- GENERAL ANTHROPOLOGY
- LINGUISTIC ANTHROPOLOGY
- SOCIAL-CULTURAL ANTHROPOLOGY
A408 Museum Practicum
Jackson (16429) AUTH
The Museum Practicum (1-4 cr.) provides students with the opportunity to gain hands-on work experience in museums while earning academic credit through Indiana University's Department of Anthropology. Practica require prior agreement and must be arranged with supervising museum personnel and the course instructor, Professor Jason Jackson, Director of the Mathers Museum of World Cultures (firstname.lastname@example.org, 812-856-1868).
Practica may be arranged at any museum. If you wish to arrange a practicum at a museum other than the Mathers Museum of World Cultures, you must obtain written permission from a designated supervisor at that institution. General guidelines require that you and your supervisor agree upon the number of credit hours to be awarded, the number of hours to be worked per week, and the specific work schedule. Your designated supervisor will be responsible for assessing your performance and assigning a grade. Please bring a copy of the supervisor's statement of permission to Professor Jackson when you request authorization to enroll. (It may also be forwarded directly to Professor Jackson from your supervisor.) Students interested in arranging practica at the Mathers Museum should visit http://www.indiana.edu/~mathers/museumprac.html - for detailed information regarding a specific practicum. Practica may involve collections research, curation, conservation, education/programs, the museum store, exhibits, and photography.
To apply for a practicum at the Mathers Museum, please review the information on the website, then contact the appropriate departmental supervisor (noted at the top of each listing) to request an application and arrange an interview. Acceptance of students is limited. The required number of practicum hours worked per week at the Mathers Museum varies according to the number of credit hours of A408 the student is enrolled in, and the semester of enrollment.
A495 Individual Readings in Anthropology
Individual Readings in Anthropology (1-4 cr.) allows the student to work with a particular professor on a specific topic chosen by the student and agreed to by the professor. Field Study in Anthropology (3-8 cr.) gives the student a chance to earn academic credit for work "in the field."
G599 Thesis Research
Above section for Master’s students only who have enrolled in 30 or more hours of graduate coursework applicable to the degree and who have completed all other requirements of the degree except the thesis or final project or performance.
A 800 Research
Tucker (16432, 16442)
P314 Prehistory of Africa
Above class approved for Graduate Credit
AFRICA is the birthplace of humanity, and the only continent where we can study a complete archaeological record from the very beginnings of stone technology.
Over 2.5 million years ago in Africa proto-humans discovered how to fracture stone and create sharp-edged tools. With this initial invention, a trail of our ancestors' litter and refuse began to accumulate on ancient African landscapes. Archaeologists have been able to study these stone tools and other traces of behavior as clues to the evolution of our species and the emergence of modern human ways of life. This course is called the "Earlier" Prehistory of Africa because it focuses on human origins and evolution in Africa during the Stone Age. We will explore:
Human Origins Archaeology: After an introduction to the continent and brief overview of the evolution of early hominin species, we will study case studies of the major early archaeological sites, and learn
how archaeologists use information from many different sources (primate behavior, carnivore studies, experiments) to learn about how Early Stone Age ways of life developed from the Oldowan through Acheulian times.
Rise of Humanity: We can recognize the beginnings of modern human biology and behavior very early in Africa. We will explore what Middle Stone Age and Later Stone Age sites reveal about ancient strategies for survival, and our evolution and cultural development as a species.
P600 Archaeology of Ancient China
The course examines the archaeological evidence for broad-scale cultural and social developments in China. We begin with the time of the arrival of modern humans (ca. 40,000 years before present) and close with the late Shang Dynasty, the first historical state. This course focuses on some of the most important archaeological finds in Chinese contexts and explores how we can better understand ancient Chinese societies with these finds. Specific topics include: the nature of early hunting and gathering societies; the emergence of plant and animal domestication; craft production, ritual, regional interaction, and Neolithic complex societies; and the development of metallurgy and the roles of agriculture, technology, and trade in the rise of advanced civilization during the Bronze Age. Various theoretical and methodological perspectives will also be introduced to give students a framework for interpreting the archaeological evidence. Through this course, students will acquire a richer understanding of Chinese archaeological sites and cultures and the practice of studying ancient Chinese societies.
