Introduces key terms, interdisciplinary research, debates, and histories for African American Studies As the longest-standing interdisciplinary field, African American Studies has laid the foundation for critically analyzing issues of race, ethnicity, and culture within the academy and beyond. This volume assembles the keywords of this field for the first time, exploring not only the history of those categories but their continued relevance in the contemporary moment. Taking up a vast array of issues such as slavery, colonialism, prison expansion, sexuality, gender, feminism, war, and popular culture, Keywords for African American Studies showcases the startling breadth that characterizes the field. Featuring an august group of contributors across the social sciences and the humanities, the keywords assembled within the pages of this volume exemplify the depth and range of scholarly inquiry into Black life in the United States. Connecting lineages of Black knowledge production to contemporary considerations of race, gender, class, and sexuality, Keywords for African American Studies provides a model for how the scholarship of the field can meet the challenges of our social world.

This title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more. In the post-World War II period, students rebelled against the university establishment. In student-led movements, women, minorities, immigrants, and indigenous people demanded that universities adapt to better serve the increasingly heterogeneous public and student bodies. The success of these movements had a profound impact on the intellectual landscape of the twentieth century: out of these efforts were born ethnic studies, women's studies, and American studies. In We Demand, Roderick A. Ferguson demonstrates that less than fifty years since this pivotal shift in the academy, the university is moving away from "the people" in all their diversity. Today the university is refortifying its commitment to the defense of the status quo off campus and the regulation of students, faculty, and staff on campus. The progressive forms of knowledge that the student-led movements demanded and helped to produce are being attacked on every front. Not only is this a reactionary move against the social advances since the '60s and '70s-it is part of the larger threat of anti-intellectualism in the United States.

"What if American Studies is defined not so much in the pages of the most cutting-edge publications, but through what happens in our classrooms and other learning spaces?" In Teaching American Studies Elizabeth Duclos-Orsello, Joseph Entin, and Rebecca Hill ask a diverse group of American Studies educators to respond to that question by writing chapters about teaching that use a classroom activity or a particular course to reflect on the state of the field of American Studies. Teaching American Studies speaks to teachers with a wide range of relationships to the field. To start, it is a useful how-to guide for faculty who might be new to, or unfamiliar with, American Studies. Each author brings the reader into their classes to offer specific, concrete details about their pedagogical practice and their students' learning. The resulting chapters connect theory and educational action as well as share challenges, difficulties, and lessons learned. The volume also provides a collective impression of American Studies from the point of view of students and teachers. What primary and secondary texts and what theoretical challenges and issues do faculty use to organize their teaching? How does the teaching we do respond to our institutional and educational contexts? How do our experiences and those of our students challenge or change our understanding of American Studies? Chapters in this collection discuss teaching a broad range of materials, from memoirs and novels by Anne Moody and Octavia Butler, to cutting-edge cultural theory, to the widely used collection Keywords for American Cultural Studies. But the chapters in this collection are also about dancing, eating, and walking around a campus to view statues and gravestones. They are about teaching during the era of Donald Trump, of Black Lives Matter, about giving up authority in the classroom, about teaching in the South, in New England, in the Midwest, and for ten-minute intervals at a cooking school in New Jersey. Teaching American Studies is both a new way to think about American Studies and a timely collection of effective ways to teach about race, gender, sexuality, and power in a moment of political polarization and intense public scrutiny of universities.

The sociology of race relations in America typically describes an intersection of poverty, race, and economic discrimination. But what is missing from the picture--sexual difference--can be as instructive as what is present. In this ambitious work, Roderick A. Ferguson reveals how the discourses of sexuality are used to articulate theories of racial difference in the field of sociology. He shows how canonical sociology--Gunnar Myrdal, Ernest Burgess, Robert Park, Daniel Patrick Moynihan, and William Julius Wilson--has measured African Americans' unsuitability for a liberal capitalist order in terms of their adherence to the norms of a heterosexual and patriarchal nuclear family model. In short, to the extent that African Americans' culture and behavior deviated from those norms, they would not achieve economic and racial equality. Aberrations in Black tells the story of canonical sociology's regulation of sexual difference as part of its general regulation of African American culture. Ferguson places this story within other stories--the narrative of capital's emergence and development, the histories of Marxism and revolutionary nationalism, and the novels that depict the gendered and sexual idiosyncrasies of African American culture--works by Richard Wright, Ralph Ellison, James Baldwin, Audre Lorde, and Toni Morrison. In turn, this book tries to present another story--one in which people who presumably manifest the dys-functions of capitalism are reconsidered as indictments of the norms of state, capital, and social science. Ferguson includes the first-ever discussion of a new archival discovery--a never-published chapter of Invisible Man that deals with a gay character in a way thatcomplicates and illuminates Ellison's project. Unique in the way it situates critiques of race, gender, and sexuality within analyses of cultural, economic, and epistemological formations, Ferguson's work introduces a new mode of discourse--which Ferguson calls queer of color analysis--that helps to lay bare the mutual distortions of racial, economic, and sexual portrayals within sociology. A hard-hitting look at the regulation of sexual difference and its role in circumscribing African American culture.

