Graduate and Undergraduate Courses: Autumn 2017

20005.  Revolutions. (PQ This course qualifies as a "Discovering Anthropology" selection for Anthropology Majors.)  One definition of anthropology is the study of change and continuity in social life. This course provides an introduction to anthropological thinking by focusing on large-scale changes and movements we call revolutions. Revolutions are events that result in a radical restructuring of intra-group relations and/or upending of a paradigmatic worldview. They can be cultural, political, economic, or ideological -- or some combination. Each week we will focus on a different case study, from the agricultural revolution to peasant rebellions, anti-colonialism, the Russian Revolution, the sexual revolution, the Chinese cultural revolution, and scientific revolutions. Through this exploration, students will gain a grasp of traditional anthropological concepts (culture, structure, agency, norms and values, political economy, cosmology) and approaches (historical anthropology, ethnography, archaeology, activist anthropology). The grounding questions will be: what are the conditions for radical social change? and how is anthropology relevant to a fast-changing world? Shannon Dawdy

ANTH 20007   People's Garbage: Introduction to Archaeology and Histories of Waste. (PQ This course qualifies as a Discovering Anthropology selection for Anthropology Majors.) This course introduces students to the myriad ways in which archaeologists use material culture to understand social worlds both in the distant past and lived present. Through active course attendance, field trips, and lab exercises, students will gain a solid grounding in archaeological methods and theory and learn how archaeologists come to know or make claims about social lives. In particular we will draw on a range of world case studies to address how people’s garbage permits us to study important social, economic, and political questions. How, for instance, does the size of a corn cob or the biography of a kettle narrate a “farm to table” story which also brings a history of consumer culture into view. We will inquire equally after “why the past matters” and “whose past is it anyway.” In the process students will also examine archaeology’s relationships with allied disciplines and fields. Alice Yao

20701-20702. Introduction to African Civilization I, II. (=AFAM 20701-20702, CHDV 21401 [20702], HIST 10101-10102, SOSC 22500-22600) Completion of the general education requirement in social sciences recommended. Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. The second segment of the African Civilizations sequence uses anthropological perspectives to investigate colonial and postcolonial encounters in West and East Africa.  The course objective is to show that while colonialism was brutal and oppressive, it was by no means a unidirectional process of domination in which Europeans plundered the African continent and enforced wholesale adoption of European culture.  Rather, scholars today recognize that colonial encounters were complex cultural, political, and economic fields of interaction.  Africans actively adopted, reworked and contested colonizers’ policies and projects, and Europeans drew heavily from these encounters to form liberal conceptions of self, nation, and society.  Over the course of the quarter, students will learn about forms of personhood, political economy, and everyday life in the twentieth century.  Course themes will include social reproduction, kinship practices, medicine, domesticity, and development. Jennifer Cole

21335. Defining the “Afro” in Afro-Latin America (=LACS 26619, CRES 21335).  What does it mean to be Black in Latin America?  Where do our understandings of race come from and do they translate across borders?  Is the term “Afro-Latin America” redundant—could there be a Latin America without the “Afro”?  We will tackle these questions and more as we consider the various ways in which countries throughout the Americas have remembered, acknowledged, and treated the contribution Africans and their descendants have given their local and regional cultures.  We will begin by learning how nationalist projects and racial logics inform each other in specific case studies.  Alongside class discussion, students will build the analytic toolset required to critically review of the documentary series Black in Latin America and the accompanying book.  We will then analyze ways in which blackness functions the lived experiences of people throughout Latin America. As we grapple with the broader questions of the course, students will apply theoretical interpretations to case studies, assess and differentiate between various racial logics, and familiarize themselves with debates in the field of the African Diaspora in Latin America. Karma Frierson

ANTH 22129.  The Vocation of a Scientist (=KNOW 21407).  Max Weber wrote that to be a scientist one needed a “strange intoxication” with scientific work and a “passionate devotion” to research as a calling. And yet, such passion seemed to conflict with the ideal of value-neutral inquiry. This class considers the vocation of science since the turn of the twentieth century. What political, economic, and cultural forces have shaped scientific professions in the United States? How are scientists represented in public culture? How was American science experienced during the colonization of the Philippines? By exploring these questions, this class will examine the values and norms that make science into a meaningful vocation.  Damien Droney

