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Department of Anthropology College of Arts and Sciences
One Discipline, Four Fields

Graduate Courses

Complete ListFALL Semester 2014-15


A403 Introduction to Museum Studies
Kirk (11744)
MTHR 110
2:30-3:45pm TR

Above course carries Gradute credit

This course provides a general overview of the museum profession, with particular emphasis on museums in American society. The first half of the course explores the history and philosophy of museums; the second half examines museum functions.

Although the class is not restricted to students seeking careers in museums, it does serve as the first step in the training needed by aspiring museum professionals. Students who have completed the course will be prepared to enroll in more advanced course such as A408/Museum Practicum, or to take advantage of other opportunities for experience in museum work.

A406 Fieldwork in Anthropology
Tucker (6677)

Fieldwork designed and carried out by the student in consultation with faculty members.

A408 Museum Practicum
Jackson (6678)

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 museum personnel and the course instructor, Professor Geoffrey Conrad, director of the William Hammond Mathers Museum ( or phone 812-855-6873).

Practica may be arranged at any museum. If you wish to arrange a practicum at a museum other than the Mathers Museum, 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 Conrad when you request authorization to enroll. Students interested in arranging practica at the Mathers Museum should visit for detailed information regarding a specific practicum. Practica may involve collections research, 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
Tucker (6679)

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."

A521 Internship-Teaching Anth
Royce (6681)
SB 138
04:40-06:55pm R

The goal of effective and inspired teaching is to foster a sense of commitment to a community of learning that is active, cooperative, respectful, trusting, and risk-taking. There are many obstacles and we cannot always achieve the goal but there are also attitudes, strategies, and assumptions that make success more likely.

We will read and hear from good teachers about why communities of learners open up more possibilities for really investigating a subject than do classrooms in which the teacher is the authority and students are like empty containers waiting to be filled. We will also examine the relationship between teaching and research and the ways in which they energize each other.

Working on individual philosophies of teaching will require that we think about what it is that we want to accomplish in our classrooms and with our mentoring. It will be useful to look at assessment that begins with the question “What do we expect students to have learned by the end of the class?” and the all-important follow-up question “How do we accomplish that?” Individual attitudes and goals for learning will vary and they will vary across the subject matter. Our discussions will benefit from learning about the differences and respecting them. It is what we want our students to be able to do. And in asking ourselves what is it I want to accomplish, we have to consider what it is that the students want to accomplish.

There is a craft involved in helping others learn and we will address it, trying out techniques and approaches, assessing which work for what kinds of situations. There is no one bag of techniques that can be applied to all contexts—size of class, level, the classroom (most are not suited to learning), the students themselves, whether the class is required, a service course, a course for non-majors, whether it has a lab or not—all these and more require nimble thinking about what will be effective. And what worked one year may fail in the same class the following year.

Our resources will be each other and the experience and knowledge we bring to the conversation. We will also benefit from the experience of the many dedicated and excellent teachers on campus. There are long essays, short books, and blogs that provide models and thoughtful commentary on teaching today’s students. We will do some field projects and observations. Two longer projects will include an essay on your philosophy of teaching and a syllabus for a course you would like to teach. All of these will give you confidence when you approach different kinds of teaching and the last two are almost always requested when you are seeking a teaching position or are on the job market. The goal of the course is to make you more confident, more able to respond to the unexpected, and more likely to think, not just outside the box but outside the building.

A667 Topics in Medical Anthropology
Phillips (30385)
LI 1051
10:10am-12:25pm W

This graduate-level seminar introduces medical anthropological perspectives on reproduction and childbirth. Our scope will be global. We will cover topics including utilization and experiences of new reproductive technologies across cultures; the interplay of genetic testing/screening, reproductive decision-making and societal-medical norms and discourse concerning disability, ethics, etc.; contraception and abortion politics; female circumcision debates; HIV and reproduction; childbirth across the globe (medicalization, de-medicalization, access to care); class, race, and surrogacy; older motherhood; and others. Prerequisites: graduate standing; undergraduates need special permission to register.