B301 Laboratory in Bioanthropology
This class carries Graduate Credit
This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.
B301 Laboratory in Bioanthropology
This course is the same as the class above regarding course content.
B370 Human Variation
This class carries Graduate Credit
This course explores the variation within and between human populations and individuals in anatomy, genetics, and behavior. Topics covered include biological concepts of race, and evolutionary processes acting on humans in the past, present and future to shape our body, genes and behavior. We will explore current hypotheses regarding human variation in a multitude of traits including skin color, body shape, blood type, response to stress, disease resistance, IQ, violent behavior, and sexual orientation, as well as explore the nature/nurture debate. Also discussed are the implications of anthropological data and theories for current and future human biological and social problems. The topics of this course involve profound questions facing our society, and revolve around quickly evolving science and technology. This is a lecture course with no required textbook, all readings will be available online. Grades will be based on a midterm and a final exam, three short writing assignments, and a final project.
B521 Bioanthropology-Research Method
Above class requires instructor's permission.
Bioanthropology Research Methods: For advanced students of anthropology (all subfields), human biology, and other life sciences. Foundational topics will include ethical guidelines and procedures for the inclusion of living humans; literature reviews and bibliographic tools; and the collection, organization, analyses and archiving of data. Specialized topics could include field methods for collecting observational, time allocation, anthropometric, demographic, life history, energetic, and biomarker data; survey/interview/questionnaire methods; archival methods; and laboratory methods. Exact topics will be based on student interests and needs, particularly as pertains to their dissertation research.
B524 Theory & Method of Human Paleontology
Humans are the dominant primate on the planet now, but 20 million years ago our ape ancestors were hardly distinguishable from any of the dozen apes alive then. B464/524, Human Paleontology, aims to survey the fossil record beginning with the earliest primates but focusing on human ancestors from around the time of the great ape die-off around 10 million years ago and to the present. We will begin historically, by examining how scientists came to recognize fossils as ancient animals, and how they learned interpret them. The class will examine the course of human evolution and the evidence paleontologists bring to bear when interpreting morphology of our lineage, and the selective pressures that created it. We will examine the relevant fossils in detail, discuss basic functional anatomy and investigate the inferred behavioral ecology of fossil species. We will also study evolutionary theory, and what it can tell us about why humans evolved and why we're still evolving. In the course of learning the anatomy and chronology of critical fossils, students will learn why humans became bipedal, why we shifted from a principally vegetarian diet to one that includes animals, why we came to have large brains, and what the impact of tools and other technology has had on our bodies. B464 has four required labs and three exams, including a cumulative final exam. B524 students will be required to complete three additional labs and a term paper.
B525 Genetic Method in Anthropology
Prerequisite ANTH B200 AND instructor's permission.
This course is designed to fulfill a requirement within the bioanthropology graduate program pertaining to research methods. As such, it will cover basic methodologies associated with research investigations that relate genetics to bioanthropology. Principle areas include the theory and practice of Mendelian genetics, human/medical genetics, forensic genetics, molecular genetics, and human population genetics. The particular field within bioanthropology referred to as anthropological genetics will be stressed. This means that there will be an emphasis on micro evolutionary processes that serve to explain current and recent past gene distributions and genetic structure of human populations. This course is organized into both seminar discussions of assigned readings and exercises, some of which will be carried out in class, in addition to wet laboratory work, to be carried out in the anthropology department's genetic anthropology teaching lab. Each student will need a scientific calculator, a lab notebook, and a 3-ring binder. We will discuss what qualifies as a ‘lab notebook’ on the first day of class. One half of the course grade will be based on in-class and take-home exercises and lab analyses, one quarter on discussion participation, and one quarter on a take-home final project.
B568 The Evolution of Primate Social Behavior
In B568 we will become familiar with the variety of primate social organizations. Primate societies will be parsed into 5 basic systems, after which variations on these themes will be explored. You will learn that nonhuman primates vary from solitary, positively antisocial species to animals that gather in groups of up to 300. We also aim to understand the theoretical underpinnings of primate social behavior. We will investigate the evolutionary and ecological bases of sociality, intense affiliation within groups (bonding), dispersal (group transfer), territoriality, aggression, primate intelligence, communication, tool use, mating strategies and parenting strategies.
B600 Animal Tool Use
The extensive use of tools and the development of technology are one of the defining characteristics of the human condition. While tool use was once thought to be unique to humans, it is now clear that many animals create and use tools of various kinds, for various purposes. Knowing the different ways in which animals – and particularly our closest primate relatives – make and use tools provides us with a critically important context upon which to understand the evolutionary history of our own use of tools. This seminar will explore the latest research exploring animal tool use and what it might mean for cognition. The core of the class will be a series of invited speakers who have done important work on animal tool use and cognition. We will explore their research beforehand, and have an opportunity to hear about their seminal work and engage them in discussion. We will also explore important work done in the field, and try to assess what this might mean for our own evolutionary history.
B600 Mortuary Practice
This course is a seminar in the anthropology of mortuary ritual and the disposal of the dead. We will concentrate equally on ethnographic accounts of the great variety of mortuary practices and on applications of this body of information to interpreting the archeological record. Grades are based on class participation (50%), and on a final paper (50%).
A seminar depends on consistent, thoughtful participation each week from each person. You must come to class prepared to discuss the material we are reading. If participating in discussion is difficult for you, it will help to make notes in advance on issues you wish to raise. Each of you will be responsible for discussing sources that the other seminar members have not read. When we do individual reading assignments, each person will prepare a written summary of the item he or she has presented for distribution to other seminar participants. You will find that your colleagues in the seminar are quite helpful in finding resources for your research. Expect approximately 100 pages of reading per week.
Your final paper should aim at a substantial, original review or analysis suitable for submission to an appropriate journal. You may do original research on funeral customs, memorials, or archaeological data. Please meet individually with me to discuss a topic for the final paper before our third week of classes. A one-page prospectus of your project is due at our last meeting before spring break. Each seminar participant will present a summary of the project at our final class meeting. Written versions are due the last day of finals week.
REQUIRED TEXT Laderman, G. 1996 The Sacred Remains: American Attitudes toward Death, 1799-1883. Yale U. Press: New Haven.
1. Book review of Laderman. AMERICAN ANTHROPOLOGIST STYLE
2. Book review of an ethnography or history for in-class presentation. Prepare a one-page single-spaced review for distribution to seminar participants.
3. Book review of an archaeology or art history text for in-class presentation. Prepare a one-page single-spaced review for distribution to seminar participants.
4. Weekly participation in readings and discussion.
5. RESEARCH paper comparable to a journal article in length and scope prepared in the style of a suitable journal.
L513 Elementary Lakota (Sioux) Language II
This course is the 4th in a four-semester sequence designed to introduce students to the language and culture of an American Indian people, the Lakota (Western Sioux) of North and South Dakota. Study is designed around an introductory Lakota language textbook, weekly lessons, tape recordings, and readings on Lakota culture. The course requires both oral and written exercises (inside and outside the classroom), and will teach both speaking and reading.
L600 Language in/of Media
Media can provide great insight into the cultures and societies that produce them. What might we learn about the role of language in a society, then, by looking at the language of its media? This seminar examines both how language is (or languages are) represented in media and the language(s) of media as ways of understanding broader sociocultural processes. We will look at the main ways that scholars have approached language in/of media to date, and hopefully open some new lines of inquiry ourselves. Topics covered include representing dialects and sociolects in media, representing foreignness linguistically, multilingualism in media, translation decisions, censorship, the affordances of different media platforms, language use in mass media versus “small” media, public/private distinctions, and the use of media in language maintenance and revitalization projects. In each class session, we will analyze an example of media language as a source of social information, whether it be a cartoon, a Facebook post, a news story about sports, or an excerpt of fictional language constructed for a book or film such as Lord of the Rings or Avatar. Writing for the course includes a series of short exercises practicing methods for analyzing linguistic data from media, including capturing data, transcribing, and conducting textual and content analysis—all of which will be your own research material leading to a final project.
