Graduate and Undergraduate Courses: Spring 2016

20004 Trash: An Introduction to Archaeological Thought (= ENST 2xxxx) (This course qualifies as a Discovering Anthropology Selection)  Archaeology is the study of human experience through its material traces. These traces enter into the archaeological record through acts of discard and abandonment – they are a form of trash. This course treats archaeology not as a historical discipline but as a methodological practice nested within the philosophical inquiry that is anthropology. Students will be introduced to the key analytic units and interpretive tools of archaeology -- such as deposition, stratigraphy, and taphonomy. We will also examine contemporary human practices of waste, recycling, and demolition that provide insights into behavior, beliefs, and the larger structural conditions of life. Investigation of these practices are framed by the themes of consumption and capitalism, environmental relations, and the symbolic registers of ‘trash’ and ‘dirt.’  Shannon Dawdy, MW 12:00-1:20  CANCEL

20405/30405. Anthropology of Disability (=MAPS 36900, SOSC 36900, CHDV 20505/30405, HMRT 25210/35210. This seminar explores theoretical, legal, ethical, cultural and policy issues as they relate to the experiences of individuals with disabilities, their families, and advocates. Morris Fred. Thurs 3:00-5:50.

21305/45300. Explorations in Oral Narrative: The Folk Tale.  (This course qualifies as a Discovering Anthropology Selection) This course studies the role of storytelling and narrativity in society and culture: comparison of folk tale traditions; the shift from oral to literate traditions and the impact of writing; the principal schools of analysis of narrative structure and function; and the place of narrative in the disciplines law, psychoanalysis, politics, history, philosophy, and anthropology. Story per­formance and contemporary storytelling in America are considered and encouraged.   J. Fernandez. TuTh 4:30-5:50 CANCEL. Moved to Autumn 2016

21420.  Ethnographic Methods. (PQ: Preference given to third-year Anthropology majors preparing to write BA papers next year.)  In this course, students will not only explore ethnographic research by reading about key elements of the process, they'll also get their hands dirty trying out new techniques each week. While examining the historic and contemporary rationale which leads anthropologists and others to use ethnographic methods, students will pursue an independent research project of their choice, customizing each week's research activity to provide data of relevance to their key research questions. This course is focused largely on implementation, the "how" and "why" of ethnographic research, including topics like: writing fieldnotes on participant observation, the potentially complex role of photography and film, the challenge of studying internet-based aspects of individual lives and communities, and the ethics/politics of centering marginalized voices in the knowledge production process. So, whether students are taking this as their first research-oriented course or looking to dive deeply into the specifics of ethnography, this course will help develop skills that are immediately applicable to research projects in anthropology and beyond.   Andrea Jenkins  TuTh 3:00-4:30

21428/38600.  Apes and Human Evolution (=BIOS 13253, HIPS 21428). A critical examination of the ways in which data on the behavior, morphology and genetics of apes have been used to elucidate human evolution, with particular emphasis on bipedalism, hunting, meat-eating, tool behavior, food sharing, cognitive ability, language, self-awareness, and sociability. Visits to local zoos, films, and demonstrations with casts of fossils and skeletons. Russell Tuttle. MW 9:30-10:20, F 9:30-11:20

21430.  Archaeologies of Modernity. In the last few decades, archaeology has made significant contributions to our understanding of the recent past. Examining everything from tableware to tchotchkes – and even sex toys – scholars are developing interdisciplinary approaches to the archaeological record that interrogate the social and political processes that have structured modern (ca. post-1450 AD) and contemporary societies. These archaeologies uncover how global developments – such as colonialism, industrialization, urban growth, and capitalism – produce the regional formations that constitute what is and what is not decidedly modern. This course is designed to critically examine the archaeological approach to modernity in theory and practice. We will engage with seminal texts and case studies to explore how archaeologists have mobilized material culture – and other forms of recorded histories – to expand the possibilities of archaeology as a discipline. The central goals of this course are 1) to impart a general understanding of the nature and effects of the processes that constitute modernity and 2) to explore how archaeologists are making theoretical interventions in a number of disciplinary domains by promoting the revelatory potential of the archaeological record. Christopher Grant, TuTh 9:00-10:20

