Graduate and Undergraduate Courses: Winter 2017

11/8/16   Updated

 20001.  Nation and Empire: Varieties of National Experience (This course qualifies as a Discovering Anthropology Selection)  The nation remains the most important and ubiquitous form of cultural-political organization in the world today, yet it is a target of sharp critique and under brutal challenge in many regions. This course takes an anthropological perspective on nations, national belonging, and the contradictions, conflicts and tensions that seem to be their unavoidable concomitants. What does it mean to feel loyalty to a nation? How is culture a historical product of nation and a contributor to its maintenance? What does language have to do with it? How have national cultures been invented, commodified, made into museums, tourist destinations and heritage sites. What does "indigeneity" have to do with nationhood? What about empires? Are xenophobia and war the source and unavoidable concomitants of nationalism? How is religion variously related to nation? Participants in the course will read ethnographic and historical works from around the globe in order to take up these questions. Susan Gal.

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 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. Note: There are readings for the very first meeting of this class on Friday, January 6.  Russell Tuttle.

20100/40100.  Inca and Aztec States (=LACS xxxxx/xxxxx)  (This course qualifies as a Discovering Anthropology Selection)  This course is an intensive examination of the origins, structure, and meaning of two native states of the ancient Americas: the Inca and the Aztec. Lectures are framed around an examination of theories of state genesis, function, and transformation, with special reference to the economic, institutional, and symbolic bases of indigenous state development. The course is broadly comparative in perspective and considers the structural significance of insti­tutional features that are either common to or unique expressions of these two Native American states. Alan Kolata

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. Part one considers literary, oral, and archeological sources to investigate African societies and states from the early Iron Age through the emergence of the Atlantic world. Case studies include the empires of Ghana, Mali, and Great Zimbabwe. The course also treats the diffusion of Islam, the origins and effects of European contact, and the trans-Atlantic slave trade.  Emily Osborn

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.  Judith Farquahr

21255. Celts: Ancient, Modern, Postmodern. (This course qualifies as a Discovering Anthropology Selection)  Celts and things Celtic have long occupied a prominent and protean place in the popular imagination, and “the Celts” has been an amazingly versatile concept in the politics of identity and collective memory in recent history.  This course is an anthropological exploration of this phenomenon that examines: (1) the use of the ancient past in the construction of modern nationalist mythologies of Celtic identity (e.g. in France and Ireland) and regional movements of resistance to nationalist and colonialist projects (e.g. in Brittany, Ireland, Scotland, Wales, Gallicia, Asturias); (2) the construction of transnational ethno-nostalgic forms of Celtic identity in modern diasporic communities (Irish, Scottish, etc.); and (3) various recent spiritualist visions of Celticity that decouple the concept from ethnic understandings (e.g. in the New Age and Neo-Pagan movements).  All of these are treated in the context of what is known archaeologically about the ancient peoples of Europe who serve as a symbolic reservoir for modern Celtic identities. The course explores these competing Celtic imaginaries in the spaces and media where they are constructed and performed, ranging from museums and monuments, to neo-druid organizations, Celtic cyberspace, Celtic festivals, Celtic theme parks, Celtic music, Celtic commodities, etc. Michael Dietler

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.  Madeleine McLeester

21331. Who gets what, when, how: Readings on Bureaucracy and Distribution. This course explores concepts, practices and perceptions of bureaucracy. It draws upon examples from multiple settings to address the question of how bureaucracies look; what they are supposed to do; and why bureaucracies seem to work in some places but not in others. Through consideration of distribution of resources (construed broadly) in society we consider what metrics to use for evaluating bureaucratic performance. Starting with Lasswell’s who gets what, when, how question (echoes of which one finds in Bear and Mathur’s and Ferguson’s recent writings on the public good and distribution), through the readings, we hope to make our way to the subsequent question: who doesn’t and why? And what can be done to address the failures of distribution is the underlying question the final papers – whether they be written as a short story or as draft legislation – are meant to address.
        The course will study anthropological texts on bureaucracy, and also texts from economics, sociology and political science – this is essential to understand what anthropology can contribute to the conversation on states, bureaucracies and bureaucratic reform the world over. Alongside ‘classics’ on inequality in societies, and on the state, we read ethnographies and accounts by sociologists (such as Alavi and Goffman) and post/colonial administrators (such as Lugard’s Dual Mandate). The day we read Locke, we also study colonial legislation on management of natural resources – water and forests. Towards the end, we engage with the specific genre of semi/fictionalized accounts by bureaucrats themselves: weeks 9 and 10 include the writings of two Pakistani bureaucrats, one Chinese and one Indian bureaucrat. This deliberate mix – often the readings are placed such that students read discrepant views in the same class – is meant to provoke students to think about the difference/sameness in priorities of different disciplines/schools of thought/scholars. Ultimately, the mix of readings is meant to make students think of the relative strengths and weaknesses of, and vacuums in anthropological writings on bureaucracies. Maira Hayat.

21332. Art, Anthropology, Activism.  How is art constituted as an object of investigation in anthropology? How do anthropologists conceptualize artworks and artistic practice? In what ways are the “collaborative turn” in anthropology and the “social turn” in art—marked respectively by a blurring of the distinction between anthropologist and informant, artist and audience—understood as acts of solidarity with communities of struggle? Through readings in anthropology, art history, and social and cultural theory, and viewing examples of various artistic practices and genres, this course will investigate the complex affinities between art, anthropology and activism. We will touch on shared questions and approaches to aesthetics and the cultural object, materiality and visuality, agency and subjectivity, concerns about representation, participation and spectatorship, the status and role of institutions, temporality and social change, problems of value and judgment, and the relation between fieldwork and everyday life. The goal of this course is to understand the extent to which art and anthropology share methodologies, practices, concerns, and similar modes of social and political engagement. A general familiarity with Western art history will be helpful, but is not required. (New Description) Eric Triantafillou

22000/35500. Anthropology of Development. (This course qualifies as a Discovering Anthropology Selection) This course analyzes the contributions of anthropological understanding to development programs in “underdeveloped” and “developing” societies.  Topics we will consider include: the history of development; different perspectives on development within the world system; the role of multilateral development agencies and their use of anthropological knowledge; the social organization and politics of underdevelopment; the cultural construction of “well-being”; economic, social and political critiques of development; population, consumption and the environment; future scenarios of development. Alan Kolata

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.

22610. Anthropology of Indigeneity (=LACS 22610/32610).  (PQ Presumes working knowledge of postcolonial theory. Open to 3rd & 4th year undergrads with consent of instructor.)  Around the world, appeals to indigeneity undergird contentious struggles over land, territory, and resources. While indigeneity is often treated as an instrument of political representation and legal appeal, this course explores the historical and relational underpinnings from which so-called ethnic movements draw. Building from ethnographic and historical texts, the course begins with a careful examination of how embodied orientations to place have given way to distinct articulations of political belonging, particularly in the Andean region of South America. We then consider how these place-based modes of collectivity have been shaped by various events including colonial land dispossession, republican projects of national integration and citizenship, labor movements and new extractive economies, multicultural reforms, and anti-imperialist projects of ethnic revivalism. In the final part of the course, we track the unexpected ways that these older orientations to place and collectivity are creatively redeployed within newer struggles for indigenous and environmental justice. By exploring the ways that specific histories of attachment shape contemporary demands for rights and political belonging, the course aims to foster new ways of approaching indigeneity in anthropology and beyond. Mareike Winchell.

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 an analysis of the Spanish and Portuguese conquest, and the construction of colonial societies in Latin America.  Winter 2017 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 2017 focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region.  Winter: Dain Borges.

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.

24330. Medical Anthropology (=CHDV 23204, HIPS 27301). Prerequisites: SOSC sequence. This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes which increasingly link these systems of knowledge and practice.  We will study the social and political economic shaping of illness and suffering and will examine medical and healing systems – including biomedicine – as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health. Eugene Raikhel

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.

25100/45100. Anthropology of the Body (=CHDV 25100, CRES 25112, GNSE 25112). 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 literaryinquiry. 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, bio- power 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.

25908/35908. Balkan Folklore (=REES 29009/39009, NEHC 20568/30568, CMLT 23301/33301). Vampires, fire-breathing dragons, vengeful mountain nymphs. 7/8 and other uneven dance beats, heart-rending laments, and a living epic tradition. This course is an overview of Balkan folklore from historical, political, and anthropological perspectives. We seek to understand folk tradition as a dynamic process and 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 firsthand through visits of a Chicago-based folk dance ensemble, “Balkan Dance.” Angelina Ilieva.

26711/36711. Ancient Landscapes-2 (=NEAA 20062/30062, GEOG 25800/35800). This is a two-course sequence that introduces students to theory and method in landscape studies and the use of Geographical Information Systems (GIS) to analyze archaeological, anthropological, historical, and environmental data. Course one covers the theoretical and methodological background necessary to understand spatial approaches to landscape and the fundamentals of using ESRI’s ArcGIS software, and further guides students in developing a research proposal. Course two covers more advanced GIS-based analysis (using vector, raster, and satellite remote sensing data) and guides students in carrying out their own spatial research project. In both courses, techniques are introduced through the discussion of case studies (focused on the archaeology of the Middle East) and through demonstration of software skills. During supervised laboratory times, the various techniques and analyses covered will be applied to sample archaeological data and also to data from a region/topic chosen by the student. Emily Hammer.

