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AFRO-LATIN AMERICAN HISTORY
AFRS 3270
FRETWELL 405
MONDAYS AND WEDNESDAYS 3:30-4:45PM
DR. ERIKA D. EDWARDS
OFFICE: Garinger 137
HOURS: Mon/Wed 9:30-11:30 or by appointment
EMAIL: eedwar27@uncc.edu
The Making of Nations, The Struggle for Acceptance
African Descendants in Latin America
COURSE DESCRIPTION:
This course will examine the historical journey of Afro-descendants in
Spanish America. It will discuss the notion of “race and nation” and in
particular the dynamics of this relationship from the independence period to
the present. It will take the region of Rio de la Plata, (Argentina, Uruguay,
Chile, and Southern Brazil), as a case study to highlight an exceptional case
for race and national relations in a heavily European influenced and
populated area.
COURSE OBJECTIVES:
In this course students will:
Gain introductory knowledge of Afro-Diasporic experience in Latin
America through readings and lectures
Understand the notion of “race and nation” and its complexities
through careful readings of theoretical tracts
Develop analytical skills in order to make clear and concise arguments
through writing assignments
Required Readings:
George Reid Andrews, Afro-Latin America, 1800-2000 (New York: Oxford
University Press, 2004).
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Most of the readings are articles and book chapters, will be placed on
reserve in the library.
GRADING SCALE
90% - 100% A
80% - 89% B
70% - 79% C
60% - 69% D
Below 60% F
Grading
Assignment
Map Quiz
Essay 1
Essay 2
Essay 3
Essay 4
Class Participation
Group Presentation
Final
Total Points
Total Points
10
10
10
10
10
15
15
20
100
A) Attendance: Class attendance will count towards your grade. Attendance
will be taken randomly throughout the semester. Students are expected to
arrive on time and remain in class until the completion of the class period.
You are responsible for information provided in class, even if you are not in
attendance. You are also expected to participate by contributing to class
discussion.
B) Readings/Assignments: Success in this course requires familiarity with
the readings. I will not cover all material in the text. However, you are
responsible for all reading materials assigned. You will also be
responsible for extraneous materials I will cover in class. You should read
all assigned readings BEFORE the class period.
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C) Group Presentation: Choose a single issue related to any time period or
theme about the African Diaspora presented in this class. The PowerPoint
presentation should describe the black experience in your respective country
or region, the following should be considered as part of your presentation: a
description of the culture, the historical context, key historical problems
faced by the black community. You must use at least (5) other scholarly
secondary sources. These sources must be confirmed by the professor. You
will use PowerPoint when making your presentations (other materials such
as music, dance, and art are encouraged). If you do not attend class when
you are scheduled to present, you will not be able to present at a later
date and you will receive a zero. So, make sure you come for your
presentation!! Your presentation should last 10-15 minutes. More
information will be given closer to the date.
D) Reaction Essays: In weeks of the course, the lecture and readings cover
individual chronological “Themes,” and those “Themes” are accompanied
by a Question for Consideration. You MUST incorporate the readings and
lectures in your response. Outside sources are NOT allowed.. All essays
must be turned in on time; no late essays will be accepted.
Committed to the goals of a writing intensive course, revision will be
incorporated into the class. The first question, “What is the African
Diaspora? and Describe the benefits of judicial and extra-judicial means are
mandatory. If necessary you will have the right to revise these essays.
Please note revised papers will earn a maximum of 85%. You must
choose 2 out of the 3 remaining essays. Revisions on the remaining essays
will not be allowed.
To assist in the writing process please refer to my Writing Guidelines.
As with all classes, students are expected to abide by the UNCC Code of
Student Academic Integrity. Everyone must read the full text of the code:
http://www.legal.uncc.edu/policies/ps-105.html
Compliance with the code requires students to turn in only work that is their
own. Do not copy or steal material from your peers, from books or articles,
or from the internet. Do not turn in copied material as your own. This will
result in a failing grade.
