal experiences. We’ll also read scholars—Michelle Alexander, Bryan Stevenson, Angela Davis and others—who shed light on the historical repetitions and political exploitations.
Guest speakers will include public defenders, parolees, former prisoners, and those fighting for prisoners’ rights and re-entry. Students will gain a more intimate understanding of how the legacies of slavery, racism, the prejudices of class, caste, and misogyny intersect and determine who goes to prison and who does not.
Students will free-write for ten minutes a day, every day, and write personal reflections on readings, films, and guest speakers. Responses will lead to essays or stories that students write and present for class discussion. These key pieces may draw from observation, facts and imagination, and may traverse literary nonfiction, memoir, fiction, or poetry. We will present the best of your work in a reading at the end of the semester.

Seminar on selected topics in African American Music. See department website (under course tab) for current term course description: https://music.sas.upenn.edu

This course examines critical issues, problems, and perspectives in multicultural education. Intended to focus on access to literacy and educational opportunity, the course will engage class members in discussions around a variety of topics in educational practice, research, and policy. Specifically, the course will (1) review theoretical frameworks in multicultural education, (2) analyze the issues of race, racism, and culture in historical and contemporary perspective, and (3) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, practices, and educational experiences.

This course examines the processes by which African peoples have established epistemological, cosmological, and religious systems both prior to and after the institution of Western slavery.

This course is designed to familiarize graduate students with some of the key texts and debates in Africana Studies concerning the relationship between racial slavery, modernity and politics. Beginning with the Haitian Revolution, much of black political thought (thinking and doing politics) has advocated group solidarity and cohesion in the face of often overwhelming conditions of servitude, enslavement and coercion within the political economy of slavery and the moral economy of white supremacy. Ideas and practices of freedom however, articulated by political actors and intellectuals alike, have been as varied as the routes to freedom itself. Thus, ideas and practices of liberty, citizenship and political community within many African and Afro-descendant communities have revealed multiple, often competing forms of political imagination. The multiple and varied forms of political imagination, represented in the writings of thinkers like Eric Williams, Richard Wright, Carole Boyce Davies and others, complicates any understanding of black political thought as having a single origin, genealogy or objective. Students will engage these and other authors in an effort to track black political thought's consonance and dissonance with Western feminisms, Marxism, nationalism and related phenomena and ideologies of the 20th and now 21st century.

This seminar is suitable for graduate students in any discipline in which historical research may be relevant. We will work with both secondary and primary sources, and students will have the opportunity to visit and undertake research in an archive.

This course focuses on the historical and cultural relationship between Africans and their descendants abroad.

This course will examine demographic and statistical methods used to capture the impact of racial stratification in society. This course covers the skills and insights used by demographers and social statisticians in the study of racial data. A key challenge facing researchers is the interpretation of the vast amount of racial data generated by society. As these data do not directly answer important social questions, data analysis and statistics must be used to interpret them. The course will examine the logic used to communicate statistical results from racial data in various societies. We will question the scientific claims of social science methodology by extending the critical perspective to biases that may underlie research methods. We will discuss good and bad practices within the context of the historical developments of the methods.

This course critically examines stereotype threat and impostor phenomenon as they relate to African Americans. Both stereotype threat and impostor phenomenon negatively affect African Americans. The apprehension experienced by African Americans that they might behave in a manner that confirms an existing negative cultural stereotype is stereotype threat, which usually results in reduced effectiveness in African Americans' performance. Stereotype threat is linked with impostor phenomenon. Impostor phenomenon is an internal experience of intellectual phoniness in authentically talented individuals, in which they doubt their accomplishments and fear being exposed as a fraud. While stereotype threat relies on broad generalization, the impostor phenomenon describes feelings of personal inadequacy, especially in high-achieving African Americans. This course will explore the evolving meanings connected to both stereotype threat and impostor phenomenon in relation to African Americans.

The founder(s) of this course wondered, in an overtly and covertly racist society: “What if we engaged practitioners, educators and researchers in training (social work, policy, criminal justice, counseling, education, health care, etc.) to develop a more empathic imagination and reflection of the Black male before they encounter them in practice?” Core tenets underlying this class are that racial oppression exists, matters, is ubiquitous and pernicious and that those most affected are ignorant of this reality. Students will learn how to help the Black boys and men they engage to identify and challenge the effects of racial oppression on their academic, occupational, relational and cultural well-being, and to promote post-traumatic growth.