ANTH 313: Understanding Contemporary Africa
LASC/Dragon Core Category 8/Global Perspective
M, W 1:30-2:45 PM, KH 216

Minnesota State University Moorhead

Instructor: Dr. Bruce Roberts

Office: KH 213; Telephone 477-2043

Office Hours: : T, H 3-5PM; W 8:30AM-12:30PM + 3-5PM; also by appointment

E mail: robertsb@mnstate.edu

Course web site: http://web.mnstate.edu/robertsb/313

Official Course Description

Examines societies and cultures of contemporary Sub-Saharan Africa to promote a better understanding of the continent’s place in the global system.

LASC/DC 8: GLOBAL PERSPECTIVE

Goal: To increase students' understanding of the growing interdependence of nations and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic and political experiences.

Students will be able to:

• Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
• Demonstrate knowledge of cultural, social, religious and linguistic differences.
• Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.
• Understand the role of a world citizen and the responsibility world citizens share for their common global future.

Objectives 

No place in the world suffers the same kinds of image problems as does Africa. Although most Americans probably harbor numerous stereotypes, in reality they know practically nothing about the world’s second largest continent in both geographic and demographic terms. Ideas about Africa and its peoples are profoundly impacted by media portrayals incessant civil war, genocide, ethnic violence, famine, poverty, and the AIDS pandemic. In contrast, on a daily basis the majority of Africa’s nearly 1 billion people must deal with many of the same issues that confront those of us in the “developed” world – e.g., how to educate our children, high cost of health care, aging parents and grandparents, political gridlock, etc. This course seeks to assist students in altering their perspectives on Africa by dispelling common stereotypes and replacing them with accurate information derived through a multifaceted overview.

My primary goals of this course are:   

• To examine the extant sociocultural diversity in modern Africa.
• To understand the impact of historical and natural forces on the societies and cultures of modern Africa and their role in creating Africa’s contemporary challenges.
• To become more aware of the realities of daily life that most Africans face and recognize similarities with our own circumstances.
• To appreciate what the societies and cultures of Sub-Saharan Africa contribute to the human mosaic.

Structure of Course Content

 In the early part of the semester we'll examine some of the geography, prehistory, and history of the African continent. Then we'll explore basic elements of African societies and cultures by considering fundamental principles behind African systems of kinship, family and marriage, economics, religion, and politics. We'll strive to identify both the similarities and differences found among the roughly 1000 societies and cultures found in Africa today.  

In the second half of the semester we'll consider some of the numerous challenges facing Africans today, including issues such as economic development, gender, population growth, HIV/AIDS, human rights, political reform and democratization. The critical importance of a holistic perspective for understanding these matters will be emphasized throughout the entire course.

Required Books

Gordon, April A. and Donald L. Gordon

2006    Understanding Contemporary Africa. 4th Edition. Lynne Rienner Publishers.

Maathai, Wangari

2009    The Challenge for Africa. Pantheon Books.

Further supplementary materials are hyperlinked to the online syllabus.

Student Evaluation

Exams: The midterm exam will be worth 100 points and the final exam will be worth 100 points. Both will be comprised of objective questions (multiple-choice, true-false, and matching) along with an essay section. Make-up exams will be all essay and given only at my discretion if you present me with a verifiable excuse or proof of extenuating circumstance (e.g., a death in the family or major vehicular problems) within 48 hours of the exam. Failure to do either results in automatic forfeiture of the exam grade.

Quizzes: Six (6) unannounced pop quizzes, each worth 20 points, will be administered throughout the semester. They’ll probably be short answer format and administered in the first 15 minutes of class. No make-up quizzes will be given. Since I only factor in 100 points for quizzes the sixth one is either a bonus or a drop quiz, depending upon how you look at it. I encourage you to view it as a bonus and thus a way to earn a few extra points.

