SPRING Semester 2016-17
- GENERAL ANTHROPOLOGY
- LINGUISTIC ANTHROPOLOGY
- SOCIAL-CULTURAL ANTHROPOLOGY
A576 Graduate Museum Practicum
Jackson (31357) AUTH
The Graduate 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.mathers.indiana.edu/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.
A595 Graduate 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."
A622 Advanced Pedagogy
This advanced seminar in college pedagogy invites graduate students from across campus to collaborate on an investigation into theories of knowledge and power as they apply to higher education. It engages with the current public and practitioner debates about the purpose of higher education, the character of that experience, and the responsibilities and identities of the people participating in its many roles. Our exploration will open to scrutiny both intentional and tacit instances — practices, structures, rhetoric, popular representations, technological mediations, and other artifacts — that make academic culture available for study.
We will approach teaching and learning as culturally-embedded practices that are responsive to longstanding and shifting traditions, narratives, controversies, and expectations and that have theoretical and political implications. Using critical theories and methods we study together, we discuss such questions as:
• How is knowledge constructed? What does it enable one to do?
• What contemporary theories of knowledge and power usefully unpack the relationship between teaching and learning in academia?
• How are vernacular, indigenous, alternative, or dissenting theories of knowledge situated in the academy? What can be learned from them?
• How is knowledge deployed as power in college settings? How is it practically negotiated in the classroom?
• What impact do our instructional decisions and their genealogies have on our students?
• What roles do sex, gender, race, class, affect, and culture have in classroom knowledge, power, and pedagogy?
In addition to philosophical discussion, this seminar also invites participants to reflect on and investigate the decisions they make (or will make) in their own teaching, in order to articulate an intentional (as opposed to simply received or personally appealing) pedagogy. This course does not require that you be teaching a course of your own during the semester; however, you will need to carefully examine the educational sites that you occupy as teacher, learner, or critical observer. Our discussions will also be brought to bear on concrete educational practice through assignments about the design of lessons and syllabi and through investigation of student learning. The seminar will provide lively and constructive opportunities for dissemination to and review by peers of both practical results and thought experiments. Through the course, you will be introduced to other members of the teaching community at Indiana University and across the country.Written work will include a course syllabus, a teaching statement, a teaching dossier, and a critical essay on the relationship between teaching and learning (teacher and learners) as performed in a particular setting, text, film, or other re/presentation.
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.
Sept (4672, 4675)
P314 Early Prehistory of Africa
Above class carries 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.
P507 Archaeological Curation
Glenn Black Lab Room
Curation refers to the preservation, documentation, and presentation of artifacts or objects in museums. Across the world, there are huge archaeological collections in need of care, rehabilitation, and interpretation. We will look at issues and concerns regarding curating archeological materials, and address current needs for better collections management. You will gain hands-on experience with the materials used in museums, conservation needs of different material types, culturally sensitive and informed curation methods, data management, digitization protocols, and research methods used for archaeological materials. You will get to take on a semester project related to archaeological materials from archaeological sites in the Midwest and do curation assessments that will require you to research and write accession histories, develop storage solutions, and create digital files using scanning and digital photography. You will then consider how to represent collections and materials to researchers and the public. We will also cover topics of legal responsibility for collections under U.S. Department of the Interior guidelines and the Native American Graves Protection and Repatriation Act (NAGPRA). We will look at prospects for the need for curators who have a command of both archaeological materials, and the practical and informatics-based understanding for the future of handling legacy collections. The course is structured so that the first 8 weeks includes intensive in-class workshops followed by scheduled time for supervised work at the Laboratory on your projects.
This course makes an excellent complement to ANTH-P 361. Prehistory of the Midwestern. U.S. because you will be able to get first hand experience working with materials that you learn about in the Midwest course.
The class meets at the Glenn A. Black Laboratory of Archaeology at 423 N. Fess Ave. in Bloomington on Thursday afternoons from 2:30–4:45 pm.
P600 Prehistory of the Midwest US
This course examines the archaeologically developed histories of people who lived in the Midwest from the Paleo-Indian period through historic times. Long ago the Midwest was the most important place to be—it was the center of some of the most important and interesting cultural developments in pre-Columbian North America. It was in fact, home to North America’s first city and most complex pre-Columbian society. As we will explore, events centered in the Midwest had an impact on history across the continent, and through time. These events will be deciphered though an examination of the interactions of people, artifacts, histories, landscapes, ideologies, cosmologies, and technologies.
