AFS 190: Violence and Memory in Contemporary Africa
Pamela Scully
Julie Turner
Fall 2006
Candler, 121
Office: Women’s Studies, Candler Library
Office Tel: 7-8818
Email: pamela.scully@emory.edu (this is probably the best way to reach me)
Email: mturne9@mory.edu
This class seeks to engage us in the very big questions: how is that people can be so evil
to one another? How can governments and individuals stand aside and do nothing when
genocide is occurring in other places in the world? What does it mean to be a good
person in the twenty first century? How might people reconcile with each other after
experiencing awful violence?
We come at these questions through an analysis of the 1980s in South Africa, when the
Apartheid government visited terrible violence on black South Africans and antiapartheid activists. We will also read testimonies from the Truth and Reconciliation
Commission in the 1990s. We then move to Rwanda where we will try to make sense of
the genocide that killed some 800,000 people from April through July of 1994, at the
same time as the OJ Simpson Trial and the first democratic elections in South Africa. We
will conclude with an attempt to understand the crisis in Darfur, and the world reaction or
lack of reaction to it.
Welcome to a challenging but hopefully very engaging semester as we get to know one
another and more about the world.
Books
Jillian Edelstein, Michael Ignatieff (Introduction) and Pumla Gobodo-Madikizela
(contributor). Truth and Lies: Stories from the Truth and Reconciliation Commission in South Africa.
New Press, 2002. ISBN: 1565847415
Philip Gourevitch, We Wish to Inform You That Tomorrow We Will Be Killed with Our Families.
Picador USA, 1999. ISBN: 0312243359
Extra Readings
Stephanie Wood, “A woman scorned for the "least condemned" war crime: precedent and
problems with prosecuting rape as a serious war crime in the International Criminal…”
Columbia Journal of Gender and Law; ISBN: B0009GQK68; (December 22, 2004)
Other readings are on Reserves Direct and Blackboard. Additional readings will be added
as necessary.
Class Particulars:
We will spend much time in class discussing how to take notes, read a book efficiently and
with understanding, and we do a lot of writing. This is essential to being educated in the
modern world.
To help develop writing confidence the class has a number of different venues to work on
writing. The journals should help each student gain confidence in writing. In addition you
will research and write a long paper demanding more formal prose.
Note: I do not give grades for at least the first half of the semester. I find this interferes with
your ability to really develop your skills and confidence. I expect every one to do really well
in this class. Julie and I will do all we can to help you achieve your very highest potential.
We will have individual consultations with each student at mid semester and at the end of
the semester. We will discuss how each student grades their own performance and my
evaluation of their progress. During the semester feedback will be given on papers and class
participation in such a way that we can focus on developing skills and knowledge.
Class Participation: 30%
Attendance is mandatory although each student may miss 2 classes at their own discretion: no
excuses necessary. More than 2 absences will negatively affect the final grade.
This course has a Blackboard web page. The address is http://classes.emory.edu
The site contains information from this syllabus. I will post announcements and other
information when necessary. I will expect you to read the Blackboard page regularly to keep
up with discussion assignments and other issues. Links to newspapers are put on the page. I
expect you to read the newspapers daily.
Every student has to participate verbally in class on the basis of informed reading. If you are shy please
come and talk to me. I am keen for everyone to feel comfortable. If you have not done the
reading do not attend class. One way to make yourself more comfortable is to write down
thoughts and ideas before coming to class, that way you have something in front of you.
Being Informed about the news: Every student will be expected to keep up with the daily news on
Africa. We will discuss the news every meeting. This will be counted as part of class
participation. Read at least one of the following online sources:
 The BBC: http://news.bbc.co.uk/2/hi/africa/default.stm
 All Africa Global Media: http://allafrica.com/
There are many other sites also. Feel free to peruse, and let us know if you find a great
source! While you read, be on the lookout for good articles on the crisis in Darfur. We
will use these for our discussions in the last section of the course. Please copy any
relevant articles, or email them to me. Thank you.
Journal and Essays: 30%
Each student will keep a journal of responses and notes on the reading. Notebooks will be
handed in on a regular basis and must be brought to class each class period.
Essays: Now and then you will be expected to turn in an essay reflecting on issues we have
dealt with. You need to write in formal prose. See the guidelines below under Research
Paper.
Research Paper: 40%
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Paper of 10 pages—do not be lulled into thinking 10 pgs is easy. It is far harder to
write a crisp analytic research paper of this length than one that allows more room
for waffling :)
This will be on a topic of your choice on the theme of memory and/or violence in
contemporary Africa. We will have individual discussions about sources etc. during
the semester.
Different components of the essay need to be completed and handed in on specific
dates throughout the semester. All deadlines must be met. You may not change your
topic once you have committed to it, so be sure to see that it is doable. Please talk to
Julie or Pamela with any concerns.
Essays will be assessed according to the following general criteria:
 the ability to use various readings and to produce your own analysis, not a summary.
 relevance of the argument or thesis
 ability to provide appropriate examples
 correct grammar and spelling.
 Essays must be written in FORMAL English.