Book Review: For Wangari Maathai’s book The Challenge for Africa you’ll write a critical review that will be due at the end on the last day of class. This assignment will be worth 50 points or roughly11%of your overall grade. Late submissions will be penalized 10 points per day. I will provide further guidelines soon but for now just be aware that I’ll expect to see how you’ve processed the information contained in her book and if you relate it into the overall framework of this course. As with other written work (e.g., essays on exams or quizzes) I’ll judge these reviews on a relative basis. That simply means I don’t evaluate according to some absolute standard but instead I use the best work submitted by your peers as a benchmark. The grade that you receive depends upon how your review compares with the others in the class.

Length is not necessarily indicative of quality but, given the importance of the topics covered, I can’t imagine someone writing fewer than 5-6 pages.

IAcademic honesty and integrity: I take both very seriously. If you cheat on an exam or quiz or plagiarize on a paper I will take what I consider to be appropriate measures, including but not limited to assigning you a zero for that item. I encourage you to read the relevant portions of the MSUM student Handbook.

Attendance, classroom discussion, and civility: Attendance is at your discretion. I don’t assign points for coming to class nor do I subtract points if you miss class. However, it definitely benefits you to come to class because those students who do always earn the best grades. I hope that you’ll benefit from my lectures as well as any discussion that might occur during class. I freely admit that when I’m assigning grades I tend to be a little more “generous” with people whom I can recall consistently came to class and participated in discussions.

All I ask is that any verbal exchange that occurs be: 1) Civil and polite; and 2) Relevant to the topic we’re examining. In return I will do my best to make the class enlightening, if not entertaining. You’ll quickly discover that Africa is very important to me. I will do my utmost to enlighten you on the realities of life there and in a professional manner. Differences of opinion are fine but they need to be presented in a civil manner. I will not put up with the open expression of bigoted or narrow-minded opinions so if you have them please keep them to yourself.

I will try my best to cultivate a classroom environment that emphasizes understanding and respect for human dignity. I will not tolerate disrespectful and/or disruptive classroom behavior.

Section 3 of the MSUM Student Handbook defines disruptive student behavior in the classroom as “behavior which interrupts, obstructs, or inhibits the teaching and learning processes. The faculty member determines what is disruptive. Disruptive behavior may take many forms: persistent questioning, incoherent comments, verbal attacks, unrecognized speaking out, incessant arguing, intimidating language, and inappropriate gestures.  A disruptive student should be defined as any student who willfully, by use of coercion, through intimidation, violence, or force disrupts or attempts to obstruct or disrupt the normal operations or functions of a classroom.

Examples of Classroom Disruption include: making loud and distracting noises; repeatedly allowing cell phones to ring or answering cell phones or allowing pagers to beep; exhibiting erratic, irrational behavior; persisting in speaking without being recognized; repeatedly leaving and entering the classroom without authorization; making physical threats or verbal insults to the faculty member or other students

Guidelines for Handling Classroom Disruption: If a student is posing a threat to the safety of himself/herself or others, becomes physically or verbally abusive, MSUM Police should be contacted immediately and a report should be submitted to Judicial Affairs. If the disruptive behavior continues, you may ask the student to leave the class. It the student refuses to leave, you may call Campus Security for assistance.

I sincerely hope that none of the aforementioned regulations will need to be enforced; nonetheless, please know in advance that I am fully prepared to do so if necessary.

READINGS: Please do the readings BEFORE coming to class on the particular day for which they are assigned. If you do this then the lectures will make much more sense to you, thereby making my job a little easier. You will probably do far better on the quizzes as well. Please note that I will not be assigning chapters for Maathai's book The Challenge for Africa. Nonetheless, you should be reading it as we go along in the course. The issues it deals with are treated repeatedly throughout the book. Don't wait and try to read it all at the end in one sitting.

VIDEOS: Unfortunately we cannot feasibly travel to Africa. Therefore, in addition to readings and lectures I use a number of audiovisual aids (websites, audio and video files) to illustrate ideas, concepts, places, or people that we are talking about in class or have been dealt with in the readings. I may also bring in guest speakers to share their expertise on African issues.  

EXTRA CREDIT: I do not believe in it and do not offer it. Just follow the recommendations on this syllabus and you will be fine.

Accommodation:  “Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 114 as soon as possible to ensure that accommodations are implemented in a timely

 fashion.”  

Summary of Evaluation Criteria

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