Show/hide contentOpenClose All
Curricular information is subject to change
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.
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 Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
|Seminar (or Webinar)||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Attendance: Attendance and participation||Throughout the Trimester||n/a||Graded||No||
|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||
|Essay: End of module project (2000 words Assignment)||Coursework (End of Trimester)||n/a||Graded||Yes||
|Remediation Type||Remediation Timing|
|In-Module Resit||Prior to relevant Programme Exam Board|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
Feedback will be provided through VLE as outlined in the module handbook.
|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|