There is no text book required for this course. We will utilize readings from diverse sources (which will be posted on Canvas), as well as lecture, class discussion and film to fully develop our understanding of how Midwest prehistory helps us to understand the human experience.
Be prepared to occasionally meet at the Glenn A. Black Laboratory of Archaeology where we will enhance our understandings of past people by handling and considering ancient artifacts as we learn by immersing ourselves in the material culture of past peoples.
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.
B500 Proseminar in Bioanthropology
This seminar focuses on the theoretical models that are the foundation for investigating the evolutionary history and adaptations of the human lineage and other primates. Topics include the action of evolutionary forces, concepts of adaptation and human adaptability, species and race concepts, life history theory, and reproductive ecology, among others. Emphasis will be placed on student development of critical thinking and reading skills, especially in the assessment of primary literature, and academic writing skills. This course is required for first year bioanthropology graduate students and is also open to interested graduate students in anthropology and other departments. The course material is geared to those with a solid basic knowledge of bioanthropology and biology. This course requires a significant amount of reading, writing, and participation in class discussions.
B524 Theory & Meth Hum 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
This course is designed to fulfill a requirement within the bioanthropology graduate program pertaining to research methods in anthropological genetics. 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 genetics, molecular genetics, and population genetics. The particular field within bioanthropology referred to as anthropological genetics will be stressed. This means that there will be an emphasis on microevolutionary processes that serve to explain current and recent genetic 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 there may be some wet laboratory work. In many cases, class will combine both lecture and seminar formats. Emphasis will be placed on developing a basic knowledge of anthropological genetics that will allow students to understand and evaluate publications in this field.
B570 Human Variation
This course explores the variation within and between human populations and individuals in anatomy, physiology, 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. All course readings will be available online. Grades will be based on a midterm and a final exam, several short writing assignments, and a final project. This course carries GenEd and CASE N&M credit.
B600 Evolution of Human Cognition
This seminar will explore questions surrounding the origin and evolution of important aspects of human cognition and behavior. Theoretical perspectives that apply an evolutionary perspective to understanding human behavior will be discussed and critically evaluated. These have historically been controversial, as have the research programs that they inspire. This class will explore how evolutionary perspectives have informed an understanding of where our behavior comes from, why we behave the way we do, and to what extent our behavior is or has been modifiable. We will also discuss what this research might mean, if anything, for society. Topics to be addressed will include: the history of attempts to apply an evolutionary perspective to human behavior, the concept of inclusive fitness, evolutionary models of altruism, human sexual behavior and mating strategies from an evolutionary perspective, modularity in cognition, mental disease from an evolutionary perspective, human brain evolution and evolutionary models used to explain it (e.g., language, sociality, dietary shifts, and other behavioral adaptations), archaeological evidence of human behavioral evolution, the importance of cultural evolution, and the complex interplay between evolved predispositions and learned behavior over evolutionary time. We will also explore the ideas of emergence and “complex adaptive systems” as applied to human behavior. Participants will have the opportunity to take an active role in influencing the direction of the seminar towards areas of their particular interest. The goal of the seminar will be to integrate research from many fields of inquiry. There are no prerequisites, other than an interest in understanding evolutionary perspectives on human behavior. The course is limited to upper level undergraduates and graduate students, or permission from the instructor.
B600 Mortuary Practices
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. We will develop each-read and all-read assignments as the semester progresses and as each of you develops a topic for a research paper.
Your final paper should aim at a substantial, original review or analysis suitable for submission to an appropriate journal. 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 during exam week. Written versions are due the last day of finals week.Final papers should be prepared in the format of a suitable journal, for example American Anthropologist, International Journal of Osteoarchaeology, or Markers.
B600 Evolution Human Ecological Footprint
The current environmental crisis did not begin overnight and it likely has roots deep in our evolutionary history. Although the scale of our effects on the biosphere has only recently shown exponential growth, it is worth examining how we got to this point today. In this class, we will explore a series of threshold moments in the history our species that had great implications for the environment. Specifically, we will examine anthropogenic habitat destruction, biodiversity loss, pollution, and climate change over the past 200,000 years based on best available evidence. We will first examine the effects of non-human primates on the environment and environmental changes caused by the hominin lineage up to the origin of our species, we will then explore the effects of hunting and gathering, including the broad spectrum revolution, bushmeat crisis, and ideas of rewilding, and the effects of agriculture, including small-scale agriculture, colonialism, the Green Revolution, and GMOs, and we will end by examining our current industrialized global society. Current environmental issues resulting from exponential population growth and consumption, including a 6th mass extinction and anthropogenic climate change, will be discussed, as will potential future scenarios and solutions for the Anthropocene.
L500 Proseminar in Lang & Culture
This graduate-level seminar is an intensive introduction to the anthropological study of language. In it we examine language as a cultural system and speech as a socially embedded communicative practice through which social relations and cultural forms are constituted. We pay particular attention to the key concepts of text and context. What exactly is a text? What do we really mean when we talk about sociocultural context or when we claim to be contextualizing ethnographic knowledge? Other topics include the relation of language to other sign systems, speech acts and performativity, speech genres, ritual language, oratory, language and politics, and ideologies of language. This seminar has several goals: (1) to help students develop a critical awareness of the place of language in the constitution of social relations; (2) to provide them with a comprehensive understanding of theory and practice in the field of linguistic anthropology; and (3) to equip them with the analytic tools needed to understand and evaluate contemporary research in this field.
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.
E500 Proseminar in Cultural and Social Anth
A survey of major theoretical movements in anthropology from the 1970s to the present. The course will focus on student understanding of the major theories, their impact on research and the controversies created by different theoretical shifts. It will also cover the critical turn in anthropology which is now responsible for the focus on structural inequality, neoliberalism and other forms of ‘dark anthropology.’
E502 Intro to Performance
What is a performance? How does performative expression both reflect and create social meaning? How may we understand, analyze and represent performances in both everyday life and in formalized productions? How does performance reveal the interaction of public and private life? How have scholars studied and theorized performance in its cultural context?
This course is a graduate-level introduction to performance-oriented perspectives on the study of social life. We will balance our attention between the exploration of theoretical and analytical perspectives on the one hand, and ethnographic, case-study examination of specific performance forms on the other. We will also consider the representation of performance as itself a performative act in film, fiction and ethnography.
E600 Sem on Family Gender and Crisis of Masculinity In Muslim CA and the ME
The objectives of this seminar are fourfold: First, to examine family and gender ideals and practices of Muslims within the broader theoretical context of family and gender studies in anthropology. Second, to examine the impact of person-centered sovereignty-based rules of governance in ideologically driven (nationalist, Marxist, Islamist, secular modernist among others) centralizing colonial, post-colonial, Soviet and post-Soviet nation-states of the twentieth century upon the traditional ideals of mardaanagi/jawaan mardlik (virtuous manliness) among the subjects of such states in Twenty-First Century Muslim Middle East and Central Asia. The effects of state policies and technologies of power or its failure/collapse and consequent civil/proxy wars, population displacements, international interventions, and perpetuation of conditions of subject-hood producing crisis of masculinity will be also discussed. In addition to a discussion of the futuwatnama literature, the course will draw on ethnographic and literary data from Afghanistan, Iran, Soviet and post-Soviet Central Asian republics as well as the Middle East. Third, introduce students to critical research issues in the comparative study of family and gender dynamics in Muslim societies and culture of the Middle East and Central Asia. And finally, to explore the intellectual and practical implications of integrating anthropological, theological and literary approaches to the analysis of family and gender dynamics with a particular focus on the changing notions of masculinity in pre-colonial, colonial and post-independence countries of Muslim Central Asia and the Middle East.
The first part of the seminar will consist of readings and discussions of essential theoretical/ background materials, and will include critical evaluations of a number of case studies about Central Asia and the Middle East. The second part will involve discussion of student project presentations.
Required Books (some title will vary):
Abu-Lughod, Lila Do Muslim Women Need Saving?
Ahmed, Leila Women and Gender in Islam: Historical Roots of a Modern Debate
Aitmatov, Chingis The Day Lasts More than a Hundred Years
Barlas, Asma “Believing Women” in Islam: Unreading Patriarchal Interpretations of the Qur’an
Ghannam, Farha Live and Die like a Man: Gender Dynamics in Urban Egypt.
Goddard, Victor Gender, Agency and Change: Anthropological Perspectives
Mamoor, Yousuf In Quest of a Homeland: Recollections of an Emigrant.