Introduces key terms, interdisciplinary research, debates, and histories for African American Studies As the longest-standing interdisciplinary field, African American Studies has laid the foundation for critically analyzing issues of race, ethnicity, and culture within the academy and beyond. This volume assembles the keywords of this field for the first time, exploring not only the history of those categories but their continued relevance in the contemporary moment. Taking up a vast array of issues such as slavery, colonialism, prison expansion, sexuality, gender, feminism, war, and popular culture, Keywords for African American Studies showcases the startling breadth that characterizes the field. Featuring an august group of contributors across the social sciences and the humanities, the keywords assembled within the pages of this volume exemplify the depth and range of scholarly inquiry into Black life in the United States. Connecting lineages of Black knowledge production to contemporary considerations of race, gender, class, and sexuality, Keywords for African American Studies provides a model for how the scholarship of the field can meet the challenges of our social world.

"What if American Studies is defined not so much in the pages of the most cutting-edge publications, but through what happens in our classrooms and other learning spaces?" In Teaching American Studies Elizabeth Duclos-Orsello, Joseph Entin, and Rebecca Hill ask a diverse group of American Studies educators to respond to that question by writing chapters about teaching that use a classroom activity or a particular course to reflect on the state of the field of American Studies. Teaching American Studies speaks to teachers with a wide range of relationships to the field. To start, it is a useful how-to guide for faculty who might be new to, or unfamiliar with, American Studies. Each author brings the reader into their classes to offer specific, concrete details about their pedagogical practice and their students' learning. The resulting chapters connect theory and educational action as well as share challenges, difficulties, and lessons learned. The volume also provides a collective impression of American Studies from the point of view of students and teachers. What primary and secondary texts and what theoretical challenges and issues do faculty use to organize their teaching? How does the teaching we do respond to our institutional and educational contexts? How do our experiences and those of our students challenge or change our understanding of American Studies? Chapters in this collection discuss teaching a broad range of materials, from memoirs and novels by Anne Moody and Octavia Butler, to cutting-edge cultural theory, to the widely used collection Keywords for American Cultural Studies. But the chapters in this collection are also about dancing, eating, and walking around a campus to view statues and gravestones. They are about teaching during the era of Donald Trump, of Black Lives Matter, about giving up authority in the classroom, about teaching in the South, in New England, in the Midwest, and for ten-minute intervals at a cooking school in New Jersey. Teaching American Studies is both a new way to think about American Studies and a timely collection of effective ways to teach about race, gender, sexuality, and power in a moment of political polarization and intense public scrutiny of universities.

The Power and Freedom of Black Feminist and Womanist Pedagogy: Still Woke celebrates and reaffirms the power of Black feminist and womanist pedagogies and practices in university classrooms. Employing autocritography (through personal reflection, research, and critical analysis), the contributors to the volume boldly tell groundbreaking stories of their teaching experiences and their evolving relationships to Black feminist and womanist theory and criticism. From their own unique perspectives, each contributor views teaching as a life-changing collaborative and interactive endeavor with students. Moreover, each of them envisions their pedagogical practice as a strategic vehicle to transport the legacy of struggles for liberating, social justice and transformative change in the U.S. and globally. Firmly grounded in Black feminist and womanist theory and practice, this book honors the herstorical labor of Black women and women of color intellectual activists who have unapologetically held up the banner of freedom in academia.

This title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more. In the post-World War II period, students rebelled against the university establishment. In student-led movements, women, minorities, immigrants, and indigenous people demanded that universities adapt to better serve the increasingly heterogeneous public and student bodies. The success of these movements had a profound impact on the intellectual landscape of the twentieth century: out of these efforts were born ethnic studies, women's studies, and American studies. In We Demand, Roderick A. Ferguson demonstrates that less than fifty years since this pivotal shift in the academy, the university is moving away from "the people" in all their diversity. Today the university is refortifying its commitment to the defense of the status quo off campus and the regulation of students, faculty, and staff on campus. The progressive forms of knowledge that the student-led movements demanded and helped to produce are being attacked on every front. Not only is this a reactionary move against the social advances since the '60s and '70s-it is part of the larger threat of anti-intellectualism in the United States.

In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asia American, American Indian, women, and queer activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus. In The Reorder of Things, however, Roderick A. Ferguson traces and assesses the ways in which the rise of interdisciplines-departments of race, gender, and ethnicity; fields such as queer studies-were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. Ferguson delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power. Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, The Reorder of Things argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.

Representing some of the most exciting work in critical ethnic studies, the essays in this collection examine the production of racialized, gendered, and sexualized difference, and the possibilities for progressive coalitions, or the "strange affinities," afforded by nuanced comparative analyses of racial formations. The nationalist and identity-based concepts of race underlying the mid-twentieth-century movements for decolonization and social change are not adequate to the tasks of critiquing the racial configurations generated by neocolonialism and contesting its inequities. Contemporary regimes of power produce racialized, gendered, and sexualized violence and labor exploitation, and they render subjects redundant and disposable by creating new, nominally nonracialized categories of privilege and stigma. The editors of "Strange Affinities" contend that the greatest potential for developing much-needed alternative comparative methods lies in women of color feminism, and the related intellectual tradition that Roderick A. Ferguson has called queer of color critique. Exemplified by the work of Audre Lorde, Cherrie Moraga, Barbara Smith, and the Combahee River Collective, these critiques do not presume homogeneity across racial or national groups. Instead, they offer powerful relational analyses of the racialized, gendered, and sexualized valuation and devaluation of human life.

Contributors
Victor Bascara
Lisa Marie Cacho
M. Bianet Castellanos
Martha Chew Sanchez
Roderick A. Ferguson
Grace Kyungwon Hong
Helen H. Jun
Kara Keeling
Sanda Mayzaw Lwin
Jodi Melamed
Chandan Reddy
Ruby C. Tapia
Cynthia Tolentino