This course does not require a background in linguistic anthropology, but some familiarity with approaching language as an object of analysis will be an asset.
L600 Language Revitalization
It is now generally agreed that half of the world’s 6,000 languages will go out of use by the end of the present century. This course investigates the social and cultural conditions that lead to language shift and explores what can be done to maintain and revitalize threatened minority and indigenous languages. We work with case studies that show how practical problems are being handled in diverse linguistic communities. Students select a particular endangered language to focus on in their own work and report to the class on language revitalization efforts in the community they have selected.
E320 Indians of North America
Above class carries Graduate Credit
This course is designed to introduce students to the diversity of cultures in Native America north of Mexico. It focuses on culture patterns from the time of earliest European contact until the mid-nineteenth century, but also considers traditional culture among contemporary Native Americans. Readings provide a general orientation to the study of Eskimo and American Indian life ways as well as a series of case studies. Lectures include discussion of the methods used by anthropologists for studying Native American cultures and societies. Fundamental concepts of cultural and social anthropology are presented throughout the course to serve as the means for understanding native peoples.
Grades will be based on two short quizzes and two examinations designed to test the students’ knowledge of information about Native American peoples as well as their comprehension of and ability to use the theories and methods of anthropology presented in class lectures and readings. Prerequisites: none
E463 Anthropology of Dance
Above class carries Graduate Credit
Despite the fact that dance and movement are integral parts of virtually every society, past and present, the field of Anthropology has not come to terms with these embodied phenomena with the same thoroughness that it has applied to other aspects of culture. Embodied ways of knowing, especially dance, are the focus of this course. We will examine dance in its theatrical and cultural contexts, explore its formal qualities through such issues as technique, artistry, innovation, and style, look at who dances and how they are "trained" and regarded in their societies, trace dance used as a political expression of identity, and search out the meanings of dance across multiple cultural domains. We will use examples from historical and contemporary dance, theatrical and culturally embedded forms, from a range of cultures, and explore the effect of new technologies and media on dance creation and presentation.
Understanding by thinking and understanding by doing are different matters. It is impossible to "understand" dance and movement by intellectual means alone. That is why we call it "embodied." Anthropologists commonly learn in the field by doing. We will have opportunities in class to share experiences of movement that may include dance but also such embodied forms as martial arts, yoga, sports, and ordinary movement and posture. "Native" knowledge of a dance genre is valuable not only to understanding that genre but also to knowing how to understand other forms. We will tap into the expertise of class members and special guests as well as take advantage of performances, classes, rehearsals.
E500 Proseminar in Cultural and Social Anth
This required course for sociocultural graduate students will examine contemporary theories and practices in cultural and social anthropology. While focused on the works of anthropologists themselves, the seminar will also engage important theorists in other disciplines who have influenced the trajectory of anthropological thinking and research. Rather than a survey of theoretical and methodological concerns, the class will look in detail at key concepts and approaches that have motivated the field. As we examine the relationships among theory, ethnographic practice, and historical context, we will explore how key approaches have shaped the questions we ask and evaluate their consequences for our discipline and for the worlds we live in.
E600 Representations of Islam & Muslims in Ethnographic Literature of CA & ME
The main focus of the seminar will be on the representations of Islam and Muslims in the ethnographic/historical literature of the Middle East and former Soviet Central Asia. The latest edition of Orientalism by Edward Said and a selection of ethnographies by Western and native authors will be read and critically discussed in light of some recent critiques of the nature, purpose and direction of traditional practices in the social sciences. The central aim of the seminar is to explore relationships between ethnographers (producers) and their ethnographic representations (products) of the Muslim peoples and cultures they study. In particular the significance of place (of ethnographers culture of orientation, of education and graduate training, of employment, of research and fieldwork), gender, and voice (e.g. speaking of or for people studied, institutions funding the research, and governments and agencies supporting the research efforts) within the broader political ecological and intellectual environment, and their impact upon the ethnographic accounts will be examined and assessed.