Najmabadi, Afsaneh Women with Moustaches and Men Without Beards: Gender and Sexual Anxieties of Iranian Modernity
Northrop, Douglas Veiled Empire: Gender and Power in Stalinist Central Asia
al-Sulami, Ibn al-Husayn The Way of Sufi Chivalry
Tucker, Judith Women, Family, and Gender in Islamic Law Ze’evi, Dror Producing Desire: Changing Sexual Discourse in the Ottoman Middle East, 1500-1900.
E600 Performance & Politics in So. India
WH 203 06:00-09:00pm W
NT 106 02:30-04:15pm R
This seminar explores the importance of performance, in the everyday and in the arts, to life in the south Indian public sphere. Our focus will be on the southern state of Tamilnadu and the profound influence that Tamil cinema exerts on social and political life in the region. We consider cinema in the historical context of Indian performing and visual arts more broadly, recognizing the role of the performing arts in shaping the culture, aesthetics, and politics of the region. We begin with such basic but complex questions as: Why are Indian film stars likened to Hindu gods? What is the history of visual representation of Hindu deities in India? Why is the Tamilnadu state governments run by those who come from the world of cinema? In what ways do gender, class, and community affect the roles and rivalries that play out in Tamil life and politics, as well as on the Kollywood screen? Readings consider the history of Tamil performance genres, visual iconography, literary interventions, aesthetics of style, language innovation, gender norms, and the power of performance in shaping the Tamil public sphere.
E600 Feminist Theories
Explores classic and current feminist theories, asking questions about knowledge, subjectivity, sexuality, global position, and ethics. Debates are situated within and against various intellectual movements, such as Marxism, post-structuralism, theories of race and ethnicity, and postcolonial/transnational/diaspora studies. Sexuality studies and queer theory’s relation to feminist praxis will also form a component of the course.
E600 Textual Ethnography CA & Beyond
While participant observation remains the cornerstone of ethnography, literary, archival, and other written works are increasingly being utilized as primary evidence within the anthropological project. This course will hence offer an overview of scholarly works that trace the intersections between cultural production and the literary imagination. Rather than consider the literary elements of ethnography itself, we will strive to understand the disparate forms of social phenomena—both knowledge and practices—that arise from texts and textual practices. By examining the different theoretical, political, and ethical considerations of using the written word as ethnographic evidence, we will be able to shed light on the anthropological project as a whole. Particular attention will be paid to works based in Central Asia and the greater Islamic world.
E606 Research Methods in Cultural Anth
This graduate level course explores fundamental issues and approaches in anthropological field research. We will examine social scientists' field experiences as well as ethical, theoretical, and practical problems inherent in the conduct of ethnographic research. Primary topics to be covered include: the genesis of modern ethnography, current ethical dilemmas and proposals for activist approaches, research proposal and design, forms of documentation, life histories, technology, spatial analysis, survey and interview techniques, urban, institutional, and multi-sited ethnography, and the ongoing reconceptualization of “the field.”
Students will carry out research exercises designed to introduce them to the practical realities of operationalizing methodological precepts and to promote reflection on the complexities and dilemmas involved in producing and evaluating field data.
This course will be taught primarily in a discussion format in which students bring their experiences of performing research exercises to bear upon course readings. Guest speakers, engaged in ongoing research in a variety of contexts, will provide insights into specific techniques and problems in ethnographic research.
E609 Stigma: Culture, Identity & the Abject
SB 131 11:15am-12:30pm MW
BH 135 06:00-09:00pm M
Cultural value systems in every society rely on sets of mutually defining terms -- for example, normal/abnormal, able-bodied/disabled, heterosexual/homosexual, white/non-white -- that largely determine local attitudes of acceptance or ostracism regarding particular categories of persons. Focusing on social stigma allows us to understand how specific cultural value systems affect our most intimate senses of self, contribute to our very notions of personhood, and inform the ways in which we communicate and engage with others in the world.
Stigma theory speaks broadly to the nature of the social relationships that create marked categories of persons, regardless of which particular attributes are devalued. In this class we look both at theory and at particular cases of stigmatized persons (individuals & groups), as attention to the particularities of a given stigma keys us in to the cultural values that create and support it. Since stigmas do (eventually!) change over time, identifying strategies that have been effective in creating such change is a primary focus of the course.
