400 afrofuturism syllabus fall 2021

1. ENGL 400 Fall 2021
Janis (Jan) Johnson, PhD (she/her)
janson@uidaho.edu
Office hours T & TH 11-12 (in office or Zoom)
and by appointment--email me to set up a time to talk!
To see more of Manzel Bowman's Illustrating Us Black to the Future, click HERE
AFROFUTURISM
Af·ro·fu·tur·ism
/ˌafrōˈfyo͞oCHərizəm/
noun
1. a movement in literature, music, art, etc., featuring futuristic or science fiction themes which incorporate elements of
black history and culture (dictionary.com).
2. a cultural aesthetic, philosophy of science, and philosophy of history that explores the developing intersection of
African/African Diaspora culture with technology (Wikipedia).
• Afrofuturism is a cultural aesthetic that combines science-fiction, history and fantasy to explore the
African Diasporic and African-American experience and to imagine a future where Black people
thrive.
• Afrofuturism is a term coined by Mark Dery in the essay “Black to the Future” in 1994. However, it
was born in the minds of thousands of enslaved Africans passing the horrific Middle Passage while
saying prayers for their lives and that of their descendants. These people dreamt of a society
completely without both physical and social bondage of oppression. These were the first Afrofuturists,
and they brought to life what we know as the definition today. Afrofuturism is all about evaluating the
past, present and future and imagining a world that encourages better conditions for Black people
through literature, music, technology, and arts. In Afrofuturism, the world has a structure that
doesn’t violently oppress Black communities (Rell, “Blerds”).
• Afrofuturism explores the future in a Black context, incorporating technology and fantasy to provide
an escape from the oppressive past and ailments of the present through music, visual art, and
literature (Daja Henry, “A Tribe Called News”)
Our course will explore the Afrofuturist aesthetic in select works of literature, music and film. We’ll read the
foundational ideas and figures of Afrofuturism along with several literary works. We’ll also explore the
musical aesthetics of Sun Ra, George Clinton of Parliament Funkadelic, and Janelle Monáe. Films will include

2. The Black Panther and others that importantly preceded it. Students will present reports, facilitate class
discussions, write short essays and create an analytical/creative final project. This will be a student-
centered, collaborative course and may include some guest presenters working in Afrofuturism modes. Note
that I’ll be learning along with you. Expect to learn a lot and also to have a lot of fun with some great
literature, music and film!
Our goal is to create a community of learners who commit to giving their best effort to demonstrating
respect for the course material, for each other, and for our opportunity to learn this important material. This
student-centered course depends on your commitment to learning. This seminar will require active
participation in presenting and working through the texts and issues of the course. Students will participate
in leading class discussion on a regular basis. Your ideas and input are of great value to this course. We’ll be
teaching each other. Please note that your active participation is crucial to the success of this class, to the
endeavor of our shared exploration, and to the process of our collective learning. As a member of this class,
you are expected to attend class whenever the college is open, to arrive ready to engage in thoughtful
discussion of assigned texts, to pose meaningful questions, and to forge eventually your own independent
analyses. Your participation must be grounded in reading; your comments and questions should incorporate
and direct us to relevant textual evidence.
Required Texts
Dark Matter: a century of speculative fiction from the African Diaspora, ed. Sheree R. Thomas (2000)
*additional critical essays and materials via PDF files and links on our Bblearn site.
Learning objectives:
1. Recognize the expressions of African and African American history and mythology in Afrofuturist
texts.
2. Trace the development of Afrofuturism from black speculative writing of the early 20th
century through the contemporary moment.
3. Analyze the primary themes, symbols, and expressive patterns in black speculative texts
across multiple media platforms.
4. Attend to the critiques of racism, colonialism, and genocide that drive Afrofuturism’s
experimental aesthetics.
5. Integrate the global perspective of Afrofuturist texts with the ongoing ideals, practices, and
political longings of the African Diaspora.
6. Consider how Afrofuturism is part of the Black liberation/justice struggle.
And these specific English Department Outcomes:
Through readings and discussions of course material,
1.Students exhibit knowledge of diverse literatures in English and the cultural and historical contexts in which
these works were produced.
2. Students can discern and evaluate the aesthetic and formal qualities of various texts.
Through writing assignments,
3. Students can write an analytic essay that exhibits both critical thinking and effective argumentation.
4. Students can write a researched essay that exhibits effective deployment of research as evidence.
5. Students’ writing exhibits correct usage of grammar and of MLA format and citation conventions.
My Teaching Philosophy
I strive to teach in a way that fosters active student participation, critical thinking, self reflection ("who am I?"
"how am I connected to all this?" "how might this literature influence my identity and my future?"), and
transformation (literature can urge us to become "our better selves" and to make positive contributions to
society. We will form a learning community with students providing critical insights and perspectives. I will