In the statement of principles, the Code of Student Academic Integrity
declares:
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“Academic honesty and integrity are essential to the existence and
growth of an academic community. Without maintenance of high
standards of honesty, members of the instructional faculty are
defrauded, students are unfairly treated, and society itself is poorly
served. Maintaining the academic standards of honesty and
integrity is ultimately the formal responsibility of the instructional
faculty; and this responsibility is shared by all members of the
academic community.”
Failures to adhere to the highest standards of academic honesty and
integrity will be vigorously pursued. Do not submit work that is
unoriginal. Cite your sources meticulously to avoid problems.
E) Conduct in the Classroom: You must turn off cell phones. If you want
to listen to music, surf the web, or text, then do so outside of the classroom.
If you disrupt the teaching/learning process or act in a disrespectful, way
toward me or other students, you will be asked to leave the class.
F) Class Schedule: There are three key dates that a student must keep in
mind.
Drop Add
Jan 19
Withdrawal
March19
Termination of University
April 9
G) The Professor has the right to modify the syllabus throughout the
semester.
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Class Schedule: Readings are listed with the date of each class day.
Students should come to class prepared to discuss what they have read.
While reading, students should consider the author’s subject, evidence, and
arguments and should establish their own opinions.
WEEK ONE (JAN 9 & JAN 11)
Introductions/ Review the Syllabus/ Writing Expectations
Topic: The African Diaspora
Readings: Makalani, Minkah, “Introduction: Diaspora and the Localities of
Race” Social Text, No. 98, (Spring 2009), pp. 1-9
Patterson, Tiffany, and Robin D. Kelley. “Unfinished Migrations:
Reflections on the African Diaspora and the Making of the Modern World.”
African Studies Review 43.1 (2000): 11–19.
WEEK TWO (JAN 16 & JAN 18)
Topic: The Racial Nation
Readings: Appelbaum, Nancy P., Anne S. Macpherson and Karin Alejandra
Rosemblatt. “Racial Nations.” In Race and Nation in Modern Latin America,
Nancy P. Appelbaum, Anne S. Macpherson and Karin Alejandra
Rosemblatt, 1-31. Chapell Hill: The University of North Carolina, 2003
Vinson III, Ben “Introduction: African (Black) Diaspora History, Latin
American History,” Americas 63, 1, July 2006, pp. 1-18.
NO CLASS ON JAN 16TH
Due WED: What is the African Diaspora and how has the study evolved
within Latin American History? (2-3 pages)
WEEK THREE (JAN 23& JAN 26)
Topic: Slavery in Latin America
Tuesday: Latin American Map Quiz
Readings: Andrews, Chapter 1 “1800” 13-22, 40-52
Film: Gates, Wonders of the African World: The Slave Kingdoms
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WEEK FOUR (JAN 30& FEB 1)
Topic: Slave Resistance, A Space for Our Own
Readings: Andrews, Chapter 1 “1800” 22-40
Schwartz, Stuart, “Cantos and Quilombos: A Hausa Rebellion in Bahia,
1814” Slaves, Subjects, and Subversives: Blacks in Colonial Latin America.
Jane Landers, and Barry Robinson. New Mexico: U of New Mexico P, 2006.
247-272.
WEEK FIVE (FEB 6& FEB 8)
Topic: Slave Resistance: Legal Redemption
Johnson, Lyman. “‘A Lack of Legitimate Obedience and Respect:’ Slaves
and Their Masters in the Courts of Late Colonial Buenos Aires.” Hispanic
American Historical Review 87, no. 4 (2007): 631–57.
Soulodre-La France, Renee “Los esclavos de su Magestad: Slave Protest and
Politics in Late Colonial New Granada” Slaves, Subjects, and Subversives:
Blacks in Colonial Latin America. Jane Landers, and Barry Robinson. New
Mexico: U of New Mexico P, 2006. 175-208
Due WED: Describe the benefits and disadvantages of judicial and
extra-judicial means to freedom. Which is more successful, explain? (2-3
pages)
WEEK SIX (FEB 13 & FEB 15)
Topic: The Fight for Freedom
Readings: Andrews, Chapter 2, “An Exterminating Bolt of Lightning”
Blanchard, Peter, “The Language of Liberation: Slave Voices in the Wars of
Independence,” Hispanic American Historical Review, 82, 3, (2002): 499523.