The theoretical centerpiece of this course is Erving Goffman’s 1963 study Stigma: Notes on the Management of Spoiled Identity. We will read this text closely to appreciate Goffman’s insights, and attempt throughout the semester to update them (and the language he uses to convey his points) by applying his model to more recent historical and ethnographic case studies of stigmatized persons & groups. Our focus will be on the range and efficacy of the various strategies available for managing and/or defying stigma.
The role of the expressive arts -- including novels, short stories, films, and performance art -- in the live trajectories of stigmatized persons & groups will be explored as one popular strategy used to disarm the stigmatizing gaze. We focus in particular on artists and activists whose work addresses contemporary cases of stigma. Weekly screenings of landmark films in the fields of American studies, Disability studies, Prison studies, Queer studies, Gender studies, Women’s studies and India studies supplement regular class meetings; viewing these films is a critical part of the course.
E621 Food and Culture
In E421/E621 Food and Culture, we will investigate systems of food production, trade, and consumption. We will take a cross-cultural and historical perspective on the development of cooking and cuisine to understand today’s food movements in the U.S., internationally, and globally. We will relate cuisine to modernity, migration, and forms of cultural mixing and remixing. Students will come to understand how people use food--as well as language and symbols about food--in contemporary performances of everyday life. They will do original research on how food communicates values; advances social ends; and expresses individual, group, and national identity, including race, class, and gender.
The course is discussion based and requires original fieldwork at local food-related sites, including restaurants and farmers’ markets. Texts include theory (e.g., Barthes, Levi-Strauss), field-based scholarship (e.g., Counihan, Clark, Robinson), and media and journalism (e.g., Soul Food Junkies, Jiro Dreams of Sushi, Food Inc., magazines, memes, advertisements).
Major projects will include an exam, field-based analysis, and a critical account of food within a communicatively significant system. The successful student will come away with an understanding food’s communicative importance in the U.S. culture as well as cross-culturally and internationally; tools for analyzing food and culture; practice applying theories and methods of anthropology; and original research findings on the significance of food in culture.
Graduate students in this course will complete all of the regular assignments plus write a 15-20-page paper, facilitate one class session based on original scholarship, and attend at least five additional graduate-only class meetings (TBA). In addition, each student will identify and complete readings related to each week’s class topics that are also relevant to his/her scholarship and complete those in a timely fashion. Graduate students will be held to a standard of mastery that reflects their advanced status and immersion in course topics. I encourage graduate students to work cooperatively, and especially to meet as a cohort on a weekly basis at a time and place of their choosing (in addition to required meetings).
E647 Social Life of Intertextuality
The relationship of texts to other texts has long been a key analytical concern in the disciplines of anthropology, performance studies, media studies, rhetorical studies, folklore, and literary studies. Such questions have been re-energized in recent years under the conceptual rubric of intertextuality, a term coined by Julia Kristeva based on the foundational work of the Bakhtin Circle. In this course, we will chart the foundations of the concept of intertextuality in the work of Bakhtin, Voloshinov, Kristeva, Barthes, and Genette. We will explore the intersection of these concepts with foundational works in performance and media studies. We will go on to investigate intertextuality as a social and political practice that is bound up with cultural ideas of personhood and deployed in a range of institutional settings. Questions we consider may include: What kinds of texts get appropriated by others, and for what reasons? How are texts linked to other texts so as to reinforce authority or open new spaces for critique? What do texts retain or shed as they travel to new contexts, and why? How do we understand intertextually oriented perspectives with regard to such concepts as remediation, adaptation, genre, and performance? The principal written work for the course will consist of brief critical and synthetic assessments of the relevant literature and an extended research paper that brings the key concepts treated in the course to bear on a body of substantive materials.
E674 Anth of Human Rights
Cultural anthropologists have been increasingly engaged in dialogue over the relationship between “universal” human rights and “cultural relativist” respect for local culture. Framed in these terms, “The Anthropology of Human Rights” investigates the discipline’s theoretical and practical engagements with global social justice. The course examines a number of documents and theoretical texts central to the development of the notion of human rights. In light of these works, it explores several case studies oriented around such historical and contemporary human rights issues as colonialism and imperialism; refugees’ experiences; indigenous people’s, children’s and women’s rights; genocide; development; and corporate transnationalism.