Graduate and Undergraduate Courses: Winter 2016

20002/32145. Culture, Technology, Mediation. (This course qualifies as a Discovering Anthropology Selection)  This course introduces students to some of the major themes and theoretical questions posed in and by anthropology over the last century through the conceptual and experiential matrix of technology and mediation. Our intellectual journey will take us from techniques of magic through technologies of spatiotemporal organization, communication, and exchange. We will explore the formation of the body, social, individual, and mass as expressions of the culture of mediation and the mediation of culture. Readings from the course will cover a broad intellectual terrain that combines seminal anthropological texts with arguments from media theory and the philosophy of technology.  Michael Fisch. TuTh 10:30-11:50

20003/38305. Reading Race (=CRES 20003, HIPS 20003) (This course qualifies as a Discovering Anthropology Selection) Before and since Anthropology became a discrete scientific field of study, questions about the biological reality, potential utility and misuse of the concept of race in Homo sapiens have been debated.  We will read and discuss a sample of writings by 18th, 19th, and 20th century and contemporary authors who attempted to define human races and those who have promoted or contemporary authors who attempted to define human races and those who have promoted or debunked the utility of the concept of race with special attention to it role in retarding social progress, and the extermination and exploitation of some populations and individuals. Russell Tuttle. Fri 1:30-4:20.

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. This year the African Civilization Sequence focuses primarily on the colonial encounter, with some attention, in the second quarter, to everyday life in the contemporary period. The first quarter focuses on West, North, and Central Africa. The second quarter focuses on Eastern and Southern Africa, including Madagascar. We explore various aspects of how the colonial encounter transformed local societies, even as indigenous African social structures profoundly molded and shaped these diverse processes. Topics include the institution of colonial rule, independence movements, ethnicity and interethnic violence, ritual and the body, love, marriage, money, and popular culture.  E. Osborn Winter. MonWed 1:30-2:50.

21107/30000. Anthropological Theory. Since its inception as an academically institutionalized discipline, anthropology has always addressed the relation between a self-consciously modernizing “West” and its various and changing “others.” Yet it has not always done so with sufficient critical attention to its own concepts and categories – a fact that has led, since at least the 1980s, to considerable debate about the nature of the anthropological enterprise and its epistemological foundations. This course provides a brief critical introduction to the history of anthropological thought over the course of the discipline’s “long” twentieth century, from the 1880s to the present. Although it centers on the North American and British traditions, we will review important strains of French and, to a lesser extent, German social theory in chronicling the emergence and transformation of “modern” anthropology as an empirically based, but theoretically informed practice of knowledge production about human sociality and culture.  Stephan Palmié. MWF 1:30-2:20

21303.  Making the Natural World: Foundations of Human Ecology (=ENST 21301). Required of all ENST majors.  In this course we consider the conceptual underpinnings of contemporary Western notions of ecology, environment, and balance, and also examine several specific historical trajectories of anthropogenic landscape change.  We approach these issues from the vantage of several different disciplinary traditions including environmental history, philosophy, ecological anthropology, and paleoecology.  M. Lycett. MonWed 1:30-2:50

21326.  Anthropology at World’s End: Studying Societal Collapse. Why do societies collapse, and when they do, what happens next? What does it mean to say a society has collapsed? And what might the failures of past societies tell us about our future? Using archaeological and ethnographic examples from a variety of geographical regions and chronological periods, this course explores societal collapse across time and space, from the ancient past to the contemporary world, and onward to the post-apocalypse. We will examine the potential causes of collapse as well as its social and material effects. We will also explore the usefulness of collapse as a theoretical model and examine potential alternatives. This course emphasizes the importance of the current socio-historic moment in shaping interpretations of the past. Simultaneously, the course material touches on topics of general anthropological interest, including narratives of development and state formation, social inequality, identity, and the comparative study of culture. This course will enable students to bring knowledge about societal collapse in the past to both current conversations in anthropology and allied disciplines, as well as to discussions of collapse in popular culture.  Sarah Adcock. MW 1:30-2:50