Evaluation
 An essay that is a good summary of the reading, but where the author provides no
real insights of their own, or which has grammatical or referencing errors is a: C- to
C+.
 An essay that is well written, well referenced, and moves beyond merely summarizing
to providing insights is a B- to B+.
 An outstanding essay with innovative insights and criticism and which is very well
written and referenced is an A- to A: this is generally only possible after having
written at least one rough draft before the final version.
Be sure to cite ALL information including quotes, information, and any argument taken from elsewhere
including online sources. Use the Chicago Style. Failure to do correct citations of information will severely
detract from the grade. Plagiarism is very severely punished so always reference if in any doubt.
Class Schedule
PART ONE: INTRODUCTIONS
Week of August 29: Introductions
Th:
Introduction
Week of September 5: Getting our Bearings
T:
Geographies, histories, discussion of the news media
Th:
Tribes”; colonial histories and the modern nation state
Read: Chris Lowe, “Talking About Tribe” On Blackboard site under Course
Documents.
PART TWO: APARTHEID AND SOUTH AFRICA
Week of September 12: History
T:
Lecture: Colonialism and Apartheid in South Africa
Th:
Video on South Africa: TO BE CHOSEN
Week of Sept 19: Undoing Apartheid
T:
The 1980s and the “people’s struggle”
Th:
Read: Truth and Reconciliation Commission hearing entries on Fort Calata and
Matthew Goniwe, and Ashley Kriel, which are on the blackboard page under Course
Documents.
Note: Start thinking about an essay topic for your final paper.
Week of Sept 26: The Truth and Reconciliation Commission I
T:
The Truth and Reconciliation Commission
Discussion and Video
Th:
Experiencing the TRC
Read: Truth and Lies. Pages to be assigned. DO not read pages 43-53.
Week of October 3: The Truth and Reconciliation Commission II
T:
Forgiveness? General Discussion.
Read: Truth and Lies. Pages to be assigned.
2 page double spaced essay to be turned in at beginning of class reflecting on what you have
learned up to now. Formal prose and references to information please.
Th:
Women and the TRC
Read: Selections from Fiona Ross, Bearing Witness
Week of October 9: Fall Break Monday and Tuesday
Th:
TRC: Truth in Translation video
Thinking about Essay topics and research
MAKE SURE YOU ARE READING YOUR NEWSPAPER EACH DAY
Week of October 17:
T:
Trauma and Apartheid: Winnie Mandela
Read: Truth and Lies, 43-53;
Note: Essay topic due in writing in class.
Th:
Video on Truth and Reconciliation—Gideon Nieuwoudt
PART THREE: RWANDA
Week of October 24: Identity and Violence in Rwanda
T:
Rwanda
Lecture: History and Ethnicity in Central Africa
Th:
Video: The Triumph of Evil
Please note that this film is very upsetting.
Week of October 31: Voices of the Dead
T:
Read Gourevitch, I wish to inform you, part 1.
Th:
No class: Screening of Hotel Rwanda in evening.
Week of November 7: Trauma and Memory
T:
Discussion of Hotel Rwanda, Gourevitch
Th:
Thinking 
Note: Bibliography due for Essay Topic. Will need to have identified 6
articles and 2 books that will enable you to write your paper. Write a formal
bibliography.Genocide and its Legacies in Rwanda
PART FOUR: RECONCLIATIONS?
Week of November 14: Gender and Violence in Post-Conflict South Africa and Rwanda
T:
Women in South Africa
Read: *Thokozani Xaba "Masculinity and its Malcontents: The Confusion
between 'Struggle Masculinity' and 'Post-Struggle Masculinity' (1990-1997).
*Teboho Maitse, (in conjunction with Jen Marchbank). "Revealing Silence:
Voices from South Africa." States of Conflict: Gender, Violence and Resistance.
Jacobs, Susie, Ruth Jacobson and Jen Marchbank, eds. Zed Books: London,
2000.
Th:
Women and Children in Rwanda
Read: Amnesty international report on Women and Genocide in Rwanda
http://web.amnesty.org/library/index/engafr470072004
http://hrw.org/reports/2003/rwanda0403/rwanda0403-06.htm#P793_178313, a
human rights watch report on children as victims of the genocide.
Th:
T:
Th:
Week of November 21: Rwanda, Gender and Reconciliation
Film: Gacaca: Living Together Again in Rwanda
THANKSGIVING BREAK
Week of November 28: Making sense of Darfur
T:
Histories of Violence—We will try to identify the key players in the Sudan crisis.
Make sure to read your newspapers!
Th:
US Foreign Policy in the Sudan.
Read: Samantha Powers, “Dying in Darfur” The New Yorker, August 30, 2004. On
Reserves Direct.
Week of December 5: Memory and Violence
T:
Reflections on the Contemporary World
5 page Rough Draft of Essay is due: Must have beginning, middle and end.
Th:
Evaluations
Week of December 12: Conclusions
T:
Review for Final Exam
Final Essay to be handed in.
Cummulative Final on date decided by Registrar. Short Ids and a long essay.