Graduate and Undergraduate Courses: Spring 2015

Anthropology Course Descriptions Spring 2015                               

20415/30415. American Legal Culture: Therapeutic Jurisprudence and Problem-Solving Courts (=MAPS 46701, LLSO 26203, SOSC 30416, PLSC 30415, LAWS 93801). This seminar will examine the values and norms of American Legal Culture through an exploration of the concepts and related institutions associated with Therapeutic Jurisprudence, an approach that applies the tools of social science to examine the law and its key actors’ impact on individuals’ mental and physical health and to evaluate and propose alternatives for improving the legal system.  Participants will conduct observations in Cook County’s specialty courts: Drug Court; Mental Health Court; Veterans Treatment Court; Guardianship Court; Specialty Court for Felony Prostitution Cases.  Sessions will combine discussion of relevant literature pertaining to therapeutic jurisprudence as well as various ethnographic research methods that students will be using to gain insights into the particular court they are studying.  Morris Fred. Tues 4:30-7:30

20702. Introduction to African Civ-2 (=Hist 10102, CRES 20802, CHDV 21401)  The second quarter of the African Civilization sequence takes up the classic question of continuity and change in African societies by examining the impact of colonialism and daily life in post-colonial societies. The course is structured in terms of critical themes in the study of modern African societies. The themes that we address are: the colonial experience, with particular emphasis on the symbolic and intimate dimensions of the colonial experience, anti-colonial movements and the construction of political imaginaries, and finally the experience of everyday life in the context of neoliberal economic reform. We will focus on the countries of South and South Eastern Africa: Kenya, Zimbabwe, Zambia, South Africa and Madagascar.  Jennifer Cole. MonWed 1:30-2:50

21107/3000.  Classical Readings in Anthropology: Anthropological Theory.  The conceptual tools that anthropologists and other students of human societies use to describe social life have deep and contentious histories.  While anthropology as a discipline has undergone significant transformation over time, the legacies of earlier categories, concepts, and debates pervade contemporary anthropological thinking and practice.  This course provides a critical introduction to the history of anthropological theory with a focus on the genealogies, contestations, and reconceptualizations of some of the discipline’s most prominent keywords, from “culture” and “structure” to “hegemony” and “resistance.”  The aim is less to recite a fixed history of schools and influences than to use our examination of anthropology’s past to inform our understanding of anthropology’s present and future. Susanne Cohen. MWF 9:30-10:20

21201. Chicago Blues.  This course is an anthropological and historical exploration of one of the most original and influential American musical genres in its social and cultural context.  The course traces the origins of the “Delta Blues” in the culture of African American sharecroppers of rural Mississippi, its transposition to Chicago during the “great migration” of the first half of the twentieth century, its development (in the bars and streets of Chicago’s Southside and Westside) into the tough, aggressive urban music that has come to be known as “Chicago Blues”, and its eventual spread to audiences outside the African American community.  The course examines transformations in the cultural meaning of the blues and its place within broader American cultural currents, the social and economic situation of blues musicians, and the political economy of blues within the wider music industry.  M. Dietler. TuTh 3:00-4:20.

21305/45300. Explorations in Oral Narrative: The Folk Tale.  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

21325. Living/Thinking/Doing With Animals: Archaeology of Human-Animal Relationships. Why are dogs ‘man’s best friend’? Why not rabbits? Or snakes? Why are cars advertised as having more horsepower? Why not cow-power? Or zebra-power? Different kinds of animals have made their impact on human societies in a myriad of ways. This course explores the astounding diversity of human-animal relationships in time and space. Using archaeological examples from a variety of geographical regions and chronological periods, we will explore how human beings have interacted with many different kinds of animals throughout history. This course emphasizes how the specific ethological characteristics of animals have shaped human-animal relationships. In doing so, the material in the course touches on topics of general anthropological interest, including value, ritual, commensal politics, social inequality, identity and social memory, and the comparative study of culture. This course will enable students to bring knowledge about human-animal relationships in the past to both current conversations on human-animal interactions and animal agency in anthropology and allied disciplines (the so-called ‘animal turn’), as well as to discussions of human-animal relationships in popular culture.   Hannah Chazin  MonWed 10:30-11:50

21420.  Ethnographic Methods. (PQ: Preference given to third-year Anthropology majors preparing to write BA papers next year.)  Students of public policy and international affairs are often under the impression that quantitative techniques are necessary for effective social scientific research. This course is designed to dispel that misconception by highlighting the importance of ethnographic methods in the identification and analysis of social problems. In the process, it will highlight the epistemological and ethical dimensions of anthropological investigation as they arise through research design and practice. Over the course of one quarter, students will be guided through an independent ethnographic study of a public policy intervention of their choice. Objects of inquiry may include government and social service agencies, think tanks, community-based organizations or international NGOs. Topics may be international in scope, but must have enough local relevance to allow for meaningful participation observation. Each student will be expected to 1) develop a research plan addressing an organization or agency involved in this intervention; 2) conduct at least six interviews with individuals working on and/or affected by the issue at hand; 3) post weekly participant observation logs; and 4) present the results of their research orally and in a final paper. Projects may be tailored to serve as the foundation for BA theses. Weekly reading assignments will encourage students to consider their field experiences through different analytical prisms, as well as familiarize them with policy-centered anthropology as a disciplinary subfield.  Lisa Simeone.  TuesThurs 12:00-1:20

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

21610.  Linguistic Ethnographies. Ethnographies are the classic statements of anthropological knowledge. What does an ethnography look like when it is focused on linguistic practices? How does one read such a document?  How does one create such a document? First task is reading: What are some of the novel directions in the ethnographic study of communicative form?  We consider recent developments in the writing of monographs on specific topics as:  language and materiality, literacy, media and forms of mediation, slang and other youth styles, among others. Close reading and critique of these books provides the basis for seminar participants to write their own ethnographic papers, based on original research done during the course. The final few sessions of the course will discuss the ethnographic projects of participants. Susan Gal  TuTh 1:30-2:50.

22128/32138.  Anthropology of Carbon (=ENST 22138)  While the idea of carbon-based economies has been a popular starting point for advocacy, policy and science in light of climate change, it has often escaped cultural explanation itself.  But what exactly is a carbon economy? What is it about the contemporary historical moment that has made carbon such a salient cultural object? In this seminar, we will examine carbon-- its contested construction as an animate and inanimate matter-- as an anthropological question. In this respect, we look to push beyond asking questions about what is at stake in thinking carbon as a commodity and political subject in its most recognizable forms (oil, gas, carbon credits, trees, etc.).  Instead, we will look to consider: What labor is entailed in bundling select conditions of matter and life into something amendable to objective regulatory law and policing called carbon economies? What pressing anxieties have rendered carbon a vital domain around which new forms of culture, life, politics and expertise are taking shape? How do national histories of lingering colonial and socialist forms, sites of extraction, development, and polluted atmospheres come to shape the boundaries and being of carbon? How does something as capricious as carbon have such enduring significance and value?  To answer these questions, we will tack back and forth, thinking about carbon around problems of environment and law, energy and matter, politics and science, as well as the local and planetary.  The course, then, is aimed at accounting for the varying ethnographic registers, embodied practices, and institutional genres through which carbon and its social and political economy may be represented.  Sarah Vaughn. TuTh 10:30-11:50.