ANTH 23101. Introduction to Latin American Civilization-1 (=LACS 16100/34600, HIST 16101/36101, SOSC 26100, CRES 16101). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with an analysis of the Spanish and Portuguese conquest, and the construction of colonial societies in Latin America.   MonWedFri 1:30-2:20

ANTH 23711/43711. America in the World. (PQ This course qualifies as a Discovering Anthropology selection for Anthropology Majors.)   From the beginnings of global history to the summits of globalization, the United States has made differences in the rest of the world.  But, considered from outside points of view, is the United States in historical reality anything like what Americans take it to be?  How does American self-perception compare to global experiences of US power?  This course will examine the emergence of the United States as a settler-colony republic among empires, and as a slave state violently reforming itself, but it will focus more on the twentieth and twenty-first centuries, with special attention to the era of peace starting after World War II, i.e., what might be called the UN world, or perhaps the Pax Americana.  Topics of particular interest will be the Americans at Versailles ending World War I, the building of the UN after World War II, decolonization and Cold War in Asia (India’s partition, the Bandung Conference, the wars in Indo-China) and the post- 9/11 era of “global counterinsurgency” and its discontents.  An historical anthropology of American culture and its influence pursues questions that are related to, but distinct from, efforts to capture American history or build a political science.  While historians debate whether America is actually exceptional, and how and why it developed as it did, and political scientists pursue the best general model, anthropologists can approach structural questions more dialogically, and ask about American capitalism or American imperialism without presuming that it is either, primarily, cause or effect of larger global systems.  Theoretically, this course seeks to demonstrate how to approach particular, powerful and influential developments while neither submerging them into more general trends nor treating their emergence as unique, their position as special or their difference as exceptional.  But the course is primarily and one hopes, absorbingly ethnographic, premised on the idea that the global conjuncture of Pax Americana is well past its half-life and increasingly under stress, a dusk calling for an owl of Minerva capable of better situating the relations of ideology and fact in contemporary global structures.
Books we will read will likely include Graham Greene’s The Quiet American, Erez Manela’s The Wilsonian Moment, David Nye’s America as Second Creation, Ruth Benedict’s The Chrysanthemum and the Sword, Richard Wright’s The Color Curtain, Fredrik Logevall’s Embers of War, and the reader on Anthropology and Global Counterinsurgency.  John Kelly.

24001-24002-24001. Colonizations I, II, III (=CRPC 24001-24002-24003, HIST 18301-18302-18203, SOSC 24001-24002-24003).  PQ: These course must be taken in Sequence.  This sequence meets the general education requirement in civilization studies.  This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange.  We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world.  Themes of slavery, colonization and the making of the Atlantic world are covered in the first quarter.  Modern European and Japanese colonialism in Asia and the Pacific is the theme of the second quarter.  The third quarter considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers. 

24315/35115. Culture, Mental Health and Psychiatry (CHDV 23301/33301, HIPS 27302). This course examines mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. On a conceptual level, the course will invite students to think through the complex relationships between categories of knowledge and clinical technologies (in this case, mainly psychiatric ones) and the subjectivities of persons living with mental illness.  Put in slightly different terms, we will look at the multiple links between psychiatrists’ professional accounts of mental illness and patients' experiences of it.  Readings are drawn primarily from medical and psychological anthropology, cultural psychiatry, and science studies.  They have been chosen to reflect a range of perspectives and disciplinary frameworks, both in the social science and in psychiatry itself. Students will be expected to pay close attention to the relationships between various texts, as well as their underlying assumptions, the evidence they employ, the historical and social context of their production and the positionality of their authors.   Eugene Raikhel

24320/35110  Cultural Psychology: Philosophical and Theoretical Foundations (=CHDV 21000/31000, PSYC 23000/33000, GNSE 21001/31001, AMER 33000) There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning.  Richard  ShwederTuTh 3:00-4:20

24345/35110. Anthropology and the Good Life: Ethics, Morality, Well-Being (CHDV 32200, MAPS 32200).  This course takes a critical, historical and anthropological look at what is meant by “the good life.” Anthropologists have long been aware that notions of “the good” play an essential role in directing human behavior, by providing a life with meaning and shaping what it means to be a human being. Over the past several years, however, there has been an increasing demand for clarification on what is meant by “the good life,” as well as how cultural conceptions of “the good” relate to science, politics, religion, and personal practice. In this course, we will take up that challenge by exploring what is meant by “the good,” focusing on three domains in which it has most productively been theorized: ethics, morality, and well-being. Through a close reading of ethnographic and theoretical texts, as well as through analysis of documents and resources used and produced by different communities in order to explore the good life, we will gain an understanding of the different theoretical and methodological approaches for understanding the good in the social sciences, the various cultural logics shaping knowledge and practices of the good, and how human experience is shaped by those iterations in the process. The topics to be discussed include: the good life, moral reason, moral relativism, utility, deontology, virtue, happiness, well-being, flourishing, techniques of the self, spiritual exercises, professional ethics, neuroethics, and the moral sentiments. Francis Mckay.

24510/34501. Anthropology of Museums (=MAPS 34500, SOSC 34500, CHDV 34501). Using anthropological theories and methodology as a conceptual framework, this seminar will explore the organization and ideology of museum culture(s), directing students, as part of course requirements, to observe and analyze the environment and activities at various Chicago-area museums. Morris Fred.

25207. Gender, Sexuality, and Religion (=CHDV 20802). In many cultural contexts today, religion is often seen as a socially conservative force in public and political realms. For instance, Christian “pro-life” movements in the US often draw on tropes of women’s “traditional” role as mothers to argue against easily accessible abortion clinics or contraceptives; recent faith-based objections to legal protections for LGBTQ individuals; and debates in the US and Western Europe about Muslim women’s use of the veil as inherently disempowering women. Social scientists have often noted the logics of duality that shape our contemporary world: religious/secular, traditional/modern, conservative/liberal, private/public, etc. Within this logic, religious peoples are presumed to be traditional or “primitive” and therefore hostile to modernity or foreclosed from being modern. Similarly, to be progressive or liberal, one is assumed to be secular and skeptical of religion. Is it always the case, though, that religion is conservative, traditional, and works to maintain the status quo of possible gender roles and sexual identities in society? The goal of this course is to investigate this question. We will look at contemporary places around the world, multiple religions, and various genders and sexualities in order to complicate the picture of how religion and gender inform one another. Michael Chladek

25305.  Anthropology of Food and Cuisine.  (This course qualifies as a Discovering Anthropology selection for Anthropology Majors.) Contemporary human foodways are not only highly differentiated in cultural and social terms, but often have long and complicated histories. Anthropologists have long given attention to food – but up until quite recently, they have done so in an unsystematic, haphazard fashion. Food has figured prominently in theories of gift exchange, religious sacrifice, classificatory systems, the analysis of social structure and symbolic systems, but also political economy, cultural ecology, and applied work in famine-modeling, food security, and medical anthropology. More recently, food and eating have become the focus of an anthropology of the body, and have come to figure in attempts to theorize sensuality and the politics of pleasure and suffering. This course will explore several such themes with a view towards both the micro- and macro-politics of food by examining a range of ethnographic and historical case studies and theoretical texts. It takes the format of a seminar augmented by lectures (during the first few weeks), scheduled video screenings, and individual student presentations during the rest of the course. Stephan Palmié

26900/46900.  Archaeological Data Sets.  This course focuses on the methodological basis of archaeological data analysis.  Its goals are twofold, first to provide students with an opportunity to examine research questions through the study of archaeological data, and second to allow students to evaluate evidential claims in light of analytical results.  We will consider data collection, sampling and statistical populations, exploratory data analysis, and statistical inference.  The course is built around computer applications and, thus, will also provide an introduction to computer analysis, data encoding, and data base structure. Alice Yao

29700. Readings in Anthropology. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. At the discretion of the instructor, this course is available for either Pass or letter grading. Staff. Autumn, Winter, Spring.

29900. Preparation of Bachelor's Essay. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. At the discretion of the instructor, this course is available for either Pass or letter grading. For honors requirements, consult the honors section under Program Requirements. Staff. Autumn, Winter, Spring.

32305. Introduction to Science Studies (=CHSS 32000, SOCI 40137, HIST 56800, HIPS 22001). This course provides an introduction to the interdisciplinary study of science, medicine, and technology.  During the twentieth century, sociologists, historians, philosophers, and anthropologists raised original, interesting, and consequential questions about the sciences.  Often their work drew on and responded to each other, and, taken together, their various approaches came to constitute a field, “science studies.”      The course furnishes an initial guide to this field.  Students will not only encounter some of its principal concepts, approaches and findings, but will also get a chance to apply science-studies perspectives themselves by performing a fieldwork project.  Among the topics we may examine are: the sociology of scientific knowledge and its applications; actor-network theories of science; constructivism and the history of science; and efforts to apply science studies approaches beyond the sciences themselves.  Karin Knorr/ Adrian Johns

34000. Introduction to Chicago Anthropology. PQ:  Open only to first-year Anthropology graduate students. An introduction to the current faculty of the Department of Anthropology, their intellectual genealogies, and their current work.  Staff. WedFri+some Mondays  12-1:20. Haskell 101.

34201-2. Development of Social Cultural Theory-I.   Systems 1 is designed to introduce students to the intellectual and historical context of the emergence of anthropology as a professional scholarly discipline. The class asks after the conditions of inquiry – at once conceptual and socio-political – that shaped the discipline in its early formulation, but always with an eye toward our understanding of it today. This will require that we tack back and forth between considering the internal logics of an emergent social theoretical inquiry – what are its views of the world, humanity’s relationship to it, and to what extent are we able to grasp and explore it – and the nature of these commitments in light of the rise of industrialized mass societies in ‘the West’ and, on the other hand, the consolidation of colonialism around the world. Justin Richland.

ANTH 35005. Classical Theories of Religion (=AASR 32900, HREL 32900). This course will survey the development of theoretical perspectives on religion and religions in the 19th and early 20th centuries. Thinkers to be studied include: Kant, Hume, Schleiermacher, Feuerbach, Marx, Müller, Tiele, Tylor, Robertson Smith, Frazer, Durkheim, Weber, Freud, James, Otto, van der Leeuw, Wach, and Eliade. Christian Wedemeyer

ANTH 37201. Language in Culture-1 (LING 3110, Psych 47001, CHDV 37201). Language in Culture-1 and Language in Culture-2 must be taken in sequence.  Language in Culture is a two-quarter sequence to introduce some of the central theoretical issues involved in the semiotic and sociopolitical study of language in its contexts of communicative “use.”  By developing and using semiotic concepts as developed within linguistic anthropology, the first quarter  concentrates on two major problems that organize a vast literature and diverse theoretical approaches from linguistics, analytic philosophy, sociocultural anthropology, literary studies, and linguistic anthropology. The first problem is to understand interpersonal communication is carried on in and by a number of media, central of which is the medium of language. Such communication manifests itself both in a (non-in)coherent unfolding of meaningful signs and in the culturally consequential action that is (meta)pragmatically accomplished through that spatio-temporal-social unfolding. The second problem is to understand how language and related media mediate ‘conceptual’ representations of various sorts, viz. “knowledge,” and the pragmatics implied therein. Focus, in particular, is given to the (meta)semiotic characterization of such “cultural knowledge” or “cultural conceptualization" in the very interpersonal and linguistic modalities of communication discussed in the first half of the course. Constantine Nakassis

37500.  Morphology (=LING 31000). Looking at data from a wide range of languages, we will study the structure of words. We will consider the nature of the elements out of which words are built and the principles that govern their combination. The effects of word structure on syntax, semantics, and phonology will be examined. We will think critically about the concepts of morpheme, inflection, derivation, and indeed, the concept of word itself. Karlos Arregui

42003.  Modes of Inquiry-1: Ethnographic Innovations. (PQ: Required of 2nd year social/cultural/ linguistic anthropology graduate students. Others only with consent of the instructor.) This course provides a critical introduction to the methods of anthropology, paying special attention to topic formation, deployment of theoretical resources, techniques of engagement in “fields,” and the politics and ethics of fieldwork and ethnographic knowledge production.  Our approach will combine readings in critical anthropology relevant to methodological practice with workshop-style demonstrations of particular techniques for gathering and analyzing field material.  The limits and powers of ethnography (broadly construed) will be explored through exploratory engagement with students’ ongoing projects and a few examples of anthropological writing.  This course is intended to help students develop the tools needed to develop their own research objects and strategies while reflecting critically on anthropology as a practice.    Michael Fisch