21328.  Race and Incarceration in America (=CRES 21328). Over the past four decades the number of people incarcerated in jails and prisons in the United States has grown exponentially, and that growth has disproportionately affected people of color. Today, over 2.3 million Americans live behind bars, and almost one million of those people are black. Recent highly-publicized incidents of police violence against black people and judicial indifference to black death have brought the issue of racialized justice to the forefront of national discourse, as people across the country assert that “black lives matter” in the face of mounting evidence to the contrary. This course will use the methods and theory of anthropology to interrogate the links between incarceration and the devaluing of black life in America. We will begin with a provocation in anthropological theory to “wake up to” the connections between things, and over the course of the quarter we will turn this mode of attention on different aspects of incarceration in America. The class will draw on a multi-disciplinary set of texts, with an emphasis on ethnographies and texts that are ethnographic in nature.   Kaya Willaims.  12:00-1:20 pm

22125 Introduction to Science Studies (This course qualifies as a Discovering Anthropology Selection) Science is a dense site of practices, norms and values that shapes what it means to be human in the contemporary era. Interwoven with the character of scientific knowledge is the character of the ideas that can be thought and not thought, the diseases that will be treated and not treated, the lives that can be lived and not lived. Yet, for reasons that we will explore, science, objectivity and knowledge have proved resistant to critical analysis. In this course you will be introduced to those thinkers who have withstood this resistance. Kaushik Sunder Rajan. MonWed 1:30-2:50

22530/32530. Ethnographic Film. (This course qualifies as a Discovering Anthropology Selection) This seminar explores ethnographic film as a genre for representing “reality,” anthropological knowledge and cultural lives.  We will examine how ethnographic film emerged in a particular intellectual and political economic context as well as how subsequent conceptual and formal innovations have shaped the genre.  We will also consider social responses to ethnographic film in terms of 1) the contexts for producing and circulating these works, 2) the ethical and political concerns raised by cross-cultural representation and 3) the development of indigenous media and other practices in conversation with ethnographic film.  Throughout the course, we will situate ethnographic film within the larger project for representing “culture,” addressing the status of ethnographic film in relation to other documentary practices including written ethnography, museum exhibitions and documentary film.  Julie Chu, Tues 1:30-4:20.

22720. Paperwork (=GLST 29257). How does paper work in contemporary life? Few terms are as evocative of the drudgery of modernity, yet are as unexamined as is paperwork. Tacking between ethnography and social theory, this course examines how paper artifacts – from forms, reports and memoranda to identity papers, receipts and business cards – mediate, materialize, constitute, and shape the collective projects that produce them. What does the paperwork’s perspective allow us to see about the institutions, collaborations and polities in which we take part? Given its ubiquity, how does paperwork become understood as alienating? The course begins with a discussion of methods. With what conceptual and ethnographic tools have anthropologists made sense of paper forms? The class is then divided in thirds: the first examines the relationship of documents and bureaucracy; the second asks about the ways in which paperwork makes people and power; and the final section considers how paper artifacts construct pasts and (purportedly paperless) futures. Malavika Reddy. TuTu 10:30-11:50.

23091. Progress, Development and Future in Latin American History (=LACS 26413).  “Progress,” and its derived concept of “development” have puzzled Latin Americans throughout their modern history: they were an ambitious goal and a challenge for intellectual and political elites, a reality and an elusive dream for ordinary Latin Americans, and the cause of new challenges and problems wherever they actually or presumably took place. For historians, progress and development used to represent the very sense of universal history, a narrative that sneaked into visions of “Western modernity” and “globalization.” But later on, they became a myth to debunk rather than an object of reflection. What has “progress” meant particularly for Latin Americans? What is, for instance, the meaning of “progress” in the Brazilian flag? How did those notions shape the one of “development” since WWII? In political terms, what ideas of “progress” and “development” animated oligarchic, liberal, populist, military, revolutionary, and democratic projects across the region? Because both concepts involve planning and envisioning the outcome of present actions, the history of progress and development is also, in a certain way, a history of the future.    
The goal of this seminar is to help students situate a problem of their choice and trace its history in terms of the political debates that pursued the goal of progress and development in that specific realm. Students in history and the humanities and social sciences at large will be able to intervene in today’s debates about the future—economic regimes, political systems, environmental policies, institutions, technology, or culture—informed by an explicit idea of progress and development instead of an implicit or ideological one.  Pablo Palomino. TuTh 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.  Spring 2014 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.  Winter 2014 Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region.  Winter: Mauricio Tenorio. MWF 1:30-2:20.