3. challenge you to recognize the injustice of the status quo, and to work to find solutions to the problems of
inequality in American society, even though this may cause discomfort and conflict. My courses strive to help
students attain UI Learning Outcome #4: "Clarify purpose and perspective--Explore one's life purpose and
meaning through transformational experiences that foster an understanding of self, relationships, and
diverse global perspectives."
Class Protocols/Expectations
1. Arrive on time, fully prepared, and ready to participate;
2. Plan ahead to make sure you have time to complete readings and other assignments;
3. Attend class regularly and bring the required books and materials.
4. Contribute conscientiously to class discussions and take an interest in others' contributions; show
respect for fellow students and instructors;
6. Submit all written assignments on time, after careful revision and editing
7. Contact me if you are having difficulty of any kind. This is part of my job and not an imposition:
I am here to be of service to you.
8. Bring to class a positive attitude, critical thinking skills, a willingness to entertain new ideas,
a compassionate heart, and a sense of humor;
9. Help to create a productive learning environment.
Assignments
1. Discussion starters. Students will be assigned a day or two to facilitate discussion of the
readings/viewings by preparing their ideas about the reading and creating one or two questions for the rest
of the class to consider. You’ll submit these writings on Bblearn for credit.
2 . a 3-4 page response to the speculative fiction unit
3. a video essay or 5-8 minutes on Afrofuturist music
4. a document that explains the claims and evidence in a critical article on Afrofuturism in any media or
genre of your choice;
5. a research proposal and bibliography; and
6. a final creative, analytical multimedia project on Afrofuturism—its theories, themes, and expressions. You
can choose one medium such as music, literature or film to concentrate your exploration. Or you may
choose a theme you see running through several media. You may include research in art and fashion, forms
of technology or other areas of Afrofuturism not included in our explorations. The last few weeks of the
course will be devoted to research and to the presentation of your research projects. Our course touches on
only a small part of the world of Afrofuturism—you have the opportunity to learn about and bring in other
expressions of Afrofuturism to our course.
Requirements and Grading 1000 points possible
Attendance & Active Participation 200 points
Discussion Starters 100 points
Literary Response Paper with close reading 100 points
Video Essay Film Review 200 points
Project Proposal and Bibliography 100 points
Final Multimedia Project and Presentation 300 points
Extra Credit Opportunity: The Africana Studies Program sponsors a Black Lives Speakers Series on
Wednesday evenings at 5:00 pm—there will be 5 guest speakers this semester. For attending these 1 hour
Zoom presentations and writing a short response to them, you can earn 25 points for each. See the

4. Assignment button on Bblearn for the schedule of talks and to learn more about this.
Help with Writing and MLA Style
“What is Good Writing?”
“the Principles of good writing”
How to Write A Literary Analysis
MLA Style Guide
OWL Online Writing Lab at Purdue University
UI Library Citation Help Guide
http://libguides.uidaho.edu/citing?hs=a
Course Policies
Attendance: Because this class is based on discussion and on active, experiential learning, it is imperative
that you are present to be part of the learning community. You may have 1 "free day" to miss class, but you
are responsible for getting notes from a classmate and making up any assignment you miss. Exchange
emails with a classmate today. You will be excused for illness or family emergencies. Please try to let me
know if you can’t come to class. Also, please contact me if you're struggling—we’re going through a stressful
time and I am here to listen and assist if I can.
Classroom Civility: In any environment in which people gather to learn, it is essential that all members feel as
free and safe as possible in their participation. To this end, it is expected that every individual in this course
(students, instructors, and guests) will be treated by all other members of the group with respect and civility.
This requires that we each take responsibility for ensuring that our words and our actions are respectful and
civil, even when our beliefs, ideas or interpretations differ.
Email and BbLearn: Plan to check your UI email often, as it is my way of communicating with you between
our classes. Any announcements or updates to our schedule will arrive via email. Your grades will be posted
on our Bblearn site.
Students with Disabilities: Reasonable accommodations are available for students who have documented
temporary or permanent disabilities. Please notify your instructor during the first week regarding
accommodations needed for the course and bring a copy of your completed and signed Accommodation
Form for the current semester. All accommodations must be approved though the Disability Support
Services Office, which is located in the Idaho Commons Building, room 306. For more information call 208
885-6307 or email dss@uidaho.edu, or visit www.access.uidaho.edu.
Getting Help
Office Hours. Please feel welcome to come and talk with me about your work, the readings or any ideas you
have for resolving any problems that arise for you or others in this class. I am available to help you think
through the issues as well as to help make sure the classroom space remains welcoming and comfortable
for everyone. I hold office hours every week, and I am also often available at other times by appointment. Just
check with me about my available times.
The Writing Center: Trained tutors are available to help you with your writing, and you may visit the writing
center at any stage of the writing process. The tutors can help if you are having trouble coin up with ideas
and getting started, if you are having trouble organizing your ideas clearly, or if you have an almost-finished
paper you'd like to revise one more time. Call 208 885-6644 to schedule an appointment. The Writing
Center is in the Idaho Commons, Room 323. See www.uidaho.edu/class/english/writingcenter. They do
virtual appointments!