Required Readings (some title may vary):
E. Said Orientalism (1978, with a new Preface in 2003)
S. Altorki & C. El-Solh Arab Women in the Filed: Studying Your Own Society (1988)
R.L Euben & M. Q. Zaman, ed. Princeton Reading in Islamic Thought: Texts and Contexts from al-Banna to Bin Laden (2009)
M.E. Louw Everyday Islam in Post-Soviet Central Asia (2007)
J. Rasanayagam, Islam in Post-Soviet Uzbekistan: The Morality of Experience (2011)
D. Edwards Heroes of the Age: Moral Fault Lines on the Afghan Frontier (1996)
Bruce Privratsky Muslim Turkistan: Kazak Religion and Collective Memory (2001)
E. Qureshi & M. Sells The New Crusaders: Constructing the Muslim Enemy (2003)
C. Hirschkind The Ethical Soundscape: Cassette Sermons and the Islamic Counter Public (2006)
A. Sanktamber Living Islam: Women, Religion and Politicization of Culture in Turkey (2002)
A critical written report of the reading assignments for each week (about 2-3 double spaced Type written pages) highlighting the most significant points (positive and negative) about the authors' approach in the text(s). Students are also expected to actively participate in class discussions, lead class discussions, make an oral presentation of the term project, and submit a term paper on the term project. The term project will consist of a review essay consisting of: 1) critical reading, detailed assessment and synthesis of all required readings for the seminar plus additional readings of your own choice; and 2) serious and reasoned reflection on how the theoretical, conceptual, methodological and substantive issues covered in this seminar will (or will not) be useful to your own specific topics or fields of research interests in the region and why? You can also chose to write a term paper on the topic of your choice pertaining the theme of the seminar in consultation with the instructor. The final essay should be about 20 typed pages (double-spaced) and due on the last day of class.
E600 Islam in the Balkans
Islam came to the Balkans in the fourteen and the fifteenth centuries with the Ottomans and spread across the peninsula of southeastern Europe. In this class we study the history of Islam in the Balkans, from the gradual conversions of local people, the political and cultural heights of the Ottoman Empire, to the decline of the Ottoman Empire, the growth of ethnic-based nation states, and the relegation of most Muslim communities to minority status. This history is best understood through study of the cities of Edirne, Salonika, and Sarajevo, and the place of Balkan Muslims and Balkan Orthodox Christians in the Ottoman Empire. We also study the forced migrations and expulsions of Muslims from the Balkans in the 19th and 20th centuries, culminating in the wars in Bosnia and Kosova in the 1990’s. Finally we draw on anthropological studies of Muslims in the Balkans in recent times for questions relating to gender and the ongoing negotiation of Muslim identities.
E600 Consumer Culture, Sustainability & Climate Change
Above class meets 1st eight weeks
This course will examine the evidence for the spread of global consumer culture, looking at the ways that people in different parts of the world have learned to be consumers. We will ask the tough questions about the future, about the environmental impacts of consumption, and the way our own cups of coffee and running shoes tie us together with a whole globe of other producers and consumers.
E600 Peoples & Cultures of the Middle East
The principal objective of this course is to acquaint students with the anthropological contributions (conceptual, methodological and analytical) to the ethnographic studies of the peoples and cultures of the Middle East. It is an ethnographic survey course which examines the unity and diversity of social institutions and cultural practices in contemporary Middle Eastern societies--i.e., the Arab countries of North Africa and the Near East, Israel, Turkey, Iran and Afghanistan. The course will pay special attention to micro-level analyses of continuities and social change. Topics covered include: ecology, the rise and development of Islam and Muslim civilizations; traditional adaptive strategies (pastoral nomadism, rural agriculture and urban mercantilism); consequences of European colonialism, the rise of nation states; politicization of social identities (kinship, tribe, ethnicity, gender, religion/sect); and the consequences of modernization/globalization, oil wealth, poverty, labor migration, dependency, militarization, political conflicts and social unrest (including terrorism and the “Arab Spring” & ISIS).
