EXEMPTION. Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exeption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems that are specified in the teaching guides for each module. Students should be aware, however, that not attending two or more classroom sessions may affect their final grades. Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity. Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NO: no presentado). Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module. Students with special needs should contact lecturer. For more information they can also contact ADI office (Ext. 5622) or adi@udc.es.

<style>

Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.

Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.

Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado).

Students
who do not pass in the first opportunity will be able
to re-sit in July, when they will be required to demonstrate that they have
acquired the skills for each module via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module.

 <style>
Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado).Students
who do not pass in the first opportunity will be able
to re-sit in July, when they will be required to demonstrate that they have
acquired the skills for each module via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module.<style>Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado).Students
who do not pass in the first opportunity will be able
to re-sit in July, when they will be required to demonstrate that they have
acquired the skills for each module via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module. </body> </html> </style>

Learning outcomes	Study programme competences
Students wil learn about the literary discourse of critical scholars and writers of the African Diaspora. Students will learn about the diversity and complexity of the different multi-ethnic cultures these writers of African descent belong to (or reject). Students will take advantage of the criticism and theory available on the subject (Black Feminist Thought) and will be encouraged to compare and contrast it with Western feminists schools and/or approaches. After the reading and analysis of criticism, fiction and/or autobiographies on the various ways women of African descent have historically perceived them (or being perceived by others), students might better understand the social and political struggles that are still going on (and failing) worldwide to defend that the lives of black girls and women do matter. By reading both works of fiction and theory written by writers of the African Diaspora, students will get access to first-hand information about the reality of the so-called Other. By reading writers of African descent who belong in the Diaspora, students will get a better grasp of women (together with men and children) as migrating subjects AND objects. This knowledge will allow them to look at current migration stories and policies all around the world (but, this time, the so--called Middle Passage finds an echo in the Mediterranean Sea.	AR9 AR11	BR6 BR7 BR9 BR10 BR11

Topic	Sub-topic
1.- INTRODUCTION TO BLACK FEMINIST THOUGHT. In this first section we provide an Introduction to the Course. Why Black Feminist Thought? In which ways is it ideologically different from Western feminisms? When do we hear the first (black) feminist voices? What kind of message do they send? Are there any differences and/or similarities? Is there an "informed" audience?	1.1. Feminist Pioneers from Slavery and Abolition. (Sojourner Truth and Maria Stewart) 1.2. Western Feminists (Woolf, Olsen, Friedan, Eagleton).
1.- INTRODUCTION TO n this first section we provide an Introduction to the Course. Why Black Feminist Thought? In which ways is it ideologically different from Western feminisms? When do we hear the first (black) feminist voices? What kind of message do they send? Are there any differences and/or similarities? Is there an "informed" audience?	2.1. Civil Rights Movement and Black Women's marginal position. 2.2. Mixed Relations. 2.3 Crossing the (color) line.
3.- BLACK BLUES WOMEN AND FEMINISMS	3.1. Black Feminists from Margins to Center.
4.- SEXUAL OPTIONS and BLACK HOMOPHOBIA.	4.1. LGBTI Discourses. 4.2. African American Lesbians, Gays, and Transexuals in Literature, Media and Film.
5.- AFROPOLITANS AND FEMINISMS IN THE DIASPORA.	5.1. New Cosmopolitan Voices. 5.2. Modernity versus Tradition. 5.3. Women/Mothers as Victims and Victimizers.

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Workbook	A9 A11 B6 B7 B9 B10 B11	10	29	39
Oral presentation	A9 B6 B9 B10	1	10	11
Guest lecture / keynote speech	A9 A11 B6 B7	7	0	7
Supervised projects	A9 A11 B7 B9 B10	1	12	13