Vincent, Theodore G. “The Blacks Who Freed Mexico,” Journal of Negro
History 79, 3 (1994): 258-76.
Film: Egalite for All: Toussaint Louverture and the Haitian Revolution
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WEEK SEVEN (FEB 20 & FEB 22)
Topic: The Transition to Freedom
Readings: Andrews, Chapter 3, “Our New Citizens the Blacks”
Andrews, Chapter 1, “This Noble Race Has Glorious Aspirations, 18301920” in Blackness in a White Nation, (The University of North Carolina
Press: Chapel Hill) 2010, 21-50.
Due Wed: Define the word citizen and describe its application during
the wars of independence. Were people of African descent citizens? If
so, how could they successfully demonstrate it? If not, please explain
why. (4-6 pages)
WEEK EIGHT (FEB 27& FEB 29)
Topic: Whitening and Scientific Racism
Readings: Andrews, “A Transfusion of New Blood”
WEEK NINE (MAR 5 & MAR 7)
NO CLASS SPRING BREAK!
WEEK TEN (MAR 12 & MAR 14)& OCT 20)
Topic: Unknown Voices in the Diaspora
Readings: Andrews, George Reid, Chapter 5 “How the Afro-Argentines
Disappeared” in The Afro-Argentines of Buenos Aires 1800-1900
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WEEK ELEVEN (MAR 19 &MAR 21)
Topic: Unknown Voices in the Diaspora
Readings: Lewis, Marvin. Chapters 1 “The Romantic Mode in AfroArgentine Letters,” and Chapter 4, “Cry for Afro-Argentines” in AfroArgentine Discourse: Another Dimension of the Black Diaspora. Columbia:
U of Missouri P, 1996.
Andrews, George Reid, Chapter 10, “1850-1900: The Irreversible Decline”
in The Afro-Argentines of Buenos Aires 1800-1900
Due Wed: Today, it is proclaimed, there are no blacks in Argentina.
Define whitening and scientific racism and its application in Buenos
Aires. How did Afro-Argentines respond? Why is Argentina considered
to be a nation without any blacks? (4-6 pages)
WEEK TWELEVE (MAR 26& MAR 28)
Topic: Mestizaje/A Nation for All
Readings: Andrews Chapter 5, “Browning and Blackening, 1930-2000”
Martinez-Echazábal, Lourdes. “Mestizaje and the Discourse of
National/Cultural Identity in Latin America, 1845–1959.” Latin American
Perspectives 25, no. 3 (May 1998): 21–42.
WEEK THIRTEEN (APRIL 2 & APRIL 4)
Topic: In Living Color
Readings: Harpelle, Ronald N. “The Social and Political Integration of West
Indians in Costa Rica, 1930-1950” Journal of Latin American Studies 25
(1993): 105-20.
Chambers, Glen “The Rise of Son and the Legitimization of
African-Derived Culture in Cuba, 1908–1940” Callaloo - Volume 30,
Number 2, Spring 2007, pp. 497-507
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WEEK FOURTEEN (APRIL 9 & APRIL 11)
Topic: The Color of Nationalism
Readings: Andrews, Chapter 6 “Into the Twenty-First Century”
Andrews, Chapter 4, “Today Everyone Dances Candombe, 1950-2010” in
Blackness in a White Nation, (The University of North Carolina Press:
Chapel Hill) 2010.
Due Wed: The appropriation of black culture, such as son and
candombe, has been transformed into the national rhetoric of Cuba and
Uruguay. Describe the reasoning for black culture’s appropriation to
the nation. Ultimately is it “in the blood” or can anyone who is not black
dance son or drum candombe? (4-6 pages)
WEEK FIFTEEN (APRIL 16 & APRIL 18)
Topic: Today’s Afro-Latino Reality
Guest Lecturer: Brazil’s Affirmative Action
Work on Group Presentations in Class
WEEK SIXTEEN (APRIL 23& APRIL 25)
Topic: Group Presentations
WEEK SEVENTEEN (APRIL 30 & MAY 2)
Review for the Final
MAY 2 NO CLASS READING DAY
FINAL EXAM
MAY 9, 2012 2-4:30PM
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