22155 Racism without Race (=CRES 27504). In early 2010 a member of staff at the Regenstein library contacted the police to report an unruly student. The police arrived at the scene and charged the student with criminal trespass and resisting arrest. The student was put in a choke hold and handcuffed before being taken to the local police station where he was held in a cell overnight.According to witnesses, the library staff member’s response was unwarranted and so too were the actions taken by the police officers. Individuals later interviewed for the Chicago Maroon described the student’s treatment as an instance of ‘racial profiling.’ How are we to make sense of this incident and others similar to it? There is strong evidence to suggest that the reactions of the authority figures involved were shaped by their attitudes toward skin color. It would seem farfetched, however, to conclude that these reactions reflected an ideology of racial differentiation or what we might call ‘traditional’ race ideology: the view that human beings can be classified scientifically according to race and that some races are better than, or superior to, others. Theories of race and racial difference have largely been discredited and there are no longer any official institutions, respected academics or public individuals who espouse these. How then do we explain the continued salience of skin color, and what value is there in applying terms such as ‘race’ and ‘racism’ to describe it? The following course seeks to reframe the way we go about analyzing contemporary forms of social differentiation based on skin color. It looks at skin color as a culturally recognizable sign, which, like other signs, acquires significance only within the context of a broader set of semiotic ideologies and practices. This means directing our attention to the ways in which color-as-sign takes on meaning in the world we live. Such an approach offers a conceptual framework for a comparative study of past and present forms of discrimination based on skin color while also remaining sensitive to the particularities that define these. Yaqub Hilal.  TuTh 10:30-11:50

22825.  Globalization, Immigration, and Culture (=CHDV 20602). This course seeks to examine how globalization, immigration/migration, and culture interact. While each of these concepts is in itself a field of study, this course will focus on the intersection of all three in order to elucidate nuances about each one by juxtaposing it with the others; for example, does immigration play a primary role in globalizing, or are consumption of international media and interaction with global economies more influential in characterizing a societal group? In a globalizing world, it is increasingly difficult to discuss bounded and stagnant cultures, since in addition to evolving as it might with minimal outside influence, each society additionally contends with and incorporates often unpredictable external forces, making it potentially indistinguishable from other (increasingly amorphous) societies. How then, does this dynamic affect the ways in which individuals define themselves and the cultural alignments that they practice and profess? Is culture global? Are cultures beginning to homogenize, or are they simply differently diverse? Is any of this unique to the present day, or is contemporary globalization only a more digital and fast paced reiteration of cultural exchanges that have taken place for centuries? These are some of the questions we will touch upon.  Rita Biagioli. Wed 9:30-12:20

 22915/41901 The Crowd: From Mass to Multitude. (=GRMN 27916/41916) At the end of the nineteenth century, the figure of the unruly, affect-laden crowd appeared as both the volatile foundation and the dystopian alter ego of the democratic mass society. By the middle of the twentieth century, following the traumatic excesses of communism and fascism in Europe, the crowd largely disappeared from polite sociological analysis – to be replaced by its serene counterpart, the communicatively rational public. At the turn of the twenty-first century, however, the previously demonized crowd has unexpectedly returned, now in the valorized guise of ‘the multitude’ – in part as a result of a growing sense of the exhaustion of the categories of mainstream liberal politics. This seminar tracks the trajectory of the crowd, from mass to multitude, through a series of classic readings and recent interventions.  William Mazzarella , Eric Santner  Thurs 9:00-11:50

ANTH 23092. Latin America After Development: Sustainability, Extractivism, and Growth’s Alternatives Across a Hemisphere (=LACS 26616, HMRT 26616). This seminar is focused on a deceptively simple question: what happens to a place after a development intervention there comes to an end? While we might say that “development”—economic, social, personal—is never really over, this seminar is concerned with the specific idea of one community’s peacetime intervention in the progress and life of another, and on how such projects end in Latin America. In this interdisciplinary course, we move from considering the immediate impacts of development project closures to larger questions about what it means to achieve national "inclusion," a newly important policy term, in the context of the prosperity now apparent in much of the hemisphere. The first part of the course focuses on key themes that emerge as analysts assess development’s immediate impacts: extraction and resource politics; corporate social responsibility; environmentalism; indigenous and ethnic identity. In the second part, we consider some of the unconventional ways nature and ecology are being rethought at the forefront of Latin America’s radical “de-growth” and “post-development” movements, which have taken on local policy importance as climate change and concerns about long-term human habitability gain global attention. We draw on a variety of readings and media, from scholarly literature to documentaries to NGO evaluations and other primary sources. Eric Hirsch. TR 1:30-2:50

