20001. Empire and Nation: Varieties of National Experience (PQ This course qualifies as a Discovering Anthropology" selection for Anthropology Majors.) 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. Reading Race (=CRES 20003, HIPS 20003). (PQ This course qualifies as a Discovering Anthropology" selection for Anthropology Majors.) 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
20007. People’s Garbage: An Introduction to Archaeology ahd Histories of Waste (PQ This course qualifies as a Discovering Anthropology" selection for Anthropology Majors.) This course introduces students to the myriad ways in which archaeologists use material culture to understand social worlds both in the distant past and lived present. Through active course attendance, field trips, and lab exercises, students will gain a solid grounding in archaeological methods and theory and learn how archaeologists come to know or make claims about social lives. In particular we will draw on a range of world case studies to address how people’s garbage permits us to study important social, economic, and political questions. How, for instance, does the size of a corn cob or the biography of a kettle narrate a “farm to table” story which also brings a history of consumer culture into view. We will inquire equally after “why the past matters” and “whose past is it anyway.” In the process students will also examine archaeology’s relationships with allied disciplines and fields. Alice Yao
20701-20702-03 Introduction to African Civilization I, II. (=10101-10102-10103, CRES 20701-20808-20303; ) 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 of the African Civilization takes a historical approach. We consider how different types of historical evidence – documentary, oral, and material – can be used to investigate processes of change and transformation in Africa from the early iron age through the emergence of the Atlantic World in the fifteenth century. We will investigate state-formation in comparative perspective and examine case studies from the Swahili Coast, the empires of Ghana and Mali, and Great Zimbabwe. The course also treats the diffusion of Islam, European contact, and the trans-Atlantic slave trade. (Emily Osborn)
22151. Anthropology of Media. (PQ This course qualifies as a Discovering Anthropology" selection for Anthropology Majors.) This course follows a historical arc from the advent of analog media in the early 20th century to the rise of contemporary networked digital culture with the aim of introducing students to major themes and theoretical questions at the intersection of media theory and anthropology of media. We will pay particular attention to transformations of the body, social, individual, and warfare in expressions of the culture of mediation and the mediation of culture as we consider technologies of transportation, communication, production, consumption, distribution, and exchange. 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. We will also be exploring a number of films. This course is designed specifically for undergraduate students.Michael Fisch
22175 Apprenticeship: Learing on the Job (=CHDV 23407, KNOW 22175). What do psychotherapists, lucha libre wrestlers, and magicians have in common? Perhaps that much of their learning occurs informally while on the job, rather than in formal pedagogical encounters. This class examines diverse contexts of apprenticeship, where individuals undergo long-term, intensive training in situations of practice. David Ansari
22620. Comparative Colonialisms and Indigenous Sovereignty (=CRES 2xxxx) Scholarship on contemporary Indigeneity—the sets of conditions, experiences, urgencies, and histories that are used to understand and theorize Indigenous life—has relied on various analytics to amplify these social processes. Sovereignty, as a legal and political discourse, has provided a useful mode to simultaneously analyze assertions of Indigenous self-determination and ongoing processes of colonial domination. Whereas an analytic of sovereignty describes the legal frameworks that confine and offer possibility of autonomy, settler colonialism identifies the ongoing structural conditions that limit Indigenous empowerment. This interdisciplinary course critically engages the analytics of sovereignty, settler colonialism, as well as decolonization for understanding Indigenous political formations in North America and beyond. In the first section of the course we will interrogate the historical emergence of these legal and political apparatuses before moving into the second section where we apply these insights to the analysis of timely concerns such as: resource extraction and economic development, blood quantum and identity politics, recognition and citizenship, territory and the question of property, and lastly, environmental protection and social justice movements. Teresa Montoya
22740. State and Public in Contemporary Turkey (=NEHC? REES?) Perhaps no object of scholarly inquiry in Turkey has attracted as much attention as the ‘state’ (T: ‘devlet’). A central category in the construction of ideologies of authority, power, kinship and nationhood within Turkish society, the state has also emerged as a hotly contested subject of academic debate. Over the past two decades, social scientists and historians working on Turkey have variably theorized the state as a ‘social relation’, a ‘fantasy’, a ‘social field’, an ‘institutional apparatus’, and a ‘discourse’. At issue remains the relationship of the state to a broader Turkish public, and the ways that ideas of Türkiye, toegether with concepts of halk (‘people’), millet (‘nation’), and kamu oyu (‘public opinion’) are constructed in relation to state institutions, mass media, consumer markets and forms of everyday sociality. In this course, we explore how scholars have theorized the relationship between state and public in Turkey, noting how their diverse scholary orientations place Turkey in a unique position vis-à-vis academic knowledge production about Europe and the Middle East; and we consider how these academic debates are tied up with broader concerns around democracy and authoritarianism, the relationship between secularism and Islam, the position of religious and ethnic minorities, and the status of women and young people in Turkey today. Patrick Lewis
ANTH 23101. Introduction to Latin American Civilization-1 (=LACS 16100/34600, HIST 16101/36101, SOSC 26100, CRES 16101). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with an analysis of the Spanish and Portuguese conquest, and the construction of colonial societies in Latin America. MonWedFri 1:30-2:20
23335/33335. Racial France (=FREN 23335/33335, CRES 23335). Over the last two decades, questions of race, racial identity, and racial discrimination have come increasingly to the fore in France, despite (or because of) the country's prevailing rhetoric of colorblind indivisibility. These issues are becoming ever more pressing on a background of intensifying racisms and right-wing populisms in Europe. The purpose of this course is to offer analytical perspectives about these critical tensions and their ripples across the landscape of contemporary French politics. Using readings from a wide variety of fields (among others, anthropology, sociology, literature, philosophy, history, political science, and news media), we will unpack the discourses and lived experiences of race that have shaped the politics of national identity and difference in France since the late 18th century. We will see that the question of 'racial France' has been intimately bound up with the country's history of colonialism and decolonization, with its Republican ideology, with matters of law and government, with questions of citizenship, religion and sexuality, with recent debates on multiculturalism, and with white malaise and resentment stirred by the growth of right-wing extremisms. In the course of our examinations, we will also reflect on the specificity of race and racialization in France, and its differences from racecraft in the United States. François Richard.
23809. Visualization and Biology: Science, Culture, and Representiation (=HIPS 15100). How do scientific images get made? This deceptively simple question lies at the heart of this course. Over three weeks at the MBL, we will examine the techniques, technologies, philosophies and histories of scientific image making, with a particular focus on marine biology. Rather than simply reading theories of visualization and representation, students will immerse themselves in the making of images themselves. Students will perