This elementary course is for beginners and it requires no prior knowledge of Zulu. The course will expose students to the Zulu language and culture and will be based in the National Standards for Foreign Language Learning. Students will be engaged in communicative language learning through interpersonal, interpretive and presentational modes of language learning techniques. They will gain knowledge and understanding of the Zulu culture. They will use their Zulu language and culture learning experience to connect with other disciplines and further their knowledge of these disciplines through perspectives acquired from their Zulu class. They will also develop insight into the nature of language and culture through comparisons of the Zulu language and culture and their own. Through movies, songs, and other cultural activities online students will acquire the natural use of the language which will enable them to acquire linguistic and cultural skill to become life-long learners who can participate in Zulu communities in the U.S. and overseas.

This seminar treats selected aspects of the history, aesthetics, criticism and historiography of African-American music. Topics vary. See the Africana Studies Department's website at https://africana.sas.upenn.edu for a description of the current offerings.

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

This course concerns the exhbiting of Black Bodies in Museums and gallery spaces. We will trace the evolution of public history from the "Cabinets of Curiosity" in 18th and 19th Century Europe, through to the current institutional confirmation of the vindications traditions represented by Museu Afro Brasil (Sao Paulo, Brazil), National Museum of African American History and Culture (Washington,D.C.), and the Museum of Black Civilization (Dakar, Senegal). We will give particular attention to "why these representations at these times in these places?." In the process of addressing these questions we will give voice to the figures who conceived the curatorial content from those with the colonial mentality, to those with the abolitiionist and nationalist and Pan-African visions.

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.

This course is designed to introduce students to innovative approaches to the psychology of education, especially with regard to populations from at-risk contexts, sociocultural dimensions of education, and social-emotional learning.

This course covers topics in 20th-century literature, its emphasis varying with instructor.

An advanced Amharic course that will further sharpen the students' knowledge of the Amharic language and the culture of the Amharas. The learners communicative skills will be further developed through listening, speaking, reading and wwriting. There will also be discussions on cultural and political issues.

This course deals with various religious topics, such as Mass Religious Conversion.