 23101-23102-23103. Introduction to Latin American Civilization I, II, III. (=HIST 16101-16102-16103, LTAM 16100-16200-16300, LCAS 34600-34700-34800, SOSC 26100-26200-26300) PQ: May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands).  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 consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America.  Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century.  Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region.  Brodwyn Fischer. MWF 1:30-2:20.

23700/33700. Capitalism, Colonialism, Nationalism in the Pacific. (This course qualifies as a Discovering Anthropology Selection) This course compares colonial capitalist projects and their dialogic transfor­mations up to present political dilemmas, with special attention to Fiji, New Zealand, and Hawai’i, and a focus on the labor diaspora, the fates of indigenous polities, and tensions in contemporary citizenship. We will compare Wakefield’s “scientific colonization” in New Zealand, Gordon’s social experiments and indentured labor in Fiji, and the plantations, American annexation, tourism and the military in Hawai’i.  We will compare the colonial experiences of the Maori, Hawaiians and indigenous Fijians, and also those of the immigrant laborers and their descendants, especially white New Zealanders, the South Asians in Fiji and the Japanese in Hawai’i.  General pro­positions about nationalism, capitalism “late” and otherwise,  global cultural flows, and postcolonial subject positions will be juxtaposed with contemporary Pacific conflicts. John Kelly. TuTh 12:00-1:20

 ANTH 23910/35035. The Holocaust Object (=POLI 29500/39500, JWSC 29500) In this course we explore various ontological and representational modes of the Holocaust material object world as it was represented during WWII. Then, we interrogate the post-Holocaust artifacts and material remnants, as they are displayed, curated, controlled, and narrated in the memorial sites and museums of former ghettos, extermination and concentration camps. These sites which – once the locations of genocide – are now places of remembrance, the (post)human, and material remnants, also serve educational purposes. Therefore, we study the ways in which this material world, ranging from infrastructure to detritus, has been subjected to two, often conflicting, tasks of representation and preservation, which we view through a prism of authenticity. In order to study representation, we critically engage a textual and visual reading of museum narrations and fiction writings; to tackle with demands of preservation we apply a neo-materialist approach. Of special interest are survivors’ testimonies as appended to the artifacts they donated. The course will also equip you with salient critical tools for future creative research in the Holocaust studies. Bozena Shallcross. TuesThurs 1:30-2:50

24001-24002-24003. Colonizations I, II, III. (=CRPC 24001-24002-24003, HIST 18301-18302-18303, SOSC 24001-24002-24003). PQ: These courses 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. 

24101-24102. Introduction to the Civilization of South Asia, I, II (= SALC 20100-20200, HIST 10800-10900, SOSC 23000-23100).  Must be taken in sequence.  This course meets the general education requirement in civilization studies.  This sequence introduces core themes in the formation of culture and society in South Asia before colonialism.  The Winter Quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia’s early encounters with Europe.  The Spring Quarter analyzes the colonial period (i.e., reform movements, the rise of nationalism, communalism, caste, and other identity movements) up to the independence and partition of India.  Rochona Majumdar. MW 1:30-2:50.

24810 Atmospherics. In a world of changing climate, how do we change the political?  What affective chemistry is needed to recognize and mobilize on behalf of shifting air currents?  This seminar explores the conceptual and material chemistries of atmosphere. The course will investigate key texts on climate change, embodiment, and affect, as well as recent ethnographic explorations of environmental sensibilities across air, ice, ocean, and land. Joseph Masco. Tues 9:30-12:30