23090. Indigenous Human Rights and Development in Latin America (=HMRT 23090). Latin America has long been imagined as a crucible for forging theories about how to conduct development interventions. The region was mobilized, for instance, by “dependency” theorists in their resistance to the mainstream idea that development was simply about “modernization.” Today, Latin America finds itself at the forefront of a more recent movement to empower local cultural identities through entrepreneurship, in what one scholar calls “development with identity.” As the place where the very concept of the “indigenous” person was arguably born with Columbus’ landing on Hispaniola in 1492, Latin America has also played an important and historically enduring role in how the West has understood the idea of indigenous people and imagined how to incorporate them—or exclude them—within larger polities. This course examines the intersections of recent tendencies in development intervention and indigenous human rights throughout the Latin American region, exploring the ways development and indigenous rights have come to be at stake together. It does so through a focus on how two contemporary transnational tendencies have converged particularly sharply in today’s Latin America: what Bolivian scholar Xavier Albó has called “the return of the Indian”—describing the surge in Latin American indigenous rights movements at the end of the twentieth century—and what Ananya Roy has labeled “the financialization of development”—the idea that economic development is best achieved through investing in the poor and framing credit as a human right. To what extent do indigenous rights in Latin America mean the right to develop, or to not? What is it about the Latin American region that has made it a crucible for theorizing development and indigenous rights? What does the Latin American context teach us about what it means to “develop,” what it means to be “indigenous,” and what it means to have “rights”?  Eric Hirsch. ThTh 10:30-11:50

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.  Dain Borges. MWF 1:30-2:20.

23808/33808. Environmental (In)Equalities (=ENST 26230).  This seminar focuses on the interrelations of equity and environmental crisis. Beginning with a framing discussion of  the emergence of  climate justice as a critical term in international climate negotiations, I expect to consider some dimensions of substantive and historical inequality and the claims to justice as an environmental right as they arise from these settings.  Broadening the discussion to include a larger framework of environmental issues in relation to inequality, the course will draw on considerations of geographies of risk and vulnerability in relation to “natural disaster” or environmental crisis.  Moving from an historical account of structural inequalities in socio-natural systems to contemporary environmental politics, we will then discuss the disjuncture in environmental movements and aspirations between the global south and north and particularly to consider how justice and equity figure into environmentalism(s) on a global basis. Finally, we draw on cases from closer to home to discuss the environmental justice movement in the US context. Throughout the Quarter, students will have an opportunity to interact with visitors in the CIS/ PGE Global Inequalities Series.   Mark Lycett. TuTh 9:00-10:20

23907/35025. Religion and Politics in a Secular Age (=MAPS 38000, AASR 38010, RLIT 38010, RLAST 28015) (PQ open to grad students and 3rd/4th year undergrads) How do contemporary religious political projects engage with, respond to and occasionally reconfigure secular ideals and frameworks for political action? Moreover, how does religion intersect with and inform religious practitioners’ political engagements in societies where politics is understood to be the domain of the secular? In this course we explore how anthropologists of religion have studied these questions in a variety of contemporary contexts from Latin America to the Middle East to Europe to Africa and South Asia. Through close analyses of ethnographies of religious movements we examine the ways in which religiously motivated political projects build on and reproduce but also reinterpret religious practices, ideologies, ethics and subjectivities. Thus, we, for example, study how Muslims in Egypt, Hindus in India, and Protestant Christians in Guatemala draw on religious beliefs and practices to engage in politics as religious actors. We ask how diverse religious value schemes and models of subjectivity, social relations, and communicative practice inform religious practitioners’ political actions. And, we interrogate how these various politico-religious projects reflect, negotiate and, on occasion, undermine different locally salient understandings of secularism.  Elina Hartikainen. TuTh  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.  Dipesh Chakrabarty. MW 1:30-2:50.

24307/34307. History and Anthropology of Medicine and the Life Sciences (=HIST 25308/35308, HIPS 25808, CHSS 35308). This course examines the ways in which different groups of people – in different times and places – have understood the nature of life and living things, health and disease, and bodies and bodily processes, among other idea.  We will address these issues principally – though not exclusively – through the changing sets of methods and practices commonly comprising science and medicine.  As we work, we will pay close attention to the methods through which scholars in history and anthropology have written about these topics, and how current scientific practice impacts historical and anthropological studies of science. Michael Rossi. Thurs 3:00-6:00

25148/35148.  Israel in Film and Ethnography (=MAPS 35148, CMES 35148, JWSC 25148, NEHC 25148/35148). Combining weekly screenings of both Israeli fiction and documentary films with readings from ethnographic and other relevant research, this seminar will explore the dynamics of ethnic and religious diversity in modern Israeli society. Some of the (often overlapping) topics to be covered in this examination of the institutional and ideological construction of Israeli identity/ies: the absorption of immigrants; ethnic, class, and religious tensions; the kibbutz; military experience; the Holocaust and other traumas; evolving attitudes about gender and sexuality; and the struggle for minorities’ rights.  Morris Fred. Wed 3:00-6:00.