26755 / 36755. Introduction to the Archaeology of Afghanistan (=NEAA 20070/30070). Afghanistan is the quintessential “crossroads of cultures” where the civilizations of the Near East, Central Asia, South Asia and China interacted over the millennia in a constantly shifting mixture of trade, emulation, migration, imperial formations, and periodic conflict. This complex history of contacts gave rise to some of the most important archaeological, artistic, architectural, and textual treasures in world cultural heritage – encompassing cultures as diverse as the Bronze Age cities of Bactria, the Persian Empire, the easternmost colonies founded by Alexander the Great and his Hellenistic successors, the Kushan empire astride the Silk Road, and the monumental Buddhas of Bamityan. Although the first excavations began in the 1920’s, there is been only limited fieldwork in Afghanistan, and even this was truncated by the Soviet invasion in 1979 and the subsequent 365 years of continuous war in that country.  This course presents an introduction to the archaeology of Afghanistan from the Neolithic through the Medieval Islamic periods, focusing on both sites in Afghanistan and the region’s cultural linkages to neighboring areas such as Iran, Central Asia, and South Asia. The final portion of the course will discuss the threats to Afghan cultural heritage, and current effort to preserve this patrimony. The course is intended for both graduate and undergraduate students who have had at least one introductory course in archaeology.   Gil Stein.

27430. Linguistic Politics: Language Revitalization (=Ling 27430). Linguists and the general public have long been alarmed about the number of languages that disappear from use, and so are no longer spoken in the world. Their speakers shift to other languages. As part of the response, social groups have been mobilizing for many decades to prevent such lapses/losses and shifts in use and to document, revitalize, archive and mobilize the resources of communication.  This course takes up the processes by which shift happens, asking what "language" is in these transformations; what and how linguistic forms, cultural values, and social institutions are involved and what social activism can or cannot accomplish in the "saving" of languages. Susan Gal

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. .  

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

32226. African Mobilities: Theories and Ethnography (=CHDV 30669). It would be difficult to overstate the centrality of the “migration crisis narrative” in current discussions of migration in Europe. Even before the refugee crisis this past year, images of overcrowded boats sinking in the Mediterranean, and the strident nationalist discourse with which so many European states have responded, had placed the issue front and center in the European political landscape. Although our attention this past summer was largely focused on the exodus out of Syria, it has long been the case that many of these migrants also hail from Africa. Generally, changes in the landscape of mobility have made the presence of Africans in global migration streams increasingly apparent. In light of these issues, this course examines African migration, but it is as much focused on theories of migration as it is on the specificities of African mobility. To that end, the class tacks back and forth between analyses of mobility within Africa and studies of migration more generally. Topics to be addressed include governmentality and the creation of borders, the production of immobility, kinship and migration, and the role of mobility in the reproduction of African societies. Readings will include studies of migration from within the African continent, to Europe and to the United States. Jennifer Cole.

35218.  Women’s Rights, Cultural Nationalism and Moral Panics: Africa and India (=CDIN 43105, SALC 43105, CHDV 30609, HIST 40101).  PQ: Undergrads with consent of instructors. Contemporary history is rife with a tension between the rise of a rights discourse and accompanying moral panics. This dialectic constitutes the central theme of this course.  Why is it that women’s economic success, political recognition, and rights to their bodies have been accompanied by “moral panics” over the visibility, mobility, and sexuality of women and girls?  And what might this tell us about changing forms of differential citizenship in the contemporary world?  In order to take up these questions, this course offers a historical and anthropological perspective on the questions of gender and freedom/ moral panic/ differential citizenship.  We focus our inquiry on empirical examples drawn from Africa and India. Jennifer Cole, Rochona Majumdar.

ANTH 37425. Politics of Language Shift and/or Sustainability. There has long been general alarm about the number of languages that disappear from use, and so are no longer spoken in the world. Their speakers shift to other languages. As part of the response, social groups have been mobilizing for many decades to prevent such lapses/losses and shifts in use and to document, revitalize, archive and mobilize the resources of communication. There is much controversy about the advisability of such mobilization; who wants it and why. The role of linguists, missionaries, and politicians has been questioned; the effects of shift on language structure have been closely investigated; ideologies of language "endangerment" "revitalization" and "sustainability" have replaced each other with some regularity. How does one investigate such processes? What are the pitfalls of various methodologies? What theoretical and conceptual materials are available for analysis? This course asks what "language" is in these transformations; what and how linguistic forms, cultural values, and social institutions are involved and what social activism can or cannot accomplish in the "saving" of languages. Susan Gal