23715/43715. Self Determination: Theory and Reality. (This course qualifies as a Discovering Anthropology Selection)  After 9/11, study of politics in anthropology and other disciplines has turned to fundamental political dilemmas amidst US led global campaigns against “terror” and “insurgency.”  Some scholars (e.g., Fukuyama) seek reasons why “failed states” are unable to meet now-global standards.  Other scholars have mobilized anti-liberal theories of Carl Schmitt in place of Foucault, Anderson, or Hardt and Negri.  Against both neo-liberalism and these anti-liberalisms, this course examines decolonization, nationalism, counterinsurgency, and other consequences of nation-state building in the global South, by way of a liberal critique of national liberalism, accepting liberal valuation of rights, freedoms, and responsibilities, but informed in its skepticism of the globalized nation-state as the institutionalization of these values.  Actual decolonization histories compared include India (especially partition and Northeast India), Burma, Vietnam, Korea, Fiji, and Iraq.  Among topics discussed are the rise of diaspora, political armies, NGOs, and new kinds of warfare.  Situated critics of “self-determination” are read, including Fanon, Gandhi, Creech Jones and the Dalai Lama, but the focus is the history of efforts at actual “self-determination,” from Wilson’s argument for national sovereignty at Versailles through the fate of “princely states” in India to the United Nations decolonization programs.  Pursuing the now-global significance and fate of many American political tropes, including “world made safe for democracy,” “separate but equal,” “limited liability,” and “self-determination” itself, and operating from the premise that ethnographically and theoretically informed criticism of the idea of self-determination is now possible and desirable, this course is designed to inform and inspire further ethnographic work on actual contemporary political institutions and movements.  John Kelly TuTh 1:30-2:50

24001-24002-24003. Colonizations I, II, III (=SOSC 24002-24002-24003, CRPC 24001-24002-24003; HIST 18301-18302-18303) 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.  Colonizations 2. Julie Chu TuTh 10:30-11:50.

24101-24102. Introduction to the Civilization of South Asia, I, II (= SALC 20100-20200, HIST 10800-10900, SASC 2000-20100, 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.  Muzaffer Alam. MW 1:30-2:50.

24315. Culture, Mental Health, Psychiatry (=CHDV 23301, 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. TuTh 10:30-11:50.

24520/31108. Temple or Forum: Debating and Designing the Obama Presidential Center.  (=MAPS 31108) Throughout this seminar participants will research and discuss key issues pertaining to the development and implications of Presidential Libraries and Museums. These insights will become the foundation for a final project in which they will work in small teams to design a potential exhibit for the Obama Presidential Center in Hyde Park. Morris Fred/Taylor Lowe. Thurs 3:00-5:50

24810.  Atmospherics. (PQ Open only to 3rd and 4th year college students).  Joseph Masco. Moved to Spring 2016

25118. Earthbound Metaphysics: Speculations on Earths and Heavens (=GLST 27703, INST 27703). Social thought has recently reopened the subject matter of the “world”: what is it made of, how does it hold together, who and what inhabits it? Proposals and inquiries generated in response are as imaginative as they are self-consciously urgent: written on the crest of the global ecological disaster, from within the zones of disturbance or the sites of extreme intervention into the living matter and forms of life, contemplating the end of the world and possibilities of extinction, redemption, cohabitation, or “collateral survival” (Tsing 2015). All are variously political. Foregrounding the plurality of the material worlds and lived worldviews on the one hand, and of the shared historical predicament on the other, social thinkers question universal values and conceivable relations, and search for alternate forms of grasping, engaging, and representing the pluriverse. 

This class goes along with such interests in the “worlds” and collects a number of compelling, contemporary texts that are variously oriented towards cosmopolitics, “minimalist metaphysics,” “new materialisms,” speculative realisms, eco-theology, and multispecies coexistence. Our reading list, however, will stretch out to examine some classic ethnographic texts and past theoretical excursions into the perennial problem of how to know and tell the unfamiliar, native, worlds, which are swept by, mingling with, or standing out in the more globalizing trends of capitalist, scientific, and secular materialism. In particular, we shall read anthropology of magic, healing, and cosmology.  In the final stretch of our reading ambitions, we turn to a selection of older, less popular, or less frequently read metaphysics, as well as to present-day scholarship on efficacy, animacy, and existence (vegetative, creaturely and human) that is written in critical but non-ecological modes. 

The class issues two modest aims. Firstly, it sets out to examine different conceptual and ethical commitments to the domain that undergirds all these scholarly concerns—the earthly lives and material realities—while wondering about the earthbound qualities, values, and aspirations that inform and energize the pragmatics and politics of writing on the worlds. Secondly, pursuing the articulations of the worlds across disciplines and philosophical traditions, we shall attend to the transformations, revisions, and equivocations (Viveiros de Castro 2004, de la Cadena 2015) of the metaphysical lexicons, and will be especially interested in the concepts and matters that sit uncomfortably, or not at all, in the ecological frames of reference (Soul/s, Spirit/s, Nature, sympathies, evil, the open, or the whole, to list a few). Larisa Jasarevic TuTh 1:30-2:50

25908/35908. Balkan Folklore (=REES 29009/39009, NEHC 20568/30568, CMLT 23301/33301). This course is an overview of Balkan folklore from ethnographic, anthropological, historical/political, and performative perspectives. We become acquainted with folk tales, lyric and epic songs, music, and dance. The work of Milman Parry and Albert Lord, who developed their theory of oral composition through work among epic singers in the Balkans, help us understand folk tradition as a dynamic process. We also consider the function of different folklore genres in the imagining and maintenance of community and the socialization of the individual. We also experience this living tradition first hand through our visit to the classes and rehearsals of the Chicago-based ensemble “Balkanske igre.”Angelina Ilieva. TuTh 3:00-4:20

26715/36715. Rise of the State in the Near East (=NEAA 20030/30030). This course provides an introduction to the background and development of the first urbanized civilizations in the Near East in the period from 9000 to 2200 BC. In the first half of the course we will examine the archaeological evidence for the first domestication of plants and animals and the earliest village communities in the "fertile crescent" - the Levant, Anatolia, and Mesopotamia. The second half of the course will focus on the economic and social transformations which took place during the development from simple, village based communities to the emergence of the urbanized civilizations of the Sumerians and their neighbors in the fourth and third millennia BC.  Gil Stein. TuTh 12:00-1:20

26915/46914. Crossroads of Archaeology & Science: An Overview of Archaeometry.  Crossroads is a detailed overview and interrogation of current archaeometric approaches in archaeology. In particular, we will focus on common methodologies utilized in:

  - Ceramic analysis: X-ray fluorescence/X-ray differaction (XRF/XRD, respectively), neutron activation analysis (NAA), computerized tomography (CAT), scanning electron microscopy, (SEM), petrographic analysis
- Osteological analysis: stable/radioactive isotopic analysis and aDNA/genetics
- Organic remains: lipid analysis, blood/protein analysis
- Lithic analysis: Use-wear analysis, including both micro- and macro-wear, XRF
- Archaeological prospection: aerial photography, soil conduction electrical methods, magneticmethods, soil chemistry, ground penetrating radar, thermal infrared imagery

Throughout the quarter we will engage with the seminal readings for each type of analysis examining the potential and pitfalls of each method and associated analytical techniques. We will focus on conflicting opinions regarding the use of these methods in archaeological research to begin charting their future use for students in the course. The course is designed for pre-dissertation proposal graduate students who are in the beginning (or middle) stages of crafting their research project design and starting to formulate research questions. As such, we will discuss the appropriateness of the methods and techniques for each course participant's research, and equally important is the economic feasibility of utilizing these methods. In other words, what can you do with limited time and an even more limited budget? This course is designed to complement Archaeological Research Design, Archaeological Data Sets and different courses focused on materials analysis.  James Johnson. Wed 1:30-4:20.