25100/45100. Anthropology of the Body (=GNSE 25112, CRES 25112, CHDV 25100).  Drawing on a wide and interdisciplinary range of texts, both classic and more recent, this seminar will variously examine the theoretical debates of the body as a subject of anthropological, historical, psychological, medical and literary inquiry. The seminar will explore specific themes, for example, the persistence of the mind/body dualism, experiences of embodiment/alienation, phenomenology of the body, Foucauldian notions of bio-politics, biopower and the ethic of the self, and the medicalized, gendered, and racialized body, among other salient themes. This seminar is a collaborative exercise that is only as good as the contribution of each participant. Attendance, preparation, and participation are essential to the quality of everyone’s seminar experience. In this seminar, the assigned readings correspond to the general theme of the week’s seminar. The weekly session is organized as follows: during the first hour, two students will participate in co-leading a critical discussion of the required readings for that day. We will then take a short break, and the remainder of the class will be a general lecture and discussion fleshing out the major debates and significance of the week’s theme.  Sean Brotherton.  Tues 1:30-4:20

25325/35325.  History and Culture of Baseball. (This course qualifies as a Discovering Anthropology Selection)  Study of the history and culture of baseball can raise in a new light a wide range of basic questions in social theory.  The world of sports is one of the paradoxical parts of cultural history, intensely intellectually scrutinized and elaborately “covered” by media, yet largely absent from scholarly curricula.  Perhaps more than any other sport, baseball has even drawn a wide range of scholars to publish popular books about it, yet has produced few professional scholars whose careers are shaped by study of it.  In this course, we will examine studies that connect the cultural history of baseball to race, nation, and decolonization, to commodity fetishism and the development of capitalist institutions, to globalization and production of locality.  We will compare studies of baseball from a range of disciplinary perspectives (economics, evolutionary biology, political science, history and anthropology) and will give special attention to the culture and history of baseball in Chicago.  We hope and expect that this course will be a meeting ground for people who know a lot about baseball and want to learn more about cultural anthropology, and people who are well read in anthropology or social theory who want to know more about baseball.  The course will draw heavily on the rich library of books and articles about baseball, scholarly and otherwise, and will also invite students to pursue their own research topics in baseball culture and history. John Kelly, Jonathon Medrano  Wed 6:00-9:00 pm

25906.  Shamans and Epic Poets of Central Asia (=NEHC 20766/30766, EEUR 20766/30766, NEHC 20766/30766). This course explores the rituals, oral literature, and music associated with the nomadic cultures of Central Asia.. K. Arik, Weed 12:30-3:20

25915 “Entertainment Industrial: The Complex Presents, Pasts, and Futures of ‘Fun’” (=GLST 24102)  Spaces throughout our uncertain present have often been referred to as ‘post-industrial.’ However, many cities, regions, and laborers remain dedicated to bringing novel, entertaining product including films, music, and devices to diverse markets. Among skeptics, an old functionalist question has reemerged: Do seemingly lighthearted institutions, venues, and techno-gadgets enable capitalism’s continued transnational primacy through their capacity to distract? Are pressing social problems including gross wealth imbalance, state surveillance, and punitive policing ignored in favor of never-ending amusement? No doubt, theoreticians from various walks of life have long deemed entertainers, gizmos, and the audiovisuals that they conjure critical in winning hearts, minds, and conflicts — both foreign and domestic. By following ambivalent, aspirational genres through a range of distinct, yet kindred 21st century industries, we will critically consider entertainment’s capacity to reflect, challenge, and shape political economy. Our bi-weekly lectures, readings, and discussions will draw upon social practices and performances that have awkwardly aimed to do more than merely amuse by supposedly educating, enlightening, and benefitting consumers. We will first consider Cold War historical genealogies by looking closely at battlegrounds of fun such as the Soviet circus, the Yugoslav music and film industries, and the State Department’s jazz ‘jambassadors.’ Turning from past to present, we will together reflect on how today’s global hip hop(s), education, news journalism and documentary film are also embedded in related discourses of social benefit,threat, and legitimacy. Since its initial theorization, the political-economic configuration known as neoliberalism has been prone to sustained critique from many corners — including, paradoxically, those that often prove most entertaining. During each of our class ‘episodes,’ we will ask: How is the successful provision, or alternatively, limitation of entertainment considered key to establishing professional and group viability, even within political systems and states less readily familiar? How do formal legal frameworks and unregulated, informal economies affect industries? How do the forces of capital and ideology drive the micropractices of entertainers in particular directions? Active participation should only enhance our comprehension and familiarity with a longstanding, yet still-emergent field of scholarly inquiry: entertainment and technology studies. Using intimate ethnographic and historical snapshots, we will reflect upon the layered category of entertainment from the diverse vantage points of participant actors, their practices, tools, and key theorists. Owen Kohl TuTh 3:00-4:20

26030/46030.  The Politics of Chance: Exploring Contingency in the Construction of Pre/History. The Politics of Chance critically examines how archaeologists engage (or not) with the contingent nature of social action, both material and human. Contingency remains severely under-studied in anthropological archaeology despite the increasingly robust body of literature in anthropology on issues of chance, materiality, temporality, agency and power. The course begins with the question: Why does anthropological archaeology remain (seemingly) steadfastly resistant to more sustained and critical explorations of the role of contingency in social action and societal development? One possible answer is the slipperiness between contingency and relativism. Another concern, related to the previous, is that contingency is seen as undermining the capability for empirical investigation of the human condition. To address the primary question, as well as the related concerns, we will engage with a mix of the philosophical foundations of knowledge and (un)certainty, newer philosophies of speculative realism, seminal texts in processual and post-processual/postmodern archaeologies, as well as numerous case studies drawn from prehistory and historical archaeology. The aim of the course is to challenge the deeply engrained resistance to studies of contingency in archaeology, and the subsequent adherence to polemics including science versus history, processual and postmodern/prehistoric and historical archaeologies. During much of the course we will read how and why scholars have or have not engaged with contingency in their theories of social action. Yet, our primary work in the course is to theorize and explicate contingency so that we can developing working understandings of contingency's crucial role in our archaeological imaginations and reflexively examine the choices in our own constructions of the past. This course is designed for advanced undergraduate and graduate students who have some familiarity with the philosophical works of Hume, Kant, Comte, Hegel, and Marx.James Johnson, MW 10:30-11:50

ANTH 26035/36035: Monuments and Monumentality in the Past and Present (=NEAA 20040/30040). The building of sculpted monuments and monumental architecture seems to be a universal human trait in all parts of the world, from the pyramids of ancient Egypt to the inuksuit cairns of the artic Inuit. What explains our urge to create monumental things? Why are monuments built, and how do we experience them? This course explores various answers to these questions through the disciplines that most frequently address monuments: archaeology, architecture, and art history. We will examine the archaeological record through a series of famous case studies from around the world to investigate the social significance of monuments in their original ancient contexts. We will also determine whether lessons learned from the past can be applied to the study of monuments today, and whether studying modern monuments – including those from our immediate surroundings in Chicago – can help us understand those of the past.  James Osborne TuTh 9:00-10:20

26205/36205  Making and Breaking in Archaeology: Experimental and Archaeometric Approaches to Pottery Production and Use. Making and Breaking in Archaeology takes us through the beginning and the end life stages of pots. Too often archaeologists study the end result of prehistoric and historic social actions, i.e., the leftover material culture of the past. By adopting a more explicit experimental approach we will develop a better understanding of what goes into making a pot, i.e., the choices that potters make depending on the types of pottery in mind, including where clays and tempers can be collected, the appropriateness of different kinds of clay, the types of temper needed for different types of vessels depending on various social, political, and economic contexts, and the symbolic and functional processing of those tempers. This course is hands-on; each of us will make (and fire) several pots and, ultimately, participate in their breaking. We will examine how pots break focusing on different factors such as height of drop, motion/strength of drop, hardness of ground/floor surface, as well as number and size of sherds produced. Students will be introduced to and given instruction on how to use petrographic analysis in tandem with the handheld portable X-ray fluorescence analyzer (pXRF) to examine variability in chemical and mineralogical signatures before and after firing, as well as within and between the broken pots. As the final component to the hands-on portion of the course, students will refit the pottery sherds, reconstructing the vessels that they broke and then comparing the results of the XRF and petrographic analysis of the sherds with the pottery refits. Throughout the course, we will read the seminal studies on pottery production and use, as well as the use of archaeometry in ceramic analysis to better understand the implications of sherds and their analysis in archaeology. This course introduces students to the benefits and pitfalls of experimental archaeology, archaeometry, and broader ceramic analysis. As such, it complements other courses on ceramic analysis, materiality, archaeometry, archaeological data sets, and archaeological research design.James Johnson, Tues 1:30-4:20