5. Reference Librarians: Some assignments for this course require extensive library research. Knowledgeable
reference librarians are available to help you find the resources you will need. Stop by the library or call 208
885-5485 to schedule an appointment. www.lib.uidaho.edu.
Avoiding Plagiarism: All work submitted must be your own original writing. In addition, any sources used
must be properly documented using MLA guidelines. See your writing handbook for guidelines on how to
integrate sources into your writing in an academically responsible way. If you are not sure how to cite
something, ask for help. The
consequences for plagiarism, even accidental plagiarism, are serious. The UI's Academic Honesty code is
here: www.uidaho.edu/DOS/judicialaffairs/studentcodeofconduct/articleii
Healthy Vandal Pledge/Coronavirus Policies
Healthy Vandals Policies It is a longstanding tradition that Vandals take care of Vandals, and we all do our
best to look out for the Vandal Family. These simple precautions go a long way in reducing the impact of
coronavirus on our campuses and in our communities. With everyone engaging in these small actions, we
can continue to participate in our vibrant campus culture where we are able to learn, live, and grow. Please
bookmark the University of Idaho Covid-19 webpage and visit it often for the most up-to-date information
about the U of I’s response to Covid-19.
• Masks are required, effective immediately, in all university buildings, regardless of vaccination status.
• All classes are offered in the modality listed in the catalog.
• All Vandals are highly encouraged to be vaccinated.
• COVID-19 tests are not required to attend class in person.
Additionally, faculty and students must follow the Healthy Vandal Pledge:
1. Daily Symptom Monitoring and In-Person Class Attendance. Evaluate your own health status before
attending in-person classes and refrain from attending class in-person if you are ill, if you are
experiencing any of the known symptoms of coronavirus, or if you have tested positive for COVID-19
or have been potentially exposed to someone with COVID-19.
• Stay home if you experience any symptoms related to COVID 19 and that are not attributed to a
non-infectious health condition regardless of how mild.
• Contact your medical provider or local Idaho Public Health District for assessment of symptoms and
possible COVID19 testing. Positive COVID 19 tests should be submitted via a VandalCare Report in
order to make arrangements that involve classroom absences due to illness, and/or quarantine or
isolation requirements directed by a medical provider.
2. Face Masks. All faculty, staff, students and visitors across all U of I locations must use face masks
whenever indoors at any U of I buildings. You are required to wear a face mask over your nose and
mouth indoors at all times. a. If you have a medical condition that affects your ability to comply with
the face covering policy, please contact the Center for Disability Access and Resources (CDAR) to
request a reasonable accommodation. b. Failure to wear a face covering means you will be required
to leave the classroom. If a disruption to the learning experience occurs due to repeated offence
and/or egregious behavior, it will be referred to the Dean of Students Office for potential code
violation.
CONTROVERSIAL TOPICS
Consistent with the University's educational mission, this class will introduce students to controversial subject-
matter and seek to ensure that students can discuss those topics knowledgeably and civilly. This class will not
direct or otherwise compel students to personally affirm, adopt, or adhere to any of the tenets enumerated in
Idaho Code 33-138 (H.B. 377), entitled “Dignity and Nondiscrimination in Public Education.” Nor will this class

6. direct or compel students to personally engage in speech or other forms of expression when that direction or
compulsion would violate U.S. Supreme Court precedent or other binding legal precedent or laws — e.g., West
Virginia State Board of Education v. Barnette (U.S. Sup. Ct. 1943), which holds that public school students cannot
be compelled to salute the flag.
CIVILITY
In any environment in which people gather to learn, it is essential that all members feel as free and safe as
possible in their participation. To this end, it is expected that everyone in this course will treat each other with
mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and
teaching assistants) will respect and remain civil to one another in discussion, in action, in teaching, and in
learning.
Should you feel our classroom interactions do not reflect an environment of civility and respect, you are
encouraged to meet with the instructor during office hours to discuss your concern. Additional resources for
expression of concern or requesting support include the College’s Associate Dean, Dr. Traci Y. Craig (208/885–
6426), the University Dean of Students office and staff (208/885–6757), the UI Counseling & Testing Center’s
confidential services (208/885–6716), or the UI Office of Civil Rights & Investigations (208/885–4285).
RESPECTFUL AND INCLUSIVE LEARNING ENVIRONMENT
As described in our College’s strategic plan, we want to protect and foster an inclusive and respectful learning
environment. This requires each of us to listen respectfully to each other’s viewpoints and to participate in
discussions in a calm, professional, and civil manner. In this course and our discussions, we will welcome and
value students from all cultures, races, ethnicities, genders, abilities, lifestyles, opinions, nationalities, philosophies,
sexual orientations, religious backgrounds, ages, life experiences, and identities.