A599 Thesis Research
Tucker (11147)

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.

A800 Research
G901 Research
Tucker (6682, 6693)



P361 Prehistory of Midwestern U.S.
Alt (30575)
SB 131
11:15am-12:30pm TR

Above class carries Graduate Credit

This course is a look at the histories of people who lived in the Midwestern United States from the arrival of the first people to the continent through to European conquest. From Pre-Clovis to Hopewell to Mississippian, the Midwest was the center of some of the most important and interesting historical developments in pre-Columbian North America. For example, did you know that Indiana is home to great mounds and earthworks built to mark sacred landscapes, or that events in Indiana helped shape legislation to protect cultural resources across the US? Or that the first city in North America was built in Illinois 1000 years ago? Interactions of pre-Columbian peoples, histories, landscapes, ideologies, cosmologies, technologies and art will be examined through site reports, case studies and films in developing an understanding of the pre-Colombian people of the Midwest.

There is no textbook for this course, readings will be available as PDF’s on oncourse.

P380 Prehistoric Diet and Nutrition
Sept (30579)
SB 015
05:45-07:00pm MW

Above class carries Graduate Credit

“YOU ARE WHAT YOU EAT,” we are often told. Yet human diets today are very different from those of our ancestors of just a few thousand years ago. Are people adapted to their modern diets? Should we be trying to mimic the "Paleodiets" of our Stone Age ancestors?

Food sits at the interface between biology and culture, between the present and our evolutionary past. This course explores how the long-term history of human diet has developed in the context of our genetic, anatomical and socio-cultural evolution. We will examine how non-human primates are adapted to their diets, and what fossil and archaeological evidence exists for the diets of our fossil ancestors at different points in time.

In particular, we will critically evaluate the popular "Paleo Diet" fad, based on the hypothesis that humans evolved to hunt and gather wild foods, and that we are not adapted to eat modern diets based on agricultural staples and heavily refined foods. What can prehistoric evidence tell us about the "original" paleo diets? What were the consequences of the shift to a dependence on domesticated plants and animals and agricultural ways of life? What is the antiquity of cooking and other food processing techniques that we take for granted today? Ultimately the goal of the class is to consider how an evolutionary perspective our dietary heritage can help us understand some of the health consequences of our dietary choices today.

Students will analyze their own diets from different perspectives and also learn about the origins and antiquity of different types of foods and ancient food-processing techniques through various hands-on activities and collaborative in-class projects. Notably, we will have a Paleo-diet Potluck meal with a special guest speaker, Loren Cordain, one of the founders of the PaleoDiet movement!

Grades will be based on a combination of participation in individual and collaborative projects during class time, and on several written reports and take-home essay assignments. Co-curricular opportunities as part of the Themester on Food will also be available to earn limited amounts of extra credit.

This course has no prerequisites and is scheduled in the new collaborative technology classroom in the Student Building. The class can carry graduate credit; graduate students do an additional research paper for the class.

P426 Problems in Zooarchaeology
Scheiber (30584)
SB 025
01:25-3:40pm M

Above class carries Graduate Credit

This seminar is designed for undergraduate and graduate students interested in using zooarchaeology in their own work. The course will address various topics within the field of zooarchaeology, such as recording data, methods of quantification, taphonomy, and the uses of faunal analyses for interpreting past social practices. This course is intended to teach students how to create appropriate research designs around the interpretation of animal remains and to incorporate these research designs into their own work. Students will explore these issues through readings, lectures, discussions, and laboratory analyses. Coursework will focus on literature review, lab methodology, quantification, and report preparation. The goal of the course is NOT to teach students to identify animal bones, but they will have the opportunity to work with skeletal collections in the William R. Adams Zooarchaeology Laboratory. Students should expect to spend some time in the lab outside of normal classroom hours. This course is being offered as one of the curricular bundles in the 2014 College of Arts and Sciences Themester on Food.