27605/37605. Language, Culture, and Thought. (= CHDV 21901/31901, PSYC 21950/31900, LING 27700/37700). This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion. John Lucy TuTh 1:30-2:50

28410/38810.  Zooarchaeology (NEAA 20035/30035). PQ: Any introductory course in archaeology. This course provides undergraduates and graduate students with an introduction to the use of animal bones in archaeological research. Students will gain hands-on experience analyzing faunal remains from an archaeological site in the Near East. The class will also address some of the major theoretical and methodological issues involved in the use of animal bones as a source of information about prehistoric societies.  The course will consist of lectures, laboratory sessions, and original research projects using collections of animal bone from the archaeological excavations at Hacnebi, Turkey. Topics to be covered include: 1) identifying, ageing and sexing animal bones;  2) zooarchaeological sampling, measurement, quantification, and problems of taphonomy; 3) computer analysis of animal bone data; 4) reconstructing prehistoric hunting and pastoral economies, especially: animal domestication,  hunting strategies, herding systems, seasonality, and pastoral production in complex societies. G.Stein. TuTh 12:00-1:20 pm

34201-34202.  Development of Social Cultural Theory-2: The Making of Modern Anthropology. PQ: Open only to first year graduate students in the Anthropology Department. This course is designed as an exploratory intellectual history of anthropological thought since its institutionalization at the turn of the last century. The guiding principles of this collaborative investigation are that: (1) anthropology is a social practice that must be understood as occurring within a larger set of social and cultural fields; (2) the intellectual concerns of anthropology can best be understood as thematic conversations that circulate and recur through time; (3) the field has actively constructed and deconstructed its objects of study through a dialectical process; and (4) there is as much to learn from the taboos, silences, and high-strung debates of the field as there is from the dominant narratives of "schools" (Boasian, British social, French structural, etc.) and progressive paradigm shifts or "turns" over the last 120 years. The readings are organized to reflect these principles. Julie Chu. TuTh 1:30-4:20

37500. Morphology (=LING 21000/31000).  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.  Amy Dahlstrom. TuTh 12:00-1:20

40156. Politics and the Problem of Political Knowledge, Present and Ancient (=SOCI 40216).  This course begins by wondering what aspect and dynamic of human acting in relation to others we may wish to grasp as political. To pursue this question we will engage classical and contemporary texts on the political by Weber, Schmitt, Arendt, Lefort, Ranciere and Laclau. Pursuing the question of the political will inevitably raise another: that of the modalities of knowing required for conducting politics. This will lead us to supplement the first set of readings wondering about the sources of this knowledge including some of the classics in the sociology of knowledge from Lukacs and Mannheim to Foucault and Scott. In the third part of this class, we will let this panoply of theorists meet history by exploring forms of politics and political knowing developed and critiqued in classical Athens—the traditional terminus a quo for Europeanoid reflections on politics. It is in there that we will not only find illuminating historical materials to interrogate the interplay between political practices and knowledge, but in Plato’s work as a response to the political crisis brought about by the trauma of war a vision of a modality of knowing that sets out to eclipse politics to knowledge as expertise.Andreas Glaeser. Fri 3:30-6:30.

40345 Psychiatry and Society (=CHDV 43335) T his course examines psychiatry as a social institution, an epistemological authority and a source of social ontology. It will trace the production, circulation and use of psychiatric knowledge from research to clinical practice. Moreover, the course will examine the complex relationships between psychiatric knowledge and its object: mental illness or psychopathology. Put in slightly different terms, we will look at the links between psychiatrists’ professional accounts of mental illness and patients first-hand experiences of it. Eugene Raikhel. Wed 10:30-1:20

42000.  Anthropological Methods. (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.    Kaushik Sunder Rajan. TuTh 3:00-4:20

42445 Moral Geographies (=AASR 42908). How are moral practices and imaginations spatialized?   How are spatial practices shaped by and inflected with moral imagination, anxiety, and discipline?  This course attends to these and other questions through a reading of a selection of ethnographies.  Some themes we will address include pilgrimage, mobility, travel, diaspora, and transnationalism. Alireza Doostdar. Wed 11:00-1:50  Swift 201

