UH 247 Deeply Rooted by UHCxP

Prof. Tara Mock

Twisted locs, braids, bantu knots, cornrows, and wigs are but some of the many aesthetic practices introduced globally by Africana people. Historically, African hairstyles were coded and complex and one’s hair conveyed significant personal information, including a person’s marital status, wealth, rank, age, religion, and ethnic identity. This course traces the origins of African hair from the continent, where it stood as a marker of culture and prestige, to the Americas, where black hair has often been derided and devalued in a society where European notions of beauty are the societal standard. Students will explore the contemporary social construction of “Black Hair” and the manner in which hairstyles often signify, resist, and conform to societal norms.

The course will incorporate cultural artifacts such as historical photographs, art, and media representations of African and African-American hairstyles to deepen understanding. Through applied learning, students will engage in hands-on activities, such as analyzing primary visual materials, creating multimedia projects, and reflecting on personal or community narratives, to connect theoretical insights with real-world applications.

Learning Objectives: By the end of this course students should be able to:

 Describe the ancient African origins of and practices in Black hair care and some of the individuals and institutions that have influenced the Black American hair industry.

 Demonstrate an understanding of concepts and theories (i.e. world view, culture, power, race, gender, stereotype, lookism, cultural hegemony, agency, protest & resistance, AfricanConsciousness, Womanism etc.) and describe their utility in discussing the politics of black hair.

 Explain how race, class, gender, religion and other attributes might intersect with identity, cultural dependency and self-concept to influence personal hair care regiments and hairstyle choices.

 Name and discuss Black hairstyles (“naturals,” permed, braided, dreaded, weaves, extensions, Afros, twists, knots, etc.) and their social and political meaning(s) and challenges.

UH 247 Spring 2025 11:00-12:15 HN 359

Professor Mock’s office is located at 353 Honors Hall. Her email address is tmock@ua.edu

Policies and Procedures:

Elasticity Statement: Changes to the syllabus may become necessary as the class progresses. Updates to the course schedule will be provided in two formats: in-class announcements and uploads to Blackboard.

Office Hours/ Workshops: Please schedule meetings via Microsoft Teams

Email: This is the best method of contacting me. I regularly check and respond to my messages within 24 hours Monday – Friday. If you email me during the weekend the concern will be addressed Monday morning.

Please email a copy of any requests or agreements made in class or elsewhere. This is your record of our conversation and will help to resolve any end-of-semester questions. Please indicate your section (ex. UH 401 Sec 006) in any correspondence.

Attendance: Attendance records will be recorded daily in the following manner. Reading quizzes or in-class essays will be given promptly at the beginning of most classes. A missed quiz or assignment is recorded as zero unless a valid and verified excuse is presented to me in person. Valid excuses include competition for a University team, the funeral of a close relative or friend, or a debilitating or contagious illness. Means of verification include a letter from a University sponsor or coach, a bulletin from a funeral service, or a note from a physician. If deemed valid and verified, any missed quizzes or assignments should be made up by turning in, within one week of the next day you are in class, a two-page typed double-spaced response to the reading for each day you missed. Each student is allotted two absences without penalty. Each absence beyond two will lower the student’s final grade 1 point.

Participation: Your participation in class discussions and group activities is essential for the class to function the way it should. Students will be randomly called upon to contribute to in-class discussion. Keep up with the assigned readings and exercises and be prepared to discuss them. If you are not prepared to do so when called, your participation grade for the day will be recorded as a “0.”

I will also take your overall effort in the course into consideration when calculating your participation grade. If you have attended class regularly, paid attention, offered insightful remarks, never slept or texted or stared aimlessly at your computer during class, and shown an effort to be a useful contributor to class discussion, it will not go overlooked.

Classroom Civility: Students should show respect and courtesy to those around them at all times. Productive discussion is an important part of the class but being disruptive or antagonizing others will not be tolerated. Students who do not respect the shared learning environment by talking out of turn, being inattentive, consistently arriving late, using inappropriate language, making uncritical statements, or exhibiting hostility may be asked to leave the classroom.

Late Assignments: Late assignments will be lowered one full grade point on the 4.0 scale (i.e. a 4.0 becomes a 3.5) for each day past the due date. An assignment is late after the beginning of class time. You must attend class on the dates that major assignments are due or the assignment is marked late. I will not accept assignments by email unless stated otherwise.

Formatting: Unless stated otherwise, final versions of assignments should be double-spaced, in a standard-size 12point font, with one-inch margins and numbered pages. You should keep your returned, graded assignments, along with my comments, until the end of the semester.

Please use the citation methods appropriate to your major discipline.

• fabricate or falsify data or results.

Academic Honesty: Plagiarism is a serious offense that can result in failure of an assignment and even failure of a course, according to UA policy. You should be aware that instructors formally report all incidents of academic dishonesty, which can lead to expulsion from the College. Students should take great care to refrain from the following:

• claim or submit the academic work of another as one’s own.

• procure, provide, accept or use any materials containing questions or answers to any examination or assignment without proper authorization.

• complete or attempt to complete any assignment or examination for another individual without proper authorization.

• allow any examination or assignment to be completed for oneself, in part or in total, by another without proper authorization.

• alter, tamper with, appropriate, destroy or otherwise interfere with the research, resources, or other academic work of another person.

Students are expected to be familiar with and adhere to the official Code of Academic Conduct provided in the Online Catalog.

AI use is allowed with proper attribution

All submitted work must be produced by the students themselves, whether individually or collaboratively. Use of generative AI tools, such as ChatGPT, to complete an assignment is allowable but must be properly attributed. Please be cautious, as submissions will be evaluated through AI detection software. When in doubt, please confer with Dr. Mock.

Diversity and Inclusion Statement:

The professor values and supports the creation of a dynamic intellectual community that thrives on the diverse experiences and perspectives of its students. This class acknowledges the richness brought by differences in race, ethnicity, gender, sexuality, age, socioeconomic background, religion, ideology, and ability. By integrating a variety of materials, activities, guest speakers, and visual aids, the professor aims to create an inclusive environment that respects and honors this diversity.

Students are encouraged to engage with the course content critically and to share their unique viewpoints. While there is no expectation for unanimous agreement on the readings or discussions, the classroom will remain a space where all perspectives can be voiced and considered thoughtfully.

UAct Statement

The University of Alabama is committed to an ethical, inclusive community defined by respect and civility. The UAct website (http://www.ua.edu/uact) provides extensive information on how to report or obtain assistance with a variety of issues, including issues related to dating violence, domestic violence, stalking, sexual assault, sexual

violence or other Title IX violations, illegal discrimination, harassment, child abuse or neglect, hazing, threat assessment, retaliation, and ethical violations or fraud.

Accommodations for Students with Disabilities

This course is open to all students who meet the academic requirements for participation. Students with disabilities should contact the Office of Disability Services (ODS) to establish reasonable accommodations. Once recorded by the Office of Disability Services (ODS), students with a documented need for accommodation based on the impact of a disability (either short-term or long-term) should contact me privately to discuss their needs as soon as possible.

Pregnant Student Accommodations:

Title IX protects against discrimination related to pregnancy or parental status. If you are pregnant and will need accommodations for this class, please review the University’s FAQs on the UAct website

Religious Observances

Under the Guidelines for Religious Holiday Observances, students should notify the instructor in writing or via email during the first two weeks of the semester of their intention to be absent from class for religious observance. The instructor will work to provide reasonable opportunity to complete academic responsibilities as long as that does not interfere with the academic integrity of the course.

Severe Weather Protocol

The guiding principle at The University of Alabama is to promote the personal safety of our students, faculty and staff during severe weather events. It is impossible to develop policies which anticipate every weather-related emergency. These guidelines are intended to provide additional assistance for responding to severe weather on campus.

UA is a residential campus with many students living on or near campus. In general classes will remain in session until the National Weather Service issues safety warnings for the city of Tuscaloosa. Clearly, some students and faculty commute from adjacent counties. These counties may experience weather related problems not encountered in Tuscaloosa. Individuals should follow the advice of the National Weather Service for that area taking the necessary precautions to ensure personal safety. Whenever the National Weather Service and the Emergency Management Agency issue a warning, people in the path of the storm (tornado or severe thunderstorm) should take immediate life saving actions.

When West Alabama is under a severe weather advisory, conditions can change rapidly. It is imperative to get to where you can receive information from the National Weather Service and to follow the instructions provided. Personal safety should dictate the actions that faculty, staff and students take.

The Office of University Relations will disseminate the latest information regarding conditions on campus in the following ways:

 Weather advisory posted on the UA homepage

 Weather advisory sent out through UA Alerts to faculty, staff and students

 Weather advisory broadcast over WVUA at 90.7 FM

 Weather advisory broadcast over Alabama Public Radio (WUAL) at 91.5 FM

 Weather advisory broadcast over WVUA-TV/WUOA-TV, and on the website at http://wvua23.com/weather

In the case of a tornado warning (tornado has been sighted or detected by radar; sirens activated), all university activities are automatically suspended, including all classes and laboratories. If you are in a building, please move immediately to the lowest level and toward the center of the building away from windows (interior classrooms, offices, or corridors) and remain there until the tornado warning has expired. Classes in session when the tornado warning is issued can resume immediately after the warning has expired at the discretion of the instructor. Classes that have not yet begun will resume 30 minutes after the tornado warning has expired provided at least half of the class period remains.

Useful Resources and Links:

Writing Center: https://writingcenter.ua.edu

Blackboard: http://ualearn.blackboard.com

Zoom: https://zoom.us/signin

Library: https://www.lib.ua.edu/#/home

Purdue OWL (Online Writing Lab): http://owl.english.purdue.edu/owl/ Office of Disability Services (ODS): http://ods.ua.edu

Counseling Services: https://counseling.sa.ua.edu

Required Texts

 Byrd, Ayana and Lori Tharps. (2014). HAIR STORY Untangling the Roots of Black Hair in America. New York: St. Martin’s Press

 Johnson, Pamela and Juliette Harris. (2001). Tenderheaded: A Comb-Bending Collection of Hair Stories. New York: Simon and Schuster

Supplemental Texts:

 Banks, Sandy. When You’re Black, Loving Your Natural Hair Is Part of Loving Yourself. La Times.

 Booker, Richmond Unveil Crown Act Banning Hair Discrimination Legislation Follows Spate of Recent Instances Of Hair Discrimination, Sparking National Outcry. December 05, 2019

 Brown, S. L. (2015). “My Hair, My Politics.” New Republic, 246(11), 16-17. Consistently #TeamNatural: How Natural Hair Brands Intersect Natural Hair, Black Culture, and CommunityBuilding Using Social Media

 Cooper, Brittney C. “Maybe I’ll Be a Feminist in My Next Life.” Eloquent Rage: A Black Feminist Discovers Her Superpower (2018). Explores how Black women define themselves despite societal constraints.

 Craig, Maxine Leeds. Ain’t I a Beauty Queen?: Black Women, Beauty, and the Politics of Race

 Drummond, Shari. 2023. “Hair: How Naturals Are Using Social Media to Reshape the Narrative and Visual Rhetoric of Black Hair.” Academia.edu. Accessed December 21, 2024.https://www.academia.edu/110762023/Hair_How_Naturals_Are_Using_Social_Media_to_Reshape_the_ Narrative_and_Visual_Rhetoric_of_Black_Hair.

 Dumas, T. L. And Rosette, A.S. (2007). The Hair Dilemma: Conform to Mainstream Expectations or Emphasize Racial Identity. Duke Journal Of Gender Law And Policy, 14, 407-422.

 Garrett Munce The Crown Act Is Long Overdue: Black People Are Still Denied Jobs In America Because Of Their Hair. And It's Still Legal. For Now. Esquire. Dec 11, 2020.Https://Www.Esquire.Com/Style/Grooming/A34922171/The-Crown-Act-Anti-Hair-Discrimination-Bill/

 Gill, Tiffany. Beauty Shop Politics: African American Women’s Activism in the Beauty Industry (Introduction).

 Grenee, H. Fields (The Editor) (2011, May 11). “What Spending a Half a Trillion Dollars on Hair Care and Weaves Says About Us”. Madam Noire.

 hooks, bell. Sisters of the Yam: Black Women and Self-Recovery (Chapter 6: “Hair Matters”).

 Hunter, Margaret L. “Buying Racial Capital: Skin-Bleaching and Hair Straightening in the New Global Economy.” Journal of Pan African Studies 4.4 (2011): 142–164.

 Johnson, E. Patrick. "Snap! Culture: A Different Kind of 'Reading.'" In Black Queer Studies: A Critical Anthology, edited by E. Patrick Johnson and Mae G. Henderson, 146-162. Duke University Press, 2005.

 Jones, Ra’mon. What The Hair: Employment Discrimination Against Black People Based on Hairstyles. Harvard Black Letter. July 2020.

 Kaepernick’s Afro and the visual shorthand of radicalism: The quarterback’s hair and face always made a statement. Now it could be his trademark. (10/17/2018).https://andscape.com/features/kaepernic k-trademark-afro-kneeling-protest-and-the-visualshorthand-of-radicalism/

 Kelley, Robin D. G. “We Are Not What We Seem: Rethinking Black Working-Class Opposition in the Jim Crow South.” Journal of American History 80.1 (1993): 75–112.

 Licea, Meikorka. After Years of Discrimination, Women Embrace Right to Natural Hair. July 8, 2019

 Madison, D. Soyini. Critical Ethnography: Method, Ethics, and Performance (Selections).

 Morgan, Emmanuel. For Dreadlocked N.F.L. Players, Hair Is a Point of Pride (09/24/2022).

https://www.nytimes.com/2022/09/24/sports/football/nfl-locs-braids-black-hair.html

 Nicquel Terry Ellis & Charisse Jones. Banning Ethnic Hairstyles 'Upholds This Notion of White Supremacy.' States Pass Laws to Stop Natural Hair Discrimination. USA Today Oct. 14, 2019.

 Rooks, Noliwe M. Hair Raising: Beauty, Culture, and African American Women (Chapter 2: “Beauty, Race, and Black Pride”).

 Rowe, Kristin Denise. (2019). "Nothing Else Mattered After That Wig Came Off": Black Women, Unstyled Hair, And Scenes of Interiority. Journal Of American Culture.

 Schedulicity Team. 2024. “15 Black & Curly Hair Influencers on Instagram and TikTok.” Schedulicity Blog. Accessed December 21, 2024.https://www.schedulicity.com/essentials/blog/instagram-tiktok-black-curly-hairinfluencers

 Taylor, Ula Yvette. “Making Waves: The theory and practice of black feminism.” The Black Scholar, Summer 1998, vol. 28, no. 2

 The “Good Hair” Study: Explicit and Implicit Attitudes Toward Black Women’s Hair February 2017

 Tinsley, Omise’eke Natasha. “To Transcender Transgender” in Ezili’s Mirrors: Imagining Black Queer Genders. Duke University Press, 2018.

 Walker, Alice. (April 11, 1987). “Oppressed Hair Puts a Ceiling on The Brain”. B

 Weitz, Rose. (2001). Women And Their Hair: Seeking Power Through Resistance and Accommodation.” Gender And Society 15(5). 667-86.

Media:

 @it’s_an_afro

 Colin: In Black and White (2021, Netflix)

 Cleopatra Jones (film) (1973, Swank Video)

 Coming to America (1984, Swank Video)

 Good Hair (2009, Chris Rock) Kanopy.

 Hello Rain (Nnedi Okorafor, Amazon Prime) https://www.pbs.org/video/hello-rain-rxecrx/

 How to Get Away with Murder (S4E4, 2015);

 Imitation of Life (1934)https://archive.org/details/imitationoflife1934imitacaodavidaimagesdelavie

 POSE. Season 1, Episode 4: "The Fever." FX, 2018.

 School Daze (1988, Swank Video)

 The Hair Tales (2022, Hulu) Episode Six “Deeply Rooted”

 The Power of Black Hair (2011) Https://Www.Youtube.Com/Watch?V=U_Vvicl9tjc

Course Deliverables:

There are five measures of your performance in this course: participation, “Scratching at the Roots”, a critical observation, the “Detangling Black Hair Politics” portfolio, and the “Braided Stories” ethnography. Each deliverable is designed to challenge and deepen your understanding of the course's core concepts by testing your ability to critically unpack and analyze the layers of meaning embedded within the material.

Scratching at the Roots: (Due 1/10; 5%)

Decorate the provided mask and write a 1-page reflection describing your personal relationship with hair (grooming, preferred styles, forced styles, desired styles, exploration, etc.). See Prompt for details.

Participation: (daily; 10%)

As an Honor’s College student, you are part of a community of scholars and this course offers an opportunity for you to continue finding your place within that community. You will be expected to take part in class discussions— to offer your own opinions, and, more importantly, to respond to and reflect on the opinions of others.

Critical Observation: (Due 2/27; 15%)

Now that you’ve developed some understanding of the historical relationship between hair and blackness, this assignment asks that you apply that understanding to a critical observation of cultural practices. Please see prompt for additional details.

Detangling Black Hair Politics Portfolio: (daily- Due 4/10; 40%)

Students will compile a portfolio that includes the deliverables from weekly AL activities. Each entry will address one of the key topics related to Black hair politics, culture, and history, showcasing the evolution of their understanding through applied learning.

Braided Stories: (Due 4/21; 30%)

Students will work to research, organize and analyze their findings regarding Black hair’s function in American society through ethnographic interviews. Please see prompt for additional details.

Course Schedule (Subject to Change, As Necessary):

Please note that the readings/viewings listed reflect assignments to be discussed during each class session. Please engage these materials prior to the date listed and be prepared to discuss them on the day listed.

Jan 9th: Course Introduction

Part I: Historical Roots (Jan. 9-)

Week 1

 Walker, Alice. (April 11, 1987). “Oppressed Hair Puts a Ceiling on The Brain”. B

 Due: Scratching at the Roots Assignment

Week 2 Historicizing Africana Hair

Jan 14th:

 Hair Story “Black Hair in Bondage”, Chapter 1.

Jan 16th

 Watching: The Power of Black Hair (2011) Https://Www.Youtube.Com/Watch?V=U_Vvicl9tjc

 AL Activity: Timeline

Week 3 Jan 21st : 1900–1964

Jan 21:

 Hair Story “No Excuse for Nappy”, Chapter 2.

 Rooks, Noliwe M. Hair Raising: Beauty, Culture, and African American Women (Chapter 2: “Beauty, Race, and Black Pride”).

 Kelley, Robin D. G. “We Are Not What We Seem: Rethinking Black Working-Class Opposition in the Jim Crow South.” Journal of American History 80.1 (1993): 75–112.

 Tenderheaded “Severed” Annabelle Baker

Jan 23:

 Watching: Imitation of Life (1934) https://archive.org/details/imitationoflife1934imitacaodavidaimagesdelavie

 AL Activity: Black Hair on trial

Week 4 1965-1979

Jan 28:

 Hair Story, “Revolutionary Roots: Naturals, Afros, and the Changing Politics of Hair, 1965–1979”, Chapter 3.

 Taylor, Ula Yvette. “Making Waves: The theory and practice of black feminism.” The Black Scholar, Summer 1998, vol. 28, no. 2

Jan 30th

 Watching: Cleopatra Jones (film) (1973, Swank Video)

 AL Activity: Blaxploitation Character Hair Analysis

Week 5: 1980-1994

Feb 4 8

 Hair Story “Politically Incorrect: Black Hair’s New Attitude, 1980–1994” Chapter 5.

 Craig, Maxine Leeds. Ain’t I a Beauty Queen?: Black Women, Beauty, and the Politics of Race (Chapter 6: “Yvonne’s Wig”/Chapter 7: Pride and Shame”).

Feb 6

 Watching: Coming to America (1984, Swank Video)

 AL Activity: Ad creation

Part II: Defining Ourselves for Ourselves

Week 6 Introduction to Ethnography

Feb 11th:

 Madison, D. Soyini. Critical Ethnography: Method, Ethics, and Performance (Selections).

Feb. 13th

 AL Activity: Critical Observation

Week 7 Don’t Touch my Hair: Self Definitions

Feb 18th:

 Dumas, T. L. And Rosette, A.S. (2007). The Hair Dilemma: Conform to Mainstream Expectations or Emphasize Racial Identity. Duke Journal Of Gender Law And Policy, 14, 407422.

 Rowe, Kristin Denise. (2019). "Nothing Else Mattered After That Wig Came Off": Black Women, Unstyled Hair, And Scenes of Interiority. Journal Of American Culture.

 Tenderheaded “Hair Revolution”

Feb 20th

 Watching: “How to Get Away with Murder” (S4E4, 2015);

 AL Activity: "Manifesto of Hair Autonomy"

Week 8: Locating ‘Goodness”: Relaxers and Finely Textured Hair

Feb 25th

 The “Good Hair” Study: Explicit and Implicit Attitudes Toward Black Women’s Hair February 2017 B

 Tenderheaded: “A Day At The Beach”; “When Black Hair Tangles With White Power” “It All Comes Down To The Kitchen”; “The Kink That Winked” “Relax Your Mind”

Feb 27

 Watching: School Daze (1988, Swank Video)

 AL Activity: "Shade and Style Mapping"

 Due: Critical Observation

Week 9: Self Hatred or Self Expression: Weaves and Extensions

Mar 4

 Hunter, Margaret L. “Buying Racial Capital: Skin-Bleaching and Hair Straightening in the New Global Economy.” Journal of Pan African Studies 4.4 (2011): 142–164.

 Grenee, H. Fields (The Editor) (2011, May 11). “What Spending a Half a Trillion Dollars on Hair Care and Weaves Says About Us”. Madam Noire.

 Tenderheaded: “Fake” Gerrie Summers

Mar 6

 Watching: Hello Rain (Nnedi Okorafor, Amazon Prime) https://www.pbs.org/video/hello-rain-rxecrx/

 AL Activity: Hello Spring

Week 10: “Engaged Scholarship”

3/11: SPRING BREAK

3/13: SPRING BREAK

Week 11: Happy to be Nappy- Natural Hair Expressions

3/18

 Brown, S. L. (2015). “My Hair, My Politics.” New Republic, 246(11), 16-17.

 Banks, Sandy. When You’re Black, Loving Your Natural Hair Is Part of Loving Yourself. La Times.

 Licea, Meikorka. After Years of Discrimination, Women Embrace Right to Natural Hair. July 8, 2019

 hooks, bell. Sisters of the Yam: Black Women and SelfRecovery (Chapter 6: “Hair Matters”).

3/20

 Watching: The Hair Tales (2022, Hulu) Episode Six “Deeply Rooted”

 AL Activity: Visual Storytelling

Part III. The Politics of Black Hair in America

Week 12 Hair as Resistance

3/25

 Consistently #TeamNatural: How Natural Hair Brands Intersect Natural Hair, Black Culture, and Community-Building Using Social Media

 Drummond, Shari. 2023. “Hair: How Naturals Are Using Social Media to Reshape the Narrative and Visual Rhetoric of Black Hair.” Academia.edu. Accessed December 21, 2024. https://www.academia.edu/110762023/Hair_How_Naturals_Are_Using_Social_Media_to_Reshape_t he_Narrative_and_Visual_Rhetoric_of_Black_Hair

 Schedulicity Team. 2024. “15 Black & Curly Hair Influencers on Instagram and TikTok.” Schedulicity Blog. Accessed December 21, 2024. https://www.schedulicity.com/essentials/blog/instagram-tiktok-black-curly-hair-influencers

 @it’s_an_afro

3/27

 Weitz, Rose. (2001). Women And Their Hair: Seeking Power Through Resistance and Accommodation.” Gender And Society 15(5). 667-86.

 Jones, Ra’mon. What The Hair: Employment Discrimination Against Black People Based on Hairstyles. Harvard Black Letter. July 2020.

 Garrett Munce The Crown Act Is Long Overdue: Black People Are Still Denied Jobs In America Because Of Their Hair. And It's Still Legal. For Now. Esquire. Dec 11, 2020 Https://Www.Esquire.Com/Style/Grooming/A34922171/The-Crown-Act-Anti-Hair-DiscriminationBill/

Week 13 Hair as Resistance: The Crown Act, Black Masculinities, & Athleticism 4/1

 Booker, Richmond Unveil Crown Act Banning Hair Discrimination Legislation Follows Spate of Recent Instances Of Hair Discrimination, Sparking National Outcry. December 05, 2019

 Nicquel Terry Ellis & Charisse Jones. Banning Ethnic Hairstyles 'Upholds This Notion of White Supremacy.' States Pass Laws to Stop Natural Hair Discrimination. USA Today Oct. 14, 2019.

 Kaepernick’s Afro and the visual shorthand of radicalism: The quarterback’s hair and face always made a statement. Now it could be his trademark. (10/17/2018). https://andscape.com/features/kaepernick-trademark-afro-kneeling-protest-and-the-visual-shorthandof-radicalism/

 Morgan, Emmanuel. For Dreadlocked N.F.L. Players, Hair Is a Point of Pride (09/24/2022). https://www.nytimes.com/2022/09/24/sports/football/nfl-locs-braids-black-hair.html

4/3

 Watching: “Colin: In Black and White” (2021, Netflix)

 AL Activity: "Hair Advocacy Campaign"

Week 14 Performing the Black Aesthetic

4/8

Hair and Sexuality: Black Hair and LGBTQ+ Identities

 Tinsley, Omise’eke Natasha. “To Transcender Transgender” in Ezili’s Mirrors: Imagining Black Queer Genders. Duke University Press, 2018.

4/10

 POSE. Season 1, Episode 4: "The Fever." FX, 2018.

 AL Activity: Hair Stories in Queer Spaces

Week 15 The Business of Black Hair

4/15

 Byrd & Tharps Chapter 4

 Gill, Tiffany. Beauty Shop Politics: African American Women’s Activism in the Beauty Industry (Introduction).

4/17

 Watching: Good Hair (2009, Chris Rock) Kanopy.

 AL Activity: Visual Storyboard

Week 16

4/22 Due: Braided Stories Presentations

4/24 Due: Braided Stories Presentations & Course conclusions