27902. Modern Spoken Yucatec Maya-2 (=LACS 27902/47902, CHDV 27902/47902.) John Lucy.

28225/48225.  The Afterlife and Future Lives of Urbanism: Comparative Approaches to the Life Course of Urban Centers in the Ancient World.  The Afterlife and Future Lives of Urbanism interrogates conventional understandings of urbanism through a cross-disciplinary consideration of time and temporality in the life course of urban centers. Urbanism is studied conventionally through socio-economic and political processes usually taken out of time, which leads to the perpetuation, if not proliferation, of senses of the timelessness of cities and, to a lesser extent, towns. Such timelessness masks the inherent restless nature of cities. At best, studies either draw upon the relationship between history and the archaeological known present to investigate the historical conditioning of various urban practices at a certain moment in time. At worst, these practices are presented as timeless with little consideration of change over time. As a result, urbanism remains under-explored in terms of the multiple temporalities of cities and towns, including their histories, present actualities, and futurity. For example, few investigations of urbanism focus on the afterlife of urbanism in light of the abandonment of the built environment of cities and/or towns and the reuse or reinvention of urban identities. With a renewed focus on time and temporality in archaeology, especially in terms of history and memory, archaeology is well-situated to engage with the multiple temporalities involved in the life course of urbanism. Such engagements include detailed examinations of the changing conditions in which material culture, including the built environment and practices of meaning-making, transform and are transformed by the social, economic and political dynamics in which urbanism is enmeshed. Students will engage with theories of time and temporality to explore more critically the full life course of cities and towns, including their origins, midlife crises, and their eventual abandonment, including the reuse of urban identities in post-abandonment periods by populations on the move. This course is designed for graduate students who already some previous knowledge of various philosophies of time and temporality, as well as some familiarity with theories and case studies of ancient through modern urbanism. The Afterlife and Future Lives of Urbanism is designed as a complement to other Chicago Anthropology courses that focus on urbanism. Graduate students whose research focuses on different aspects of urbanism are especially welcome.  James Johnson. TuTh 12:00-1:20.

28400/38800.  Bioarchaeology and the Human Skeleton (=BIOS 23247). This course is designed to provide students in archaeology with a thorough understanding of bioarchaeological and osteological methods used in the interpretation of prehistoric societies.  The integration of archaeology and human biology has been an especially dynamic part of anthropological endeavors during the past few decades, giving archaeologists important data on the genetic identity, health, and diet of ancient societies.  When combined with contextual data on mortuary treatment and cemetery structure, bioarchaeology forms a critical part of the technical arsenal of modern archaeologists.  The goal of this course will be to introduce students to bioarchaeological methods and theory.  In particular, laboratory instruction will stress hands-on experience in analyzing the human skeleton.  Seminar classes will emphasize bioanthropological theory and its application to specific cases throughout the world. There will be one laboratory class and one seminar-format class per week.  M.C. Lozada.  TuTh 1:30-3:20   BSLC 442.  

29910.  BA Essay Seminar. (Limited to students writing BA papers in Anthropology). We will address three key issues in this seminar. First, we will focus on formulating a viable and provocative research problem that can be addressed in a 40-50 page paper. Second, we will discuss some key research techniques necessary for this endeavor, paying particular attention to the relationship between questions and evidence. Finally, third, we will consider the writing process (including aspects such as outlining, planning, and drafting) and modes of argumentation.  Owen Kohl, Fri 9:30-12:20

32325.  Experimental Architectures: Anthropological Intervention in Design. Michael Fisch. Thurs 1:30-4:20

36030. Architecture and the Built Environment in Archaeology (=NEAA 30050) Archaeologists have a longer history of interpreting architectural remains than perhaps any other category of artifacts aside from portable material culture. It should therefore perhaps be no surprise to find that the ways in which we have interpreted buildings and urban landscapes – as proxies for estimating population size, as indexes of political bureaucracy, as structural representations of community organization, as physical models of the cosmos, as political interventions designed to control human subjects, etc. – offer a virtual map of the field’s dominant interests over the last 100 years. Our goal will be to engage seriously with a wide range of archaeological approaches to architecture and the built environment, and lay them in productive contrast to each other.
          In weeks 1-9 of the course, social-theoretical texts and scholarship outside of archaeology (particularly in geography and architectural history) are paired with archaeological case studies to link us into wider discussions and urge us to think of architecture in new ways. Where we can, we will also borrow from the design literature to explore what contributions it might provide to new archaeological interpretations of built environments. While we will constantly return to archaeological case studies, and we engage with empirical problems particular to archaeological data recovery, the course is also designed to be of interest to architectural and “spatial” historians.  James Osborne. Fri 1:30-3:50 (4:20?)