47300. Historical Linguistics (LING 21300/31300). Yaroslav Gorbachov. TuTh 10:30-11:50; Fri 1:30-2:50 or 2:30-3:20

48400: Fieldwork in the Archives (=HIST67700). This is a methods seminar designed for both archaeology and sociocultural graduate students interested in, or already working with, archival materials and original texts.  The goal of the course is to develop a tool-kit of epistemological questions and methodological approaches that can aid in understanding how archives are formed, the purposes they serve, their relation to the culture and topic under study, as well as how to search archives effectively and read documents critically.  We will survey different types of documents and archives often encountered in fieldwork, and sample approaches taken by historians, anthropologists, and archaeologists from contexts as diverse as the ancient Near East to 1970's Cuba.  This seminar will also be driven by the problems and examples that students bring to the discussion.  A major outcome will be a research paper that uses original documents from the student's own fieldwork or from locally available archive sources identified during the course.  S. Dawdy. Wed 2:00-4:50

50500.  Commodity Aesthetics. Walter Benjamin and Theodor Adorno’s classic writings on the relationship between cultural production and modernity, aesthetics and capitalism are back on the anthropological agenda. Why should this be the case? What particular relevance does the cultural critique of the Frankfurt School hold for contemporary ethnographic projects? In the first third of the quarter, we will prepare the ground for Adorno and Benjamin by way of key readings from the philosophical heritage that nurtured them: Kant, Hegel and Marx. We then proceed directly to a selection of the essays and letters that Adorno and Benjamin wrote in the 1930s on mediation, subjectivity and politics in the age of the culture industries. We conclude by examining some of the projects that they have informed and inspired: critical readings of the aesthetic politics of neoliberalism, cyberspace, and new media more generally.  William Mazzarella. Wed 9:00-11:50

51925.  Seminar: Anthropology of the Machine. Postwar cybernetics is typically associated with the emergence of information theory, the development of digital computing, Cold War infrastructure, and research into Artificial Intelligence. As such, it is problematized for its relation to the military industrial complex, novel mechanisms of social control, and dismal science fiction scenarios. Yet postwar cybernetics also gave rise to another more philosophically oriented conceptual trajectory concerned with a theory of in-formation, Artificial Life, and new ways thinking technology. This seminar is primarily concerned with this latter dimension of cybernetics and attempts to draw attention to its pervasive presence in contemporary social thought. Specifically, we will trace its resonance in current anthropological trends that emphasize emergence, non-representational theory, materiality, affect, and intensity. In addition, we will explore the kind of methodology that it suggests.  Michael Fisch. Wed 1:30-4:20

52200. Proposal Preparation.  (PQ: Open only to anthropology graduate students preparing for field work) This is a required course for (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.  Shannon Dawdy . Fri 10:30-1:20

52210. Archaeological Research Design. This a practicum course for archaeology graduate students (typically in their third or fourth year) to prepare the dissertation research proposal and dissertation grant applications.  The focus of the course will be the intellectual as well as the pragmatic issues involved in developing a strong archaeological research design.  Issues related to professional development will also be incorporated.  Steady work on proposal writing is expected.  Most of the required work will consist of weekly writing and critique exercises.  Shannon Dawdy. Fri 10:30-1:20

57723. LingAnthSem: Semiotics of Ritual (=LING 57723). Descriptive and analytic accounts of ritual have played a central, essentially anchoring role in the modern disciplinary development of social anthropology and sociology.  One need only think of Durkheim and Mauss, of V. Turner, Geertz, Bellah, Rappaport, Goffman, Collins and others who invoke the term, making its intended denotata a somewhat elastic family of resemblances.  Perhaps because of the early disciplinary founders, moreover, and what would seem their Enlightenment embarrassment about and Weberian self-distancing from “enchanting” religious rituals, much theoretical work has taken on a functionalist and even evolutionary-developmentalist character, seeking in ritual windows into species-specific archaisms – or at least universals – of mind in cognitive or affective realms. We want to re-examine some of the central matters here to see if some clarity can be wrought within a more frankly semiotic approach that pays attention to the various characteristics of ritual experience discerned in the literature, from ‘effervescence’ to ‘performativity’ and beyond. Michael Silverstein, Tues