25905. Introduction to the Music and Folklore of Central Asia (=NEHC 20765/30765, EEUR 23400/33400, MUSI 23503/33503). This course explores the musical traditions of the peoples of Central Asia, both in terms of historical development and cultural significance.  Topics include the music of the epic tradition, the use of music for healing, instrumental genres, and Central Asian folk and classical traditions.  Basic field methods for ethnomusicology are also covered.  Extensive use is made of recordings of musical performances and of live performances in the area. K. Arik,  TuTh  1:30-2:50.

26325/36325.  Archaeologies of Slavery in the New World (=LACS 26325/36325, CRES 26325). In the last few decades, the archaeology of slavery has passed from being a virtually non-existing  field of inquiry to being recognized as one of the most dynamic and fastest growing areas in archaeological research. In particular, at least since the late 1960s, the study of enslaved African-American communities in what came to be the United States, has become one of the most visible and socially relevant avenues of research in contemporary historical archaeology. Following this essentially North American impulse, archaeologies of slavery in modern times have started to emerge throughout the Atlantic world and Latin America, inspiring richly textured narratives through which many Afro-descendant communities have had the possibility to build intimate and empowering connections with their own past. This course will look into both classic and current literature on the anthropology of slavery in order to set the basis for a critical understanding of the development of  the archaeology of slavery in the New World. Students are invited to discover a wide array of case studies describing different aspects of social life in slave societies, from an initial focus on the living conditions on plantation sites, to later interests in the processes of consolidation of Afro-descendant identities in Latin America. Moving beyond stereotypical discussions of dominance and resistance, this course will motivate students to read between the lines of archaeological praxis, identifying both the achievements and the current challenges faced by those investigating the problem of slavery in the recent past. Ultimately, the goal of this course is to highlight the role of archaeology as a potent instrument of remembrance of traumatic pasts: how, by whom, and for whom is the painful experience of enslavement remembered in the present? Felipe Gaitan-Ammann, MonWed 12:00-1:20.

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.  TuTh 12:00-1:20

27420/37420. Language and Power (=LING 28860/38860) Language is often imagined to inhabit a symbolic realm autonomous from other aspects of social life, including power.  This class starts from the contrary position that language and power are intrinsically intertwined.  We will discuss how linguistic practices reflect and shape large-scale power relations, sometimes through explicit attempts to pursue particular linguistic projects, and sometimes through means more subtle and covert.  How we will ask, can we take these relations of power into account and still make room for the agency and imagination of the speaking subject?  Our texts will be varied, encompassing sociolinguistics and linguistic anthropology as well as history and social theory.  Special attention will be paid to the influence of capitalism, but our purview will be broad, and will also encompass everyday institutional interactions, colonial legacies, and questions of gender, as well as class, globalization, and the new work order. Susanne Cohen. TuTh 10:30-11:50.

27510. Language and Temporality: Anthropologies of Time How does language create our sense of time, and our conviction that there is/are pasts, presents and futures?  How are quite different forms of time (in conjunction with space) constructed by language ideologies and enacted in familiar and exotic interactional events?  National time and memory, narrative time, historical time, romantic time, diagetic time, diasporic time, global time, institutional time, and many others  -- have all been proposed and discussed in recent ethnographies. They all require mediation by linguistic or broadly semiotic form and action. The class will start with some theoretical discussion of semiotic tools for analyzing temporality and then read a series of recent ethnographies that take up these issues in depth.  Susan Gal. TuTh 10:30-11:50

