EDUC10210 Black Studies and CRT

Academic Year 2023/2024

The aim of this course is to enhance critical thinking devoid of Eurocentric paradigms about Blacks, their achievements and struggles. It brings together two scholarly traditions for social change; Black Studies and Critical Race Theory (CRT) which are inter[multi]disciplinary approaches to studying and understanding the experiences of people of Black African descent across the Diaspora, and challenging social hierarchies. The module applies a critical race theory perspective in Education to examine and discuss the principles of Black Studies, offer counter historical narratives to Black experiences, and explore contemporary forms of Blackness in the society and around the world. Students will learn about key thinkers in the Black diaspora, their theories and discussions of the experiences of Black people across the world. We will also examine events, movements and theories that have shaped the development of the African diaspora.

Black studies which has its origin in higher education grew mainly out of demands made by Black students, their allies and supporters on campuses during the mass protest movements of the late 1960s and early 1970s. Its main aim is to transform higher education, especially to address the over-reliance of traditional curricula on Eurocentric paradigms. It is also to centre the study of people of African descent in the university canon; connect scholarship and academic teachings with social and civic engagement; and raise critical questions about the production of scholarly knowledge. CRT, which is recognisable by its centring of race, excellently compliments Black studies in this module by offering a theoretical frame that sharpens the critical lens, challenges the racialised order in society, the narrow ideologies and traditional ways of knowing.

Across the globe, people of Black African descent stand together in struggles to create a better world. This module will provide students with a theoretically informed understanding of these movements, and historical and contemporary attempts to unsettle whites’ dominance over Blacks. Movements such as the civil rights movements, Black Lives Matter, Black power movements, the arts, literature, scientific inventions, music and the impact of the Black Panther movie will be examined. With increasing interest in Black studies across the world, this module will help non-Blacks comprehend what living as a person of Black African descent can entail.

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Curricular information is subject to change

Learning Outcomes:

On successful completion of this module students should:
- Have developed a conceptually grounded and theoretically informed understanding of Black studies, its associated movements with demonstrable knowledge of the current academic debates in the field.
- Have a sound knowledge of the work of critical race theory educators and some key thinkers throughout the Black diaspora
- Be able to reflect on the Black experience in the labour market and situate that experience within a scholarly framework.
- Be in a position to identify and deploy their knowledge and understanding to develop arguments and critical perspectives on the dynamics of Black activism and movements and the challenges they confront locally and globally.
- Be able to communicate their knowledge and understanding of the key issues, in critical group discussion, oral presentation and in the production of a scholarly, well-researched essay on the subject of Black studies.
- Have the critical awareness of important issues and the learning skills necessary to undertake further studies in the field.

Indicative Module Content:

Delgado, R. and Stefancic, J. 2012/2001. Critical race theory: An introduction. New York: New York University Press, Chapter 1
Dubois 1903. The Souls of Black Folk. (Sections: Forethought, I and II): http://www.gutenberg.org/ebooks/408
Stephen Small (2017). 20 Questions and Answers on Black Europe https://www.amazon.com/20-Questions-Answers-Black-Europe/dp/9074897894
Fanon, F. (1969) Towards the African Revolution: Political Essays, New York: Grove Press
Freire, P. (1972) The Pedagogy of the Oppressed, Harmondsworth: Penguin Education
Raj Patel and Jason Moore (2018) A History of the World in Seven Cheap Things. Published by Verso
Garvey, M. (1967/1923) The Philosophy and Opinions of Marcus Garvey: Or Africa for the Africans, London: Routledge
Scott R Sernau. 2013. Social Inequality in a Global Age, 4th Edition Social Inequality in a Global Age Chapter 5
Ngugi wa Thiong'o (2009) Something Torn and New: An African Renaissance
Frederickson, G. M. (1987) The Black Image in the White Mind: The Debate on Afro-American Character and Destiny, 1817–1914, Hanover, NH: Wesleyan University Press.
Kwesi Tsri 2015. Africans are not black: why the use of the term ‘black’ for Africans should be abandoned Pages 147-160 | https://doi.org/10.1080/14725843.2015.1113120
Emma Dabiri, 2019, Don't touch my hair

Student Effort Hours: 
Student Effort Type Hours
Lectures

12
Seminar (or Webinar)

12
Specified Learning Activities

24
Autonomous Student Learning

52
Total

100
Approaches to Teaching and Learning:
Depending on where you stand, the number 3 can be perceived as the letter m, w or E. Four different standpoints can be seen from one situation. In this module, you are likely to encounter ideas and perspectives, which may challenge your thoughts, values and present understanding. Although this might sometimes feel uncomfortable, it can also be an exciting opportunity to see the world from another’s perspective and exposure to other truths. It is important that all students of this module come prepared for exposure to new perspectives which might be challenging but very stimulating. Our voice is one of our biggest assets, so together we will create a safe atmosphere where all views are welcome when spoken in a respective, explorative and inquiring way. This is an exciting place to grow and develop your critical consciousness. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Attendance: Attendance and participation Throughout the Trimester n/a Graded No

10
Essay: Choice of Midterm Assignment 1500 words or Group project on a specific Black Political movement [20% for presentation &10% for 300 Word opinion piece / Reflection on the group topic] Week 7 n/a Graded Yes

30
Essay: End of module project (2000 words Assignment) Coursework (End of Trimester) n/a Graded Yes

60

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback will be provided through VLE as outlined in the module handbook.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Spring
      
Lecture Offering 1 Week(s) - 20, 21, 22, 24, 25, 26, 30, 31, 32, 33 Thurs 13:00 - 14:50
Lecture Offering 1 Week(s) - 23 Thurs 13:00 - 14:50
Lecture Offering 1 Week(s) - 29 Thurs 13:00 - 14:50
Spring