37202. Language in Culture II (LING 3120, Psych 47002).  Must be taken in sequence.  This is the second part of a two-quarter sequence on the relations between language and culture. Building on the first quarter's discussions of the interactional order, this quarter's class explores the semiotics of sociocultural differentiation in institutions such as schools, nations, colonial projects and liberal polities, and the simultaneous construction of those very institutions through modes of linguistic interaction. The more general aim is to investigate the constitutive role of language and semiotic figuration in sociopolitical processes.
             We start with the notion of “ideology” and specifically language ideology, within the scholarly tradition of ideological critique.  Language ideologies shape understandings of language and interaction by users -- both professional and non-expert -- and shape assumptions about the supposedly "natural" indexicality of linguistic forms. Language ideologies are both embedded in practices and reflexive of them; they are pervaded by the moral and political positions within a social field.  To study language ideologies is to explore the nexus of language, culture and politics. We thus examine the representations – implicit and explicit – that create language’s role in a social and cultural world, and that are themselves acts within it. 
             The metapragmatic/ ideological regimentation of language in use gives rise to forms of shifting "subjectivity" or inhabitable identities. These processes can be investigated through studies of indexical markers in interaction: deference-and-demeanor indexicals, honorific registers, gender indexes, stylistic indexes of situation and identity. These have been the major subject matter of variationist sociolinguistics, which we will read with a critical eye, taking linguistic units such as "language" "dialect" “code” and "variety” as normative cultural constructs -- folk concepts as well as scientific ones.  Special attention is devoted to problematizing units of analysis such as “community,” and network, and to "standardization" as a hegemonic process deeply implicated in nation-building, state-making, colonialism, and other aspects of "modernity" as a discursive project.
             The course takes up processes of differentiation and boundary-making: register-formation, multilingualism, codeswitching. These rely on the regimentation of linguistic and social forms, i.e. metadiscursive processes that authorize (prospectively) and justify (retrospectively) actions and identities. We end with a look at historical change in linguistic norms – specifically: language loss – thereby integrating the synchronic and diachronic; bringing together language use, ideology and structure in real-time interactions and institutions.  A final question asked in the course: What is the role of linguists’ ideologies in language loss?    Constantine Nakassis.  TuTh 10:30-12:20  (May switch to WedFri)

40150.  Hermeneutic Sociology I: Reproduction of Political Institutions through Electoral Campaigns. (=SOCI 40156)  Hermeneutic Sociology I and II: Reproduction of Political Institutions through Electoral Campaigns (winter and spring 2016) The core ideas of a social hermeneutics (as distinct from, yet building on the classical traditions of textual hermeneutics) began to be developed in the late 18th and early 19th centuries. They can be roughly summarized in a few intertwining propositions: First, discursive, emotive and sensory modalities of sense making (interpretation, world making…) are a key differentiator of human life forms across time and space. Second, sense making is acting and as such dialectically entangled with acting more generally. Third, sense making necessarily proceeds in diverse media whose structures and habits of use deeply shape the sense making process whence the necessity to attention to form and style. Fourth, sense making is a social activity structured by the relationships within which they take place. Fifth, the sense making activities actually performed are crucial for the reproduction of structures of media and life forms. Sixths, sense making, life forms, and media are dialectically (co-constitutively) intertwined with each other. And finally, seventh, social hermeneutics is itself sense-making. The course will explore these ideas by reading classical statements that highlight the core analytic concepts that social hermeneuticists employ such as symbolization, interpretation, mediation, rhetoric, performance, performativity, interpretive community, institutionalization.