P500 Proseminar in Archaeology
Scheiber (30600)
SB 050
02:30-04:45pm T

This graduate seminar is a required course for all graduate students in archaeology, and it is also open to students in anthropology and other departments who are interested in the history and theory of archaeological practice. ANTH P500 will expose you to the historical and theoretical foundations of contemporary anthropological archaeology. It briefly covers major events and theories in archaeology during the early to mid-twentieth century, then focuses on recent paradigms and contemporary archaeological thought. Weekly in-class discussions and extensive readings are required components of this course. Students are expected to attend all classes, and must be prepared for and participate in discussion. This course will present case studies from around the world, and emphasis will be placed on examples from North America.

P600 Industrial Archaeology
Sievert (18432)
SB 138
09:30-10:45am TR

Industrial Archaeology (Anthropology P332) lends itself well to a closer look at the development and change in foodways across the nation during the 18th, 19th and 20th centuries. Wheat, corn, pigs, whiskey, beer—these are the staples that prescribed how every Midwestern town would look. From the grain mills in rural settlements along the Ohio River to the redolent stockyards in Porkopolis (Cincinnati) and Chicago, the Midwest and Great Lakes regions served as the center for processing and shipping food from a developing heartland to the east coast and abroad. Names like Johnny Appleseed, Armour Brothers, Orville Redenbacher and Adolphus Busch resound with images of American icons such as apple pie, hot dogs, popcorn and cold beer. As farmers and industrialists transformed the landscape to grow, process, and move the food that would support a new nation, they built factories, harnessed energy to run them, and provided work for millions.

This special Themester section of ANTH P332 will introduce students to the traces of food industry left behind as agriculture transformed the land from family farm to corporate foodlot. We will look at farmsteads with their summer kitchens, smokehouses , chicken coops, and dairies. We will explore water-powered grain mills, distilleries, packing plants, greenhouses, and the railroads and canals that moved food to market. Students will do original research on specific industries, learning how to research industry from documents including maps and censuses. They will visualize architectural ruins with photography, and use ethnographic methods to talk to people who worked in some aspect of the food industry.

The course has three primary objectives. The first is to demonstrate the place of farming and agriculturally based industry on the Midwest. The second is to equip students with analytical tools to see and understand history. The third is to instill an appreciation of the past that can translate to preservation initiatives, research ideas, and a sense of heritage.

P600 Archaeology of Violence & Conflict
Alt (17521)
BH 331
02:30-04:45pm R

People have long engaged in violent acts against each other. Violence is and always has been perpetrated in a multitude of ways by individuals, groups, and nations. Anthropologists have long suspected that violence and warfare not only occurred throughout history but played a major role in shaping past and present societies, perhaps even as a force that pushed societies to greater complexity. Violence has also been considered a motivation behind many technological advances. But then again, violence and warfare can act as restraints, hampering societies. How then, does the presence, or even just the threat of violence, or war, have an effect on people and societies?

In this course we will examine first, how we define violence, is it always overt? What about structural violence? Is inequality a type of violence? Second, we will explore how archaeologists identify violence, and warfare in past, but will engage modern case studies and theory to provide ways of engaging in our discussions of violence. We will explore: When is violence used as a political tool? When is violence a defensive response? How do people manipulate or dominate others through violence? What changes in societies that are threatened by violence, either from internal, or external sources? What are the differences between various kinds of violence? To what degree has violence shaped gender and identity? These are questions that will be explored through readings, illustrated lectures, and film. Since this course concerns violent encounters between people, we will at times deal with graphic, and unpleasant subject matter such as murder, rape and terrorism.

Evaluation will be based on class participation, two exams, and a short term paper.

P600 Theories of Material Culture
Pyburn (19383)
AN 101
01:25-3:40pm W

This course will explore the contemporary study of material culture and the interpretation of artifacts. Seminar participants will discuss issues such as the ways in which objects are used to construct national, cultural, and gender identities, the tensions in the relationship of commodities and objects classified as art, and the social life of things. Readings will be focused on theory and will come mainly from cultural anthropology and social archaeology.



B301 Laboratory in Bioanthropology
AI (6684)
SB 060
08:55-10:45am MW

Above section 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.

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
AI (16173)
SB 060
06:50-08:40pm TR

Above section carries Graduate Credit

Same content as above B301 section.

B500 Pro-Seminar in Bioanthropology
Kaestle (17519)
SB 060
06:30-08:15pm W

This seminar is intended to give graduate students training in critical analysis of theoretical models of evolution and their application to biological anthropology, as well as a historical perspective on evolutionary theory in our field. We will focus on topics of evolutionary theory that are particularly relevant to anthropology. These include, but are not limited to, classification and phylogenetics, form and function (including heterochrony, critical periods, canalization and related topics), life history theory and reproductive ecology, game theory, species concepts, concepts of adaptation and human adaptability, the action of evolutionary forces, cooperation (including kin selection and reciprocal altruism), sexual selection, coevolution, tempo and mode of evolution, level of selection (gene, individual, group, species), and race concepts. Emphasis will be placed on student development of critical thinking and reading skills, especially in assessments of primary literature, as well as academic writing skills, including grant writing. This course is required for first year bioanthropology graduate students.

B526 Human Osteology
Cook (30419)
SB 060
01:15-03:45pm F

This course covers the morphology of the human skeleton. We will discuss as comprehensively as possible surface features of the bones, soft tissue relationships, functional anatomy, age and sex differences, variability, and data collection techniques. You will learn the fundamental skill of the bone specialist in anthropology: identifying fragments. Each student will prepare a short research project. This may be an inventory and description of a small archeological sample, a study of a single feature in a larger series, or a technical essay. Your paper should be prepared in the style of the AJPA, and is due on the Friday of exam week by noon. Be prepared to present your findings as 10 minute oral presentation in our last class meeting. Final grades are based on 5 bone fragment quizzes (50%), weekly exercises (10%) and the research project (40%). You must identify 80% of the bone fragments on quizzes correctly to earn an A. You may use any materials you like in identifying quiz specimens. Quizzes and practice materials will be available afternoons in SB 260 for the week before each due date. You may buy a copy of either textbook, Aiello and Dean, An Introduction to Human Evolutionary Anatomy, or White, Human Osteology as your basic resource, and you will find both useful. A gross anatomy text or atlas will be helpful as well. I will assign review articles and technical papers from other sources as weekly reading. These readings will be available in SB260.

B600 Miocene Apes & Early Humans
Hunt (30426)
SB 332
04:00-06:15pm W

Miocene Apes is an upperclass/graduate level seminar targeted at advanced bioanthropology undergraduate majors and graduates whose research interests include primate ecology, functional anatomy and human evolution. Readings will include introductory, general background readings from John Fleagle's Primate Adaptation and Evolution, after which the seminar will read primary literature describing and interpreting Miocene ape and the earliest hominin fossils. Familiarity with primate taxonomy, human paleontology and evolutionary theory will be helpful, but these subject areas will be reviewed in readings. An approximately 7,000-word paper will constitute half of the course grade.

B600 Language Evolution
Schoenemann (30432)
SB 332
01:25-03:40pm W

This course will survey research and theories concerning the origin and evolution of language. This question has been approached from many perspectives, including linguistics, evolutionary psychology, anthropology, computer science, and philosophy. Typically, the evolution of language (the human communication system) is seen as separate from the evolution of languages (e.g., Spanish from Latin). The first is seen as a problem of biological evolution whereas the second is seen as an example of cultural evolution. However, an evolutionary perspective suggests that these two are not independent: cultural evolution in humans has played a major role in driving biological evolution. Therefore, we will also discuss aspects of how languages change historically, to see what this might predict about the origins and evolution of language itself. Specific topics covered will include: What is language and how does it work? Are there any general evolutionary biological principles of behavioral evolution, and what do they suggest about the specific case of language in humans? What is historical linguistics and what can it tell us about language change? Is language properly thought of as an adaptation, that evolved by natural selection? Do other animals have language, or can they be taught to? If so, what – if anything – might this tell us about human language? What can the fossil record tell us about language evolution? How have the language centers of our brain changed during human evolution? Did our brain evolve to fit language, or did language evolve to fit our brain? How have people explored language evolution through computer modeling?



L500 Proseminar in Language & Culture
Suslak (18186)
WY 111
05:45-08:00pm M

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.

L507 Language and Prehistory
LeSourd (30544)
SB 138
01:00-02:15pm TR

This course provides an introduction to the areas of linguistic research that are most relevant to the concerns of archaeologists and other students of prehistory. We will investigate the ways in which languages change, explore the principles by which languages are grouped into families, and see how proto-languages, the ancestors of linguistic families, are reconstructed. We will then apply the results of these studies to such problems as identifying the locations of ancient populations, tracing early patterns of migration, and revealing the cultures of groups who lived in the distant past. Work for the course includes a series of problem sets that provide experience with the methods of historical reconstruction, plus additional projects relating language to history and prehistory.

L512 Intermediate Lakota (Sioux) Language I
Parks (30550)
SB 138
4:00-5:15pm MWF

This course is the 3rd 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 Discourse Analysis
Trix (34520)
WY 115
9:30-10:45am TR

Discourse Analysis is interdisciplinary study of texts. In this seminar we focus on qualitative study of face to face interaction--its intellectual history as well as its practice. We examine approaches to discourse analysis from earlier symbolic interactionalism and Conversational Analysis to Critical Discourse Analysis. The emphasis will be on linguistic and anthropological perspectives, and on doing transcription.

In particular we study feature analysis of repetition, discourse markers, non-verbal interaction, interruption, miscommunication, and narrative, and within the socio-interactive context, how these relate to larger questions of identity, difference, and power in both American and British practice. We explore discourse studies in medical, institutional, legal, spiritual, familial, and scientific contexts. We also include related hybrid studies of written and oral discourse. Students will become adept at transcription of interactive oral texts; student research projects are an integral part of the seminar.



E322 Peoples of Brazil
Brondizio (19379)
SB 220
09:30-10:45am MW

Above section offered for Graduate credit

Brazil is a nation of contrasts and colors, richness and poverty, diversity and unity. This introductory course aims to introduce you to contemporary Brazil by focusing on its political and economic history, geography, socio-demography and socio-cultural diversity. The course is primarily based on lectures, readings and discussions (through essay books, articles, and ethnographic accounts), while incorporating films, guest lectures, and a bit of music (as it expresses the “soul” of the Brazilian people). I expect you to leave this course with an understanding of landmark issues characterizing Brazilian history and geography, the socio-cultural diversity and daily life in contemporary Brazil, and an understanding of Brazil's current development challenges and dilemmas. Grading include class participation, mid-term and final exams.

E510 Everyday Africa
Buggenhagen (31027)
M2 110
01:00-02:15pm TR

If prevailing scholarship grapples with the precarious position of postcolonial African societies faced with rapidly changing economic and political orders on a global scale, how do contemporary perspectives, if at all, address the everyday experiences of African women and men? Through comparative and interdisciplinary discussion seminar members will consider recent ethnographies of the African continent that address such topics as: gender, legal and extralegal economic practices, urbanization and migration, social reproduction, and ritual and religion.

E527 Environmental Anthropology
Brondizio (18429)
SB 050
02:30-04:45pm W

Environmental anthropology is the general designation for the anthropological investigation of human-environment relationships. This field brings together interests in local, state, and global nexuses; environmental values and religion; environmental cognition and perception; resource management, land use, and global climate change; people and parks and conservation initiatives; human rights and environmental justice; gender, race, class, and ethnic dimensions, as well as globalization and consumerism. This rainbow of foci is the product of discussion, debate, and interdisciplinary cross-fertilization over the last 100 years, in the course of which paradigms have risen and fallen and that witnessed a changing social, economic and cultural milieu with respect to both the practice of anthropology and the nature of human-environment relationships.

This graduate seminar will discuss environmental approaches in contemporary anthropology by unfolding the storyline of the field. We started by discussing the formative period of the field in the early 20th century and the related theoretical-methodological debates, which led to the evolution of Cultural Ecology and later Ecological Anthropology. At different time periods three important trends developed -- one dominated by an ecosystem-oriented approach, one by a political economy-oriented approach, and the other by a symbolic approach. These approaches developed with different degrees of overlap into six main fields of contemporary inquiry which we will overview during the seminar: Ecological Anthropology, Political Ecology, Institutional Analysis, Historical Ecology, Ethnobiology, and Symbolic Ecology and Environmentalism.

This seminar is based on readings, lectures, and class discussions. Students will define the focus of a research paper early in the course. Other activities include class presentation/leading discussion, and preparation of short reports.

E593 World Fiction & Cultural Anthropology
Sterling (30514)
BH 221
02:30-03:45pm MW

This course links literature and anthropology as means of understanding culture. Ethnographic writing and world fiction – novels, short stories, poems, myths, folktales – are analyzed for what they may differentially reveal about the social, cultural and political lives of peoples around the world. The course includes three sections. The first explores recent anthropological writings that have re-evaluated the relationship between fiction and ethnography. The second considers how aspects of social identity –such as race, ethnicity, gender and religion – have been represented in ethnography, fiction, and other works located ambiguously in between. The third section considers fictional and anthropological writing that explore human experience particularly in relation to the state. Among the regions represented are Africa, Europe, the Middle East, the Caribbean, and the United States. Among the issues discussed are colonialism, war, socialism, and immigration. Several documentaries and brief readings will also be included in the course.

E600 Islam in the Balkans
Trix (16176)
SB 140
01:00-02:15pm TR

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 Sem: Family, Gender and Crisis of Masculinity in CA & ME
Shahrani (16177)
BH 335
04:00-06:30pm R

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. Second, to examine the impact of person-centered sovereignty-based rules of governance in ideologically driven (nationalist, Marxist, Islamist, secular modernist among others) centralizing post-colonial 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 Muslim Middle East and Central Asia. The impact of state 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. Third, expose students to critical research issues for 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 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 Central Asia and 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.

Course Requirements:

A critical written report of the reading assignments for each week (about 2-3 double spaced typewritten pages) highlighting the most significant points (positive and negative) about the authors' approach in the text(s). These brief weekly reviews are due via e-mail by 4:00pm on Mondays. Students are also expected to actively participate in class discussions, lead at least one class discussion, make an oral presentation of the term project, and submit a term paper on the term project.

The term project could consist of a review essay consisting of one of the following options: 1) Critical reading, detailed assessment and synthesis of all required readings list for the seminar, and 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 and why. 2) Writing a research paper on a mutually agreed topic of relevance to the theme of the seminar. The term project review essay/research paper should be about 20 typed pages (double-spaced).

E600 Anthropology of Citizenship
Friedman (17689)
BH 221
11:15am-12:30pm TR

This course will examine citizenship as a growing focus of anthropological concern, attending to how it shapes everyday life, experiences of inclusion and exclusion, and bases for community formation. We will study how people experience citizenship as a critical part of their identity and what happens when that identity is changed or challenged. Through attention to the places and processes through which citizenship is produced and reinforced (for instance, border crossings and checkpoints, identity cards and passports, voting, immigrating, or marrying), we will explore various approaches to citizenship as a bundle of rights, responsibilities, and practices. Adopting a global perspective, the course will use citizenship as a lens through which to understand the range of national and transnational identities emerging in the world today, together with the institutions and laws that both enable and constrain them. The course will include a service-learning component.

E600 Food and Religion
Bahloul (20122)
SB 231
04:00-05:15pm MW

The relation between food and religion is a universal pattern in human culture. All religions include table and food rituals that are commanded by fundamental beliefs on the origins of the community of believers, and on divine creation. Around the table and in their kitchens, believers are reminded on a daily basis of the fundamentals of their faith. Eating is believing, and is also a spiritual experience in addition to being a necessary physiological activity. In addition, all religions include systems of food prescription and prohibition. This course will review the variety of anthropological and ethnographic accounts of the tandem food/religion in diverse cultural contexts. Students will be able to conduct a short ethnographic research on the course’s theme in a religious community of their choice.

Requirements: Four reading annotations (40%), one research paper (45%), and in class presentations (15%)

Douglas, Mary, Purity and Danger, Routledge 2002
Fischer, Johan, The Halal Frontier: Muslim Consumers in a Globalized Market, Palgrave
Fishkoff, S., Kosher Nation, Schocken, 2010
Freidenreich, D., Foreigners and Their Food: constructing Otherness in Jewish, Christian,
             and Islamic law, Univ. of California Press, 2011 Khare, R., The Eternal Food: Gastronomic Ideas and Experiences of Hindus and Buddhists,
             SUNY Press, 1992
Nhá^t H?nh, Thích, Savor: Mindful Eating, Mindful Life, Harper,
Zeller B., Dallam M., Religion, Food, and Eating in North America, Columbia U. Press

E616 Anthropology of Tourism
Bahloul (30520)
SB 131
01:00-02:15pm TR

This course will explore the social, cultural, economic, and political aspects of tourism from an anthropological perspective. It will focus on the touristic sites (theme parks, heritage travel, cultural villages), as well as the players (tourists, guides, cultural brokers), the objects (souvenirs), and the performances that characterize the tourist experience.

Requirements: Four reading annotations (40%), one research paper (45%), and in class presentations (15%)

Boissevain, J., Coping with Tourists, 1996
Gmelch, G., Tourists and Tourism, 2010
Kirshenblatt-Gimblett, B., Destination Culture, 1998
McCannell, D., The Tourist, 1999
Smith, V., Hosts and Guests, 1989
Van den Berg, P., The Quest for the Other, 1994

E621 Food and Culture
Wilk (29735)
SB 220
01:25-02:15pm MW

Food seems to be on everyone's minds these days. Anthropology has a long history of studying how foods are produced, traded, processed and consumed in cultures around the world. We ask basic questions about why some things are good to eat (like sheep) and others are not (for example, dachshunds ). The course will give you a good sample of the way anthropologists think about food, some glimpses of how other cultures eat, and some critical tools for thinking about our 21st-century cornucopia of food.

E626 Coffee Culture, Production Markets
Tucker (30526)
SB 140
09:30-10:45am TR

Do you start your day with coffee? Coffee is an integral part of life for consumers and producers around the world, and it is one of the world’s most valuable commodities in terms of total trade dollars. This course will consider the diverse expressions and ramifications of “coffee culture,” from the farmers who see it as their life, to the buyers and traders who know it as a living, to the consumers who start their day with cups of java. We will explore the historical roots of coffee production and trade, including its roles in nation-building and international power relations, and its modern implications for environmental change, social justice, and economic development.

Alternatives to dominant coffee production and marketing practices will be considered, such as Fair Trade coffee, shade-grown coffee, and organic coffee. We will explore how globalization processes, changes in commodity chains, and market volatility are affecting producers and consumers. Why do consumers in the United States see little change in coffee prices when international prices experience drastic declines? How fair is "fair trade"? We will place current events in the context of coffee's volatile history, including the continuing controversies over coffee and health. The course will be run as a seminar with regular discussions and presentations by students. Course evaluation will be based on participation in class activities, fieldwork, class presentations, and papers.



H500 Hist Anth Thought in the 19th and 20th Centuries
Greene (6694)
SB 050
05:00-07:15pm T

This course is designed to introduce graduate students to the disciplinary foundations of socio-cultural anthropology from the late 19th century to roughly the beginning of the 1970s. We will concentrate on various paradigms that dominated anthropological thinking from within the US and Europe but also pay critical attention to "other" traditions emerging from subaltern thinkers and "third world" contexts during the same time. The course focuses both on disciplinary personalities, the intellectual contexts they were writing in, and major theoretical orientations. At Indiana the course is seen as a broad introduction to the field and necessary precursor to Anthropology E500, which emphasizes contemporary theory since the 1970s.