Personalized attention		5	0	5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Workbook	Students are expected to read assigned required readings BEFORE class starts. Students are also expected to read the feminist criticism and theory material thoroughly, and to participate freely and regularly in classroom discussions. Students are provided with two different types of readings: 1) Reguired readings: Here we include different genres (from short stories to poems or essays and novels) by representative writers of the African Diaspora. 2) Critical readings: Here we include a number of scholarly articles and essays written by outstanding critics on the field of Feminisms, Black Feminist Thought, or Feminisms of the African Diaspora.
Oral presentation	ALL students are expected to prepare a class presentation (15 to 20 minutes max.) on one or more critical articles included in the Syllabus. They will have to summarize main relevant ideas and provide examples and quotations from article. They will have to evaluate that reading and present their own critical opinions (pros and cons). They will point at a particular required reading/author that can be read in view of the article/s chosen. Students should come prepare with comments and or questions for their class-mates. This is a power-point presentation. Students should include audio-visual material related to the topic (an interview with author, if available; a documentary; illustrations, and the like).
Guest lecture / keynote speech	This teaching method is practice-oriented, and it puts the emphasis on how to learn. The lecture (practice-oriented) goes two ways. Basically, it should work more as a dialogue (between lecturer and students) than a monologue. Lecture, thus, should help to start different dialogues. Students are introduced to the socio-historical context of Africans in the Diaspora and to key concepts in Black Feminist criticism and theory. For each particular writer included in the required reading list, students wil get familiar with general information about the author and her/his time. Information on critical reception, controversial readings, and new approaches will be provided. This introductory "lectures" will be followed by a discussion (where students are the protagonists), as well as by a sesion on comments and questions. If possible, we might have a guest who would complement our goals.
Supervised projects	ALL students are expected to write an original comparative essay with a critical framework that highlights a Black Feminist approach. Students can, of course, compare and contrast different critical theories (Western Feminisms versus Black Feminisms) within the paper. For this comparative essay students can choose to compare a text from the required readings list with a film or a documentary since students will be provided with a litst of "ALTERNATIVE MATERIAL" that includes both fiction and audio visual material (films, documentaries, speeches, etc).

Methodologies	Competencies	Description	Qualification
Workbook	A9 A11 B6 B7 B9 B10 B11	Since students are expected to read assigned required readings BEFORE class, we will start by commenting on specific assigned text. Students should come prepared to class with comments and or questions on the specific text. Students's own voice, originality, creativity and challenging readings would be taken into account	15
Oral presentation	A9 B6 B9 B10	For class presentation, students should provide a close reading as well as an indepth analysis of one or two theory essays (included in the bibliiography list). The purpose is for each student to critically introduce one/two particular articles/essays to the rest of the class, and engage in a dialogue with the other students. This is a power point presentation. Students are encouraged to include audio-visual material such as documentaries, video clips or film trailers. Students should highlight most interesting/innovative /controversial/ difficult points and provide quotations from the article. They should come prepare to ask questions to the audience and respond accordingly.	30
Supervised projects	A9 A11 B7 B9 B10	ALL students should write a comparative essay and provide a Black Feminist/s reading. Texts for comparaison should be chosen from the Required List readings. Students are encouraged to use the theoretical articles included in bibliography as well as any other material.	50
Guest lecture / keynote speech	A9 A11 B6 B7	The lectures that introduce each particular section on black feminist thoughts and black feminist writers/orators matter. Students are expected to use some of that general or more specific information on the subject when working on their class presentations and/or comparative essays. As it could not be otherwise, the general content of the lectures dialogue with the more specific information students learn about (contradictory/controversial) critical approaches and their authors. Introductory lectures are, thus, part and parcel of the whole course.	5

Assessment comments
<b>EXEMPTION. <br /></b><p>Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exeption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems that are specified in the teaching guides for each module. Students should be aware, however, that not attending two or more classroom sessions may affect their final grades.<br />Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.<br />Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NO: no presentado).<br />Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module. </p><p>Students with special needs should contact lecturer. For more information they can also contact ADI office (Ext. 5622) or adi@udc.es.</p><b> <style> <p>Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exemption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems which are specified in the teaching guides for each module. Students should be aware, however, that not attending certain classroom sessions may affect their final grades.</p> <p>Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.</p> <p>Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NP: no presentado).</p> <p>Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module.</p> <br /></b><style> <p>Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exemption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems which are specified in the teaching guides for each module. Students should be aware, however, that not attending certain classroom sessions may affect their final grades.</p><p>Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.</p><p>Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NP: no presentado).</p><p>Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module.</p><style><p>Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exemption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems which are specified in the teaching guides for each module. Students should be aware, however, that not attending certain classroom sessions may affect their final grades.</p><p>Students who have been granted exemption, as specified in the university regulations, will be assessed according to the criteria applied to the July opportunity.</p><p>Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NP: no presentado).</p><p>Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module.</p> </body> </html> </style> </b>