The class will proceed as an active research seminar on the reproduction of American political institutions through presidential electoral campaigns. The first part of the course is dedicated to acquiring the tools of the trade by discussing readings from authors such as Vico, Herder, Aristotle, Dilthey, Freud, Ricoeur, Austin, Bakhtin, Wittgenstein, Goffman, Bourdieu, Saussure, Panofsky, Silverstein and Iser. The first part will also begin to apply these concepts to examples drawn from the ongoing presidential campaign. The second part will be dedicated entirely to an analysis of the campaign as an instituted serial spectacle and its role in reproducing major American political institutional forms including the candidates, the presidency, the voters, the donors, the media, the campaign helpers, the parties. Each participant will be assigned to one of these institutions and has to write a major research paper about it. Drafts of these papers will be presented and discussed at the end of the seminar.  Because both parts are taught this time so close to each other, other topics will not be considered this time.  Andreas Glaeser, Mon 4:30-7:20

42514. Witchcraft (=AASR 42514, HREL 42514). This seminar examines a broad range of historical and anthropological approaches to understanding those practices often understood (perhaps problematically) under the cross-cultural category of "witchcraft." The geographic range of historical and ethnographic materials is broad and includes Africa, the Americas, East Asia, and Europe. We will particularly attend to the theoretical and methodological issues that the study of witchcraft has raised, and continues to raise, for anthropology and history. Alireza Doostdar. Wed 11:00-1:50

43700.  Weber, Veblen, & Genealogies of Global Capitalism. Two intellectual traditions have dominated discussion of the history of capitalism:  classical to neo-classical economics, and Marxism.  This course searches for other possibilities.  It focuses on critical comparative reading of Thorstein Veblen's theory of the late modern "new order" and Max Weber's comparative sociology, but will also read widely among other authors, including Simmel, Sombart, Mahan, Tolstoy and Gandhi.  Questions to engage will include: relations between capital, the state, and military force (between means of production and means of coercion); commerce in Asia before European colonialism and the rise of colonial plantations and monopoly trading companies; types of capital, the rise and spread of joint-stock companies, stock markets, and capitalist corporations; the "new order," decolonization and the nation-state.  John Kelly. TuTh 10:30-11:50

45600.  When Cultures Collide (=CHDV 45600, HMRT 35600, PSYC 45300, GNSE 45600). Coming to terms with diversity in an increasingly multicultural world has become one of the most pressing public policy projects for liberal democracies in the early 21st century.   One way to come to terms with diversity is to try to understand the scope and limits of toleration for variety at different national sites where immigration from foreign lands has complicated the cultural landscape.   This seminar  examines a series of legal and moral questions about the proper response to norm conflict between mainstream populations and cultural minority groups (including old and new immigrants), with special reference to court cases that have arisen in the recent history of the United States.  Richard Shweder.  Wed 9:30-12:20

50740.  Seminar: On Representation. This reading-intensive seminar is concerned with the question of representation, as a foundational concept of social theory, from the 19th century to the present. It considers how the very concept of representation is polyvalent, contradictory, ridden with crisis. It explores different critical approaches to representation, for instance in the works of theorists such as Karl Marx, Sigmund Freud, Michel Foucault, Gilles Deleuze and Jacques Derrida; and how these approaches are both inspired and constantly interrupted by voices that speak from or of locations of racial, gendered or postcolonial marginality. The stakes of the course therefore are to think of representation not just as an abstract philosophical concept but rather as the very condition of the political.  Kaushik Sunder Rajan. Wed 4:30-7:30

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.  Susan Gal. Tues 3:00-6:00

52715.  Anticipatory Knowledge. Prognosis, prediction, forecasting, risk, threat – we live at a time of proliferating expert anticipatory futures.  This seminar explores how the future is brought into the present as a means of establishing new modes of governance.  It focuses on the historical evolution of expert regimes from closed world systems to emerging forms, tracking how notions of danger (marked as crisis, disaster, and catastrophe) index and invade the present.  The seminar approaches expert futurism as a vehicle for thinking through complex systems, ethics and knowledge production, and the role of the imaginary in security institutions (crossing techno-scientific, military, financial, environmental, and health domains).  Joseph Masco Tues 10:30-1:20

53506.  Critical Ethnography. (PQ Anthropology PhD students or consent of instructor.) Joseph Masco. Moved to Autumn 2016

53520 Ethnographic Writing (=CHDV 42214)  This course is intended for qualitative, anthropologically oriented graduate students engaged in the act of ethnographic writing, be it a thesis, a prospectus or an article. The course is organized around student presentations of work in progress and critical feedback from course participants. It is hoped that each participant will emerge from the course with a polished piece of work. Only graduate students will be admitted and consent of the instructor is mandatory. Jennifer Cole. Tues 1:30-4:30  