E600 Res Design & Proposal Writing Anthropology
1. Prepare a competitive research proposal that can be submitted to an agency or foundation for doctoral dissertation research. To do so multiple drafts will be written, submitted, reviewed and resubmitted as part of developing a competitive proposal.
2. Students will become familiar with major funding agencies, and their diverse ways of announcing funding opportunities, and the procedures and style of submission that are unique to some of the major ones.
3. Understand how social scientists reconcile their traditional methods of site-specific research with the demands placed upon them by agendas that expect research to have broader significance. Using students’ proposals as examples, the course reviews the methodologies used by social scientists, particularly anthropologists.
4. Understand how review panels are constituted, how the review process works, and how to engage in the process of revise and resubmit in order to be responsive to reviewers and address limitations of submitted proposals and constantly improve them.
5. Understand the process of human subjects approval at IU.
E600 Blood, Money, Value
Questions of value are at the heart of anthropological discussions of personhood, kinship, gifts, money, commodities and art. In this seminar we will consider anthropological approaches to value through a critical survey of past and recent debates in the field. Readings range from classical theoretical and ethnographic materials to recent reformulations focusing mainly on Africa and the Pacific. Through seminar presentations and a paper, students will participate in addressing the central questions of this course and turn these questions towards their own research.
E600 Ethnographic Video Methods
This course examines the historical and contemporary use of film/video recording in conducting ethnographic research. The course investigates the field of visual anthropology and documentary filmmaking more broadly in order to contextualize the production of ethnographic film and video projects. The course of study incorporates developing theories and scholarship on visual studies, anthropological methods, and research ethics. This course also explores issues surrounding representation and the implications of visually documenting ethnographic research. Students will learn the basic skills necessary for producing ethnographic digital video projects, and will develop a short video project to be screened at the end of the course. In order to optimize this experience, the class combines assigned readings, class discussions, film screenings, and hands-on training in digital video production. Students are expected to finish the class with a comprehension of the history and ethical issues surrounding the use of film/video recording in ethnographic research, as well as an understanding of the fundamentals of digital video production.
E606 Research Methods in Cultural Anth
This graduate course will introduce students to a wide variety of research methods, with an emphasis on qualitative methodologies and ethnography. We will consider the multiple stages of designing and carrying out research: defining a field site, formulating a research question, choosing appropriate methodologies, navigating fieldwork, and analyzing and writing up data. Topics will include participant observation, oral histories, archival research, survey design, participatory research, and spatial analysis. We will also discuss ethics of field research, and ways to share research results both with your fieldwork communities and with the broader public. Throughout the course, students will complete individual and group assignments, including a semester-long ethnographic research project.
E656 The Anthropology of Race
“The Anthropology of Race” explores the idea of race in cultural anthropology with focus on three main themes. First, it considers the development of this idea within anthropology and a number of other disciplines. It secondly explores the global dissemination of the idea of race and the social realities that have come to be constructed around it; this phase of the course incorporates historical and anthropological literature on Africa, Europe, Asia, the Caribbean and South America. The third concern is with exploring the uneasy play between the supposed “demise” of race as an intellectual paradigm among many social scientists and its resilient but shifting status as “fact” in society at large. The course is focused here on the West and particularly the United States, incorporating a range of social issues and interdisciplinary readings that inform, or potentially inform the anthropology of race today. In addition to anthropology, these readings will be largely drawn from sociology and cultural studies; the issues include the question of racial representation on college campuses, (re-) imaginations of racial, religious and national others in the wake of 9/11, and the production, commodification and global traffic of racial symbolization.