This course is about how to apply a race, gender and LGBTQ lens to support contemporary social justice movements in the U.S. and globally, including Black Lives Matter, #MeToo, transgender equality, and disability justice. We will explore intersectionality as a theoretical framework, and how it is practically applied to support social justice organizations and leaders, and fund social change. Over the course of the semester, Professor of Practice Roz Lee, a black lesbian feminist and lifelong racial, gender, LGBTQ and economic justice advocate, and who currently serves as Vice President of Strategy and Programs at the Ms. Foundation for Women, will be joined by movement leaders and philanthropy colleagues to discuss and analyze what's happening on the frontlines of movements for equity, justice and freedom.

This interdisciplinary seminar aims to introduce students to the countries of North Africa, with a focus on the Maghreb and Libya (1830-present). It does so while examining the region's close economic and cultural connections to sub-Saharan Africa, Europe, and the Middle East. Readings will include histories, political analyses, anthropological studies, and novels, and will cover a wide range of topics such as colonial and postcolonial experiences, developments in Islamic thought and practice, and labor migration. This class is intended for juniors, seniors, and graduate students. Prerequisite: A university-level survey course in Middle Eastern, African, or Meditterranean history.

The end of colonial rule was the springboard for the start of cold wars in various regions of Africa. Where peace could not be maintained violence erupted. Even where secession has been attained, as in the new country of South Sudan, the threat of civil war lingers. While domestic politics have led to the rise of armed conflicts and civil wars in many African countries, the external factors should also not be ignored. Important in all current conflicts is the concern to international peace and security. Overall this course will: (1) investigate the general nature of armed conflicts in Africa (2) provide in-depth analysis of the underlying factors (3) and discuss the regional and the international responses to these conflicts and their implications. Special emphasis will be placed upon African conflicts and civil wars in: great Lakes area, Mali, Nigeria, Senegal, Sudan, Somalia, South Sudan, and Uganda.

In this course, we will explore race and ethnicity in the Roman world by focusing on the life and works of Roman Africans and the ways in which non-African Romans engaged with and presented the peoples of Africa. The course covers Roman literature in translation from the comedies of Plautus produced in the late 3rd - 2nd centuries BCE, to African Christian writing of the 5th century CE. It also covers a wide range of genres: we will examine how Roman writers articulate questions of race in comedy and satire, epic, history, biography, and elegy among others. We will read African writers (Apuleius, Augustine) and ask how their Africanness influences their works. We will read Roman accounts of journeys to Africa, wars with Africa, and encounters with Africans to ask how the Romans saw themselves as different from or similar to Africans. The course will also explore in more general terms how Romans talk about race: did racism exist? What aspects of different cultures and peoples did Romans choose to emphasize when they talked of non-Romans?

This seminar course will examine how sub-Saharan Africans have interpreted and dealt with issues of health, healing, and medicine under colonial and postcolonial regimes. It will also look at how various social, economic, religious, and political factors have impacted health and healing on the continent and shaped African responses. Class discussions will center around both general themes affecting health and healing in Africa as well as case studies drawn from historical and anthropological works.

This course draws on an interdisciplinary body of biological and social scientific literature to explore critically the connections between race, science, and justice in the United States, including scientific theories of racial inequality, from the eighteenth century to the genomic age. After investigating varying concepts of race, as well as their uses in eugenics, criminology, anthropology, sociology, neuroscience, and medicine, we will focus on the recent expansion of genomic research and technologies that treat race as a biological category that can be identified at the molecular level, including race-specific pharmaceuticals, commercial ancestry testing, and racial profiling with DNA forensics. We will discuss the significance of scientific investigations of racial difference for advancing racial justice in the United States.

This course draws on an interdisciplinary body of biological and social scientific literature to explore critically the connections between race, science, and justice in the United States, including scientific theories of racial inequality, from the eighteenth century to the genomic age. After investigating varying concepts of race, as well as their uses in eugenics, criminology, anthropology, sociology, neuroscience, and medicine, we will focus on the recent expansion of genomic research and technologies that treat race as a biological category that can be identified at the molecular level, including race-specific pharmaceuticals, commercial ancestry testing, and racial profiling with DNA forensics. We will discuss the significance of scientific investigations of racial difference for advancing racial justice in the United States.

This course draws on an interdisciplinary body of biological and social scientific literature to explore critically the connections between race, science, and justice in the United States, including scientific theories of racial inequality, from the eighteenth century to the genomic age. After investigating varying concepts of race, as well as their uses in eugenics, criminology, anthropology, sociology, neuroscience, and medicine, we will focus on the recent expansion of genomic research and technologies that treat race as a biological category that can be identified at the molecular level, including race-specific pharmaceuticals, commercial ancestry testing, and racial profiling with DNA forensics. We will discuss the significance of scientific investigations of racial difference for advancing racial justice in the United States.

This course is designed to introduce students to the multiple methods of engaging Africana entrepreneurship, public service and philanthropy. Alongside a thorough review of both popular and independent activist media, students will be trained to use accessible technology to participate in international communications networks. "Big ideas," will be translated into succinct artistic statements. We will look intimately at the architecture of David Adjaye, Adjaye Associates; the initiatives of Majora Carter for Sustainable South Bronx and Majora Carter Group; the philanthropic equity of Vista Equity Partners and C.E.O. Robert Smith, and the political work of Mayor Ras Baraka, City of Newark among other examples from the public and private sector throughout the African Diaspora. Prior to the development of our own app ideas, we will focus on the urban market advertising strategies of majority companies that are lauded for their sustainable initiatives including Nike, Hewlett-Packard and Apple. We will also use as secondary resources macro approaches to sustainability from the United Nations Foundation. This course makes an argument for inclusion of race, class and gender equity in the evolving definition of sustainability. Our argument, consistent with the growth of so many of these professionals inside of and clearly influenced by hip-hop culture, is that they are best prepared, culturally, to "make something out of nothing."

The objectives are to continue to strengthen students' knowledge of speaking, listening, reading, and writing Swahili and to compare it with the language of the students; to continue learning about the cultures of East Africa and to continue making comparisons with the culture(s) of the students; to continue to consider the relationship between that knowledge and the knowledge of other disciplines; and using that knowledge, to continue to unite students with communities outside of class. Level 3 on the ILR (Interagency Language Roundtable) scale.