53830. The Mana of Mass Society. This seminar will be organized around themes that are central to a book manuscript on which I am currently working. The book starts by arguing for the current significance of what I call ‘the mana moment’ – a period spanning roughly 1870-1920, before the institutionalization of fieldwork-based anthropology, when ideas about ‘primitive’ sacred/magical efficacy were being developed in uneasy proximity to critical theories of mass publicity and mass politics in the ‘civilized’ world, and the trope of primitive ritual bumped up against the figure of the urban crowd. The book then explores various implications of this uneasy juxtaposition of mana and the mass society for how we theorize the relation between vital powers and social form, between magic and art, and between art and mass publicity.
         My core proposition is that a more careful look at the mana moment and some of its classic concepts – collective effervescence, charisma, ideology, fetishism – may give us new perspectives on current anthropological preoccupations with affect, sovereignty, aesthetics and ontology. Over the course of the seminar I will make available drafts of the four chapters of the book manuscript, which we will read and discuss alongside other texts that may be either central to the existing conception of my project or possible triggers for developing it differently. William Mazzarella. Wed 9:00-11:50.

54810.  Figurations of the Non-Human: Animals, Sprits, Machines, Algorithms. It may seem odd for a course in Anthropology, the self-declared “Science of Man” to consider the Non-Human. But of course, humans have interacted with the “non-human” from the moment that hominization began. As Marx (and now Actor-Network Theory) have taught us, this moment inevitably entailed the recruitment of non-human “actants” into properly human projects. But it also entails the capacity to linguistically classify, and so name, the distinction between certain kinds of selves and the non-human others enrolled in projects evolving within historically (and perhaps evolutionarily) specific environments. Thus while other species are bound to forms of self- and non-self recognition on a biotic basis (e.g. through their immune system’s reactions to invasive pathogenic entities, the calibration of their perceptual apparatus to their ecological niches, by species-specific boundaries to sexual reproduction, or zoo-semiotic capabilities), humans appear to be the only animals that cannot only name the difference, and are (therefore) also capable of re-drawing conceptual boundaries between claimed collective selves and their contrastively significant others – whether these are conceded the status of humanity, or not. What is more, as Marx’s once argued, being the “universal animal” humans not only confront the world of “nature” but a “second nature” that they themselves have produced. We could add to this a Third Nature that humans have named and conceptualized. But the point should be obvious: we face a world that we have created, and furnished with our own productions – biotic, religious, machinic, or informational – that we cannot help but reckon with. This genuinely human predicament has, as of lately, received renewed attention by scholars championing what is now fashionable to call an “ontological turn” in our discipline that proposes a dismantling of deep-seated Western metaphysical pre-suppositions by taking what an earlier anthropology conceived of as “apparently irrational beliefs” (in need of explanation) at their face value as rival propositions about the world and its furniture.  This course represents a (necessarily eclectic) exploration of this claim, and it will pursue this goal by scrutinizing those dimensions – historically and contemporarily – where “Western” and “Non-Western” metaphysics and ontologies converge, rather than provide conveniently contrastive cases.  Stephan Palmié. Tues 12:00-2:50.

54831. Engineered Worlds: Alterlife is an experimental, collaborative seminar, dedicated to investigating industrial impacts on the planet.  The seminar will interrogate problems of temporality and scale in the earth sciences, and consider how social science can address the accumulated and unfolding effects of industrial toxicity (across carbon, synthetic chemical, and nuclear economies) on culture and society.  Of particular concern will be current theorizations of life as a post-industrial formation and the implications of planetary scale environmental change for our understanding of structural inequality (across the categories of race, class, gender, species, and region).  For Winter 2016 the seminar theme is “alterlife” a concept coined  by Michelle Murphy to designate a life remade through industrial chemistry. This year’s seminar will be linked to simultaneous courses taught at the University of Toronto, UC-Berkeley, and UC-Davis.  There will be an online dimension and a video conferencing component, in addition to the seminar format.  Participation in this seminar is limited and by permission of instructor. Joseph Masco. Wed. 12:00-2:50.

55510. Jurisdiction: Law, Language & Authority.  Justin Richland (Thurs 1:30-4:20?)

55730.  Seminar: Reading Talal Asad. Hussein Agrama. Tues 1:30-4:20