45115.  The Work of ‘Care’: Managing Life in the 21st Century (=CHDV 43345). In recent years it has become increasingly clear that the biopolitical project associated with the liberal polity has undergone radical transformation, and that these transformations have been accompanied by increasing social precarity in many parts of the world.  In response to the unsettling of older ways of governing people and growing populations, anthropologists have increasingly begun to examine new, emergent ways of fostering life and belonging. This course will examine a range of such works in order to interrogate on the one hand, how governments or other bureaucratic entities may be reformulating their modes of governance and on the other, how people respond with new ways of belonging and care. Potential readings include texts by Anne Allison, Veena Das, Clara Han, Annemarie Mol, Elizabeth Povinelli, China Scherz, Lisa Stevenson, and others.  Jennifer Cole, Eugene Raikhel.

46715. The Mediterranean Sea in Antiquity: Imperial Connections. (=CDIN 41717, NEHC 40020, CLAS 41717).  The Mediterranean Sea has long inspired imaginings of lands and peoples connected by its waters. From the Romans¹ Mare Nostrum, ³our sea,² to today¹s variants of ³middle sea² ­ Greek Mesogeios, German Mittelmeer, and of course, Latin Mediterranean ­ imaginations of the sea have often
celebrated its spatial and social cohesion. The Mediterranean continues to possess a middling geopolitical identity today, situated as it is between continental Europe, the Aegean, the Middle East, and North Africa. And yet, despite our diachronic investment in recognizing the Mediterranean¹s grand narrative as a locus of cultural connectivity, its long-term histories of interregional dynamics remain difficult to
approach holistically. This concern is especially salient when it comes to the study of ancient empires, those large, expansionary polities whose social, political, and economic practices drew disparate groups together, and at times forced them apart. This class has two closely related objectives. First, we tackle the most ambitious pieces of scholarship on Mediterranean history to evaluate how various disciplines have sought to analyze and to bound the sea as a cartographic whole. In the process, we gain an appreciation not only for the methodological and interpretive scales involved in such an undertaking, but for the various disciplinary strategies the Mediterranean¹s diverse histories have inspired. Second, we interrogate one sociopolitical structure ­ the empire ­ and question how the Mediterranean encouraged and challenged imperialism as a recurring formation that worked to maintain sovereignty across broad geographical expanses. In doing so, we explore the variegated processes of cultural connectivity that have characterized the ancient Mediterranean from east to west. James Osborne / Catherine Kearns

52200. Proposal Preparation. (PQ: Open only to anthropology graduate students preparing dissertation proposals) This is a required course for all (primarily third-year) graduate students who are preparing field work grant applications and dissertation proposal during the current academic year.  The course is taken pass/fail and provides each student the opportunity to present a pre-circulated draft research proposal for discussion and critique.  The course focuses on preparation and discussion of students’ draft proposals.  Joseph Masco

53506.  Critical Ethnographies. This seminar explores recent experiments in ethnographical writing.  The project is to consider the current status of the book-length ethnography (focusing on conceptual innovations, issues of voice, and material layout).  It is also to consider current techniques for writing the imbrication of local forms of everyday life with global forces (across finance, politics, militarism, and the environment).  We will consider the methodological innovations as well as writerly form of current ethnographic work, and posit how ethnography as a genre is evolving in light of efforts to engage increasingly complex and distributed phenomena.   Participation in this upper level seminar is limited, consent of instructor is required. Joseph Masco.

55545.  On Constitutionalism and the Subject of Rights. This course thinks through the question of constitutionalism and its relationship to rights, in historical and conceptual registers. Can constitutions be revolutionary instruments, and if so in what ways? How do constitutions enable or constrain imaginaries of justice or democracy? How do we understand the contemporary proliferation of “global Southern” constitutions in relation to histories of Euro-American constitutionalism? In what ways are constitutions legacies of colonialism, and in what ways are they the articulation of quintessentially postcolonial forms of contemporary politics? How do we think about constitutions as formal documents in relation to constitutionalism as a constantly emergent, open-ended and interpretive process? And finally, how do we think about the constitution, as often bounded within the nation-state, in relation both to transnational mobilities and legal imaginaries, and to something as aspirationally universalist as human rights? This course considers material concerned with, and thought out of, the United States, France, India and South Africa, in order to develop comparative entry-points into some of these questions. Kaushik Sunder Rajan

55615.  Gift, Theft and Debt. This course draws together debates in classic anthropology, social and political theory, and contemporary ethnography to consider gift, theft, and debt as social scientific analytics as well as historical artifacts. We begin with the gift, tracing anthropological approaches to exchange, value, gender, circulation, morality, and cultural re/production. The second part of the course probes the politics of failed exchange, including accusations of theft, greed, refusal, and denied reciprocity. How might theft mark an historical and theoretical interlude between gift and debt, registering the transformation of existing exchange systems following colonial, republican, and liberalizing interventions in economic life? Relatedly, what historical imaginaries come into play in critiques of neo-colonial extraction as theft? The final section of the course turns to recent debates about debt in its ties to neoliberal systems of value, the crumbling of state welfare, humanitarian and evangelizing missions, and the emergence (or resurgence?) of arrangements of labor contract, paternalism, and bondage long assumed to have been displaced by “free” exchange. While approaching analytics as historical artifacts, the course also foregrounds the instabilities of this modernizing telos, including the creation of new gift regimes and the longevity of debt. By situating social scientific analytics within specific trajectories of thought and history, the course raises new questions about the evaluative dimensions of all conceptual systems, including our own. Mareike Winchell.

55774 / 23330. Frenchness. This course explores the conflicted histories underlying and disrupting modern constructions of “Frenchness.” These issues have come to the fore in the recent debates on multiculturalism launched by Nicolas Sarkozy in 2009, or indeed the conversations sparked by the rise and mainstreaming of extreme right political parties; that said, they are also echoed in many earlier moments of collective anxiety over who is or isn’t a Frenchwoman or Frenchman – speaking directly to the many exclusions, silences, and exceptions at the heart of the nation.  Using a perspective of the long-term linking France’s colonial past and its postcolonial present, we will interrogate the contradictions that have driven the various political projects informing the idea of French identity. In the course of our readings, we will critically examine France’s relationship to itself in the light of legal debates over citizenship, the Haitian and Algerian Revolutions, colonial humanism, republicanism, secularism, Islam, sexual equality, race, immigration, human rights, and liberal democracy. There is no language requirement for this course, but reading knowledge of French and oral comprehension are strongly recommended.Francois Richard

57724. LingAnth Sem: Introductions to Linguistic Anthropology. (=LING 57724).  Linguistic Anthropology Seminar:  The plethora of handbooks, encyclopedias, companions, etc. (not to mention journals and book series) for what is captioned “linguistic anthropology” – notably overlapping with what is termed “sociolinguistics,” though not of the variationist coloration – has now been joined by a number of teaching texts, most recently one from Cambridge University Press.  What, actually, are these texts introducing to undergraduates in the way of a presumed (sub)discipline that has reached a clarity for codification as an area of study?  What topics are “in”; which possible others are overlooked or neglected, perhaps the subject matter for other pedagogies?  Do these treatments each cohere in some discernible conceptual framework from which derives a narrative about the sociocultural life – and meta-life – of language?  Is there an intellectual periodization revealed in the longer intellectual trajectories of what have become related and intersecting/diverging self-conscious “disciplines” dealing with language—culture—social formations—mind—etc.?  What seems to become of “linguistic anthropology” when this area of research and publication is turned into the focus of an elementary teaching text? Michael Silverstein

58715. Being and Death.  PQ Cap 12, Consent of Instructor required. This course is an intensive critical reading seminar on classic and recent works regarding the dead body and mortuary practices in contemporary societies. We will also review works in the anthropology of ontology in an effort to articulate connections between current theory and ethnography. Suited to graduate students with well-developed research interests in these areas. Shannon Dawdy.