Basic	hooks, bell (1999). Ain't I a Woman? Black Women and Feminism. South End P. Bobo, Jacqueline (2001). Black Feminist Cultural Criticism. Blackwell Hill Collins, Patricia (1991). Black Feminist Thought. Rutgers Hill Collins, Patricia (2005). Black Sexual Politics:African Americans, Gender, and the New Racism. Routledge Braxton, Joanne (1989). Black Women in the Whirlwind. Rutgers Christian, Barbara (1980). Black Women Novelists: The Development of a Tradition. Praeger Mohanty, Chandra Talpade (2003). Feminism without Borders: Decolonizing Theory. Duke University hooks, bell (1999). Feminist Theory: From Margin to Center. London: Pluto Smith, Barbara (1983). Home Girls: A Black Feminist Anthology. Kitchen Table Wawrzinek, Jennifer (2011). Negotiating Afropolitanism. New York: Rodopi Christian, Barbara (2007). New Black Feminist Criticism. University of Illinois Hill Collins, Patricia (2012). On Intellectual Activism. Temple University P Lorde, Audre (2007). Sister Outsider: Essays and Speeches. Crossing Press Adichie, Chimamanda Ngozi (2014). We Should All Be Feminists. HarperCollins
	THEORY AND CRITICISM  This is a basic bibliography as far as theory and criticism is concerned. These are relevant texts by canonized critics and scholars in the specific field of Black Feminist Thought or Cultural Studies or Literatures of the African Diaspora. In the long run, these readings are a must for any student interested in and eager to be familiarized with the topic of Black Feminist Thought. There is a diversity of voices, but they are many more who could be included in this list. It is up to the students to go ahead and get involved in a more indepth research.  For practical reasons and due to the (short) length of this course, your lecturer will provide students with a Course Pack that include a selection of readings from most of the critical texts mentioned above. This Course Pack will be available both in Reprografía and, whenever possible in your Moodle set (PDF format). It is from these selection of critical and theoretical articles that students will prepare for their class presentation. Students are also encouraged to use some of these sources, among others, when preparing to write their Comparative Essay.
Complementary	(). . Alice Walker (1976). Advancing Luna and Ida B. Wells (short story). New York: Anchor Sojourner Truth (1845). Ain't I a Woman? (Speech). Edwidge Danticat (2015). Breath, Eyes, Memory (novel). London: Soho Z.Z. Parker (2003). Drinking Coffee Elsewhere (short story) . New York: Riverhead Phillis Wheatley (1773). On Being Brought from Africa to America (poem). Toni Morrison (1983). Recitatif (short story). Paule Marshall (1990). Reena (short story). New York: Anchor Taiye Selasi (2011). The Sex Lives of African Girls (short story). GRANTA 2011 Maria Stewart (1832). Why Sit Ye Here and Die? (essay). Toni Cade Bambara (1990). Witchbird (short story). New York: Anchor
	This is a list of Required Readings (tentative). For practical reasons, we just concentrate on short pieces: Speeches, poems, essays or short stories. However, we highly recommend the students to start reading Danticat's novel Breath, Eyes, Memory before the course starts. These fiction and non-fiction readings are discussed in class in view of Black Feminists scholars and theories (as well as Western key names, such as Woolf, Olsen, Eagleton, to name just a few). Students should read critically, analize these texts and come up with their own suggestions and conclusions (if any). Students should do the readings BEFORE they come to class and come prepared with comments and/or questions. For their Comparative Essay, students should choose among the writers included in this list. Since some of the texts are difficult to find, students will find copies in their Moodle set (PDF format). Once the students have chosen texts, authors and topic for Comparative Essay, I would recommend them to start doing extra research as soon as possible.

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