ANTH 37520 Approaches to Social Literacy (=CHDV 30245). This course focuses on understanding the ways in which literacy practices and events are social phenomena inextricably linked to specific social and political circumstances. Looking at reading and writing not as simply cognitive accomplishments of individual minds but as socially embedded practices enables us to reflect on what counts as literacy for whom and in which context, how it is performed in different settings (home, school, workplace), and the extent to which it is a source of inequality among people. Cecile Vigouroux

ANTH 37525 Language and Labor  (=CHDV 30239) In this class we analyze the role played by language in labor management from the training of the workers, selecting them, and monitoring them at the workplace. We show how Taylorization (i.e. a form of work management based on breaking down occupations into small tasks dissociated from the skills of the workers) has reshaped not only the labor process but also the discourse on workers’ skills, including language skills. We also look at the ways in which language performance in the late modernity corporate world has increasingly become what many workers are recruited and therefore paid for. Cecile Vigouroux

40355.  Concepts in the Anthropology of Medicine (=CHDV 43901). This is a graduate level introduction to the anthropology of medicine. Students will focus on a number of foundational readings in the anthropology of medicine, with an emphasis on links to broader social and cultural theory. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health. Eugene Raikhel

47300. Historical Linguistics (=LING 21300/31300). This course deals with the issue of variation and change in language. Topics include types, rates, and explanations of change; the differentiation of dialects and languages over time; determination and classification of historical relationships among languages, and reconstruction of ancestral stages; parallels with cultural and genetic evolutionary theory; and implications for the description and explanation of language in general. Tamara Vardomskaya.

47305. Evolution of Language (=LING 21920/41920, CHDV 21820/41920, PSYC 41920, CHSS 41920). How did language emerge in the phylogeny of mankind? Was its evolution saltatory or gradual? Did it start late or early and then proceed in a protracted way? Was the emergence monogenetic or polygenetic? What were the ecological prerequisites for the evolution, with the direct ecology situated in the hominine species itself, and when did the prerequisites obtain? Did there ever emerge a language organ or is this a post-facto construct that can be interpreted as a consequence of the emergence of language itself? What function did language evolve to serve, to enhance thought processes or to facilitate rich communication? Are there modern “fossils” in the animal kingdom that can inform our scholarship on the subject matter? What does paleontology suggest? We will review some of the recent and older literature on these questions and more.  Salikoko Mufwene

52715.  Epistemologies of Health, Medicine and Science.  This graduate seminar will review theoretical positions and debates in the burgeoning fields of medical anthropology and science and technology studies (STS). We will begin this seminar by reading Georges Canguilhem’s The Normal and the Pathological as a starting point to explore how “disease” and “health” in the early 19-century became inseparable from political, economic, and technological imperatives. By highlighting the epistemological foundations of modern biology and medicine, the remainder of this seminar will then focus on major perspectives in, and responses to, critical studies of health and medicine, subjectivity and the body, humanitarianism, and psychological anthropology. Sean Brotherton.

55030. Ethnographies of the Muslim World (=AASR 42802). An examination of contemporary theoretical issues in the anthropology of Islam through close readings of recent ethnographic monographs. Topics may include ethical self-formation, state-making, embodiment and the senses, therapeutic spiritualties, indeterminacy and religious aspiration, and globalization. Limit to 15. Alireza Doostdar.

55035. Sovereignty, Intimacy and the Body (=AASR/HREL 52808). A close exploration of relationships between state power and everyday forms of embodied sociality, ethics, and intimacy. Readings will include selections from some or all of the following authors: Asad, Berlant, Foucault, Kantorowitcz, Santner, Siegel, and various ethnographies. Limit to 15 students. PQ: At least one previous course in ANTH or AASR. Alireza Doostdar.

55720. Provocations of an Anthropology of Ethics. Hussein Agrama.

56500.  Archaeology of Colonialism. This seminar is a comparative exploration of archaeological approaches to colonial encounters.  It employs temporally and geographically diverse case studies from the archaeological and historical literature situated within a critical discussion of colonial and postcolonial theory.  The course seeks to evaluate the potential contribution of archaeology both in providing a unique window of access to precapitalist forms of colonial interaction and imperial domination and in augmenting historical studies of the expansion of the European world-system.  Methodological strategies, problems, and limitations are also explored.  Michael Dietler.

56950.  Archaeological Writing. Alice Yao.

57300.  Linguistic Anthropology Practicum. Justin Richland/Constantine Nakassis