27700/47900.  Romani Language and Linguistics (=EEUR 21000/31000, LING 28860/38860).   This is a beginning course on the language of the Roms (Gypsies) that is based on the Arli dialect currently in official use in the Republic of Macedonia, with attention also given to dialects of Europe and the United States.  An introduction to Romani linguistic history is followed by an outline of Romani grammar based on Macedonian Arli, which serves as the basis of comparison with other dialects.  We then read authentic texts and discuss questions of grammar, standardization, and Romani language in society.  V. Friedman. Wed 3:00-6:00

27705/47905. Language and Globalization (=BPRO 24500, LING 27500/37500,  CRES 27500/37500). PQ: Third- or fourth-year standing for undergraduates. Globalization has been a buzz word in our lives over the past few decades. It is also one of those terms whose varying meanings have become more and more challenging to characterize in a uniform way. The phenomena it names have been associated with important transformations in our cultures, including the languages we speak. Distinguishing myths from facts, this course will articulate the different meanings of globalization, anchor them in a long history of socio-economic colonization, and highlight the specific ways in which the phenomena it names have affected the structures and vitalities of languages around the world.  We will learn about the dynamics of population contact in class and their impact on the evolution of languages. S. Mufwene, Wm Wimsatt.  MonWed 1:30-2:50, Fri 1:30-2:20

29100/39100  Archaeobotanical Analysis. Kathleen Morrison  TuTh. 12:00-1:20

29500/59500. Archaeology Laboratory Practicum. François Richard. TuTh 9:00-10:20.

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. Shannon Dawdy. TuTh 1:30-4:20

35030. Anthropology of Religion (=AASR 33600). A critical survey of some of the key theoretical issues in the anthropology of religion. Topics will include some or all of the following: belief and skepticism, ritual action, semiotics and materiality, embodiment, ethical self-fashioning, and the politics of representation. Readings will consist of theoretical essays and ethnographies.  Alireza Doostdar. Thurs 9:00-11:50

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

40160. Contemporary Social Theory (=SOCI 40187). This course is about how contemporary theorists and those interested in a theoretical sociology, anthropology or related fields think about societies, how they rearrange themselves, and how social and cultural forms and relations can be analyzed.  It addresses connections that transcend national borders and connections that require us to dig deeper than the person and look at the brain.  We address different theoretical traditions, including those attempting a diagnosis of our times, and mechanism theories.  The overall focus is on defining and agenda setting paradigms in the second half of the 20th century and some new 21st century theorizing. Karin Knorr. Wed 9:30-12:20

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 2:00-4:00

42225. Colonial/Postcolonial Intimacies: African, Indian, and European Encounters (=CHDV 42213, SALC 43104, HIST 49501, CDIN 42213)  This class examines marriage and family in the formation of European liberalism.  The basic premise is that nation and family have long been intertwined, and that the particular norms of intimacy that emerged in the context of Western modernity did so over the course of the colonial encounter.  The class starts with foundational texts on the role of marriage in liberal thought and then examines how colonial expansion and the encounter of different modes of intimacy became central to how Europeans imagined their own modernity. We also consider other modes of imagining and practicing love and marriage found in both Africa and India, respectively. Finally, we explore how in the context of recent social and economic changes, especially migration from the former colonies to former metropoles, love, marriage and correct gender relations have become central to the policing of European borders, and what it means to be European, once again. Jennifer Cole/ Rochona Majumdar. Tues Noon-3:00

42500.  The Afro-Atlantic World (=CRES 42500). Although originally pioneered, more than three generations ago, by scholars and critics such as C.L.R. James, Eric Williams, W.E.B. DuBois, or Walter Rodney, conceptions of an “Atlantic World” have only recently come to prominence in Anthropology. In the past decade, however, students of Africa and the Americas have increasingly begun to phrase their inquiries in terms transcending entrenched geographical divisions of labor within the social sciences, aiming to include Africa, the Americas, and, to a certain extent, Europe into a single analytic field. Parts of this course will be devoted to a concise introduction to some of the major theoretical positions within, and controversies surrounding the new “Atlantic” anthropology of Africa and its New World diasporas. After this, we will examine a number of recent monographs and/or major articles exemplifying the promises and pitfalls of  theoretical conceptions and methodological procedures that attempt to go beyond mere transregional comparison or linear historical narratives about “African influences”, and aim at analytically situating specific ethnographic or historical scenarios within integrated perspectives on an "Afro-Atlantic World".   Stephan Palmié. Wed Noon-3:00            

 45405. Maverick Markets: Cultural Economy and Cultural Finance (=SOCI 40172). What are the cultural dimensions of economic and financial institutions and financial action? What social variables influence and shape 'real' markets and market activities? 'If you are so smart, why aren't you rich?' is a question economists have been asked in the past. Why isn’t it easy to make money in financial areas even if one knows what economists know about markets, finance and the economy? And why, on the other hand, is it so easy to get rich for some participants? Perhaps the answer is that real markets are complex social and cultural institutions which are quite different from organizations, administrations and the production side of the economy. The course addresses these differences and core dimensions of economic sociology; it is not focused on the sociology of organizations.  Karin Knorr. Tues 9:00-11:50.

45620. Anthropology of Migration and Travel. This is not a survey course about the current state of “the Anthropology of Migration and Travel.”  Rather it considers how this field and its objects of study might be re/built out of the fragments of an eclectic group of scholarly interventions, only some of which claimed to have anything to do with the study of “migration” or “travel” as we have come to know it (read: push-pull, territorial nation-based, rights-oriented).  The course proceeds by examining constituent elements or basic techniques for how one might go about assembling something that could pass as part of an “Anthropology of Migration and Travel” without falling into its various disabling conceptual traps (read: see read #1).  The goal is to provide a kind of DIY kit for dreaming up and animating a future object of study that could shake up the field to your liking and likeness (hint: new cyborgs and monsters are welcome...).   Readings will consist of a mix of ethnography, history and theory and be organized into three parts: 1) Routes, Zones, Contact, 2) Planes, Trains, Automobiles and 3) Stranger, Guest, Enemy.   The final session will be run as a design lab for discussing student works-in-progress.  Julie Chu. Wed 12:30-3:20

46100. Archaeology and Politics of the Past. This seminar explores the use of the ancient past as a symbolic resource by modern communities and the social situation and responsibilities of archae­ologists in this process. Case studies from a variety of contexts are used to show how archaeology has been implicated in the politically charged con­struction of ethnic and regional identities and nationalist and colonialist mythologies in modern history. Current debates about the authority of competing interpretations of archaeological evidence, the right to control public representations of the past, and the contested ownership of archaeo­logical materials and sites are also discussed. Michael Dietler. Thurs 10:30-1:20.

50621. Reading Deleuze. François Richard. Wed. 2:00-5:00

51040. Agencies and Interventions (=SSA 57700, CHDV 57700). By one common definition, agencies are sites of organized social practice, designed to provide some service to others.  The questions of how agencies act, who and what guides them, if they can be seen as actors in their own right, and (if so) how they relate to other kinds of actors, are productive matters of debate.  Agencies are also socially formulated ideas about why, how, by what means, or to what ends something happens.  In light of the many such formulations we find at play across different times and places, we would be wise to begin our inquiry by thinking of “agency” in the plural.          
          In this course, we will work between these two senses of agencies—as historical explanations  of the capacity to effectively or meaningfully act, and as the types of institutions that are charged with undertaking action on behalf of others.  More specifically, we will examine how particular ideas about the possibility of efficacious or meaningful action are operationalized and formalized through various bureaucratic, clinical, and political interventions.  
           While examining their cultural and historical lability, we will find that ideas about agency are often deeply held by the individuals and institutions that operate in accordance with them—whether or not they these ideas serve as explicit guidelines for conduct, as post-hoc explanations for events, or as principles of evaluation to which professionals and clients are subject.  Our readings, lectures and discussions will address formal theories of agency and examine operating ideas of agency in various settings, with a focus on ethnographies of intervention.  E. Summerson Carr. Mon 9:00-Noon

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.  Judith Farquhar. Wed. 9:00-Noon.

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.  Kathleen Morrison. Wed. 9:00-Noon

54100.  Professionalization. (PQ Anthropology post-field students, others by consent)  With the hope that gaining familiarity with these matters will build professional confidence, this workshop explores the organizational and institutional frames that define the universe of the professional anthropologist.  Included especially is the professional’s own role in engaging that universe by making oneself and one’s work visible in and contributory to professional loci: beginning (or intensifying) presentation and publication of one’s work; understanding and seeking to enter the academic and other employment markets; dealing with others’ expectations of one as a potential and actual colleague; framing and articulating a research trajectory with short- and medium-range plans; and imagining a professional profile as a component of one’s life.
Topics:  Assessing job ads, CV, letters of application, national meeting interviews and on-campus job talks, publication, becoming a departmental colleague, working towards tenure, etc. Michael Silverstein. Tuesdays, 2:00-4:00

54505.  Ideology (=PLSC 51800).  This course examines selections from the vast literature on ideology—with attention to the political commitments and intellectual genealogies that have made the concept both important and vexed. We begin with Weber and then explore a variety of trajectories in the Marxist tradition. The bulk of the course will entail considering ideology's relationship to material practice, the notion of interpellation, and concepts linked to ideology, such as hegemony and false consciousness. We shall also analyze ideology's connection to contemporary concerns, such as those related to "subject" formation, new developments in capitalism, and dynamics associated with contemporary "democratic" liberal, as well as authoritarian, regimes. We conclude by considering briefly how social science has employed and developed this body of knowledge.  Lisa Wedeen. Mon 1:30-4:20.

54825. Radical Ecologies.  This seminar explores issues in environmental anthropology through the conceptual, methodological, and ethical challenges posed by speculative philosophies at the edge of reason and the intersection of nature, technology, and science. In so doing, it seeks to develop a mode of radical ecology that complicates recent material, ontological, and multispecies responses to the crisis of the anthropocene. Its aim, as such, is also to elaborate the implicit possibilities born of thinking not only in terms of relation but also in relation to a politics and ethics of process. Of particular concern will be a number of questions, such as: how to (re)imagine the conceptual currency of nature as an analytic category or even object of inquiry; how ethnography might reshape nature; and what sort of social transformations might this reshaping render imaginable. Michael Fisch.  Wed 1:30-4:20

54830.  Engineered Worlds is an experimental, collaborative seminar, dedicated to investigating industrial impacts on the planet.  Working with visiting scholars and artists, 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).  Participation in this seminar is limited and by permission of instructor.  Joseph Masco.  Tues. 9:30-12:20

57721.  LingAnthSem: Ethnographic Perspectives on Literacy Practices (=LING 57721). In their empirically unexamined form, views of what we might term ‘language-focal graphic inscription’ have presumed, variously, that such practices are more-or-less everywhere the same, providing affordances for the individual and for the collective social formation.  For example, literacy is said to cause automatic cognitive transformation of the individual mastering “reading” and “writing,” thus an instrumental infrastructure engendering superstructural realignment.  Literate inscription is thought of in terms of macro-social linear evolutionary tendencies from “primitive” pictorialism to “true” alphabetic phonography, such ideas playing a central role in imperial and other expansionist projects of “civilization” and “uplift.”  “Literacy” in our contemporary experience has become a macro-trope of many modernist and post-modernist perceptions of “crisis” in society demanding educational therapies directed to the non- or marginally “literate,” with goals of inculcating “visual literacy,” “financial literacy,” “computer literacy,” “ethical literacy,” etc., beyond the mere alphabetic kind.
In this seminar, we hope to achieve some insight on such presumptions and their modes and degrees of validity, by engaging a range of mostly empirical studies of graphic inscription viewed as cultural practice in its socio-historical contexts.
In addition to discussions of proposed texts, students may wish to report on projects of their own within this area of research, Michael Silverstein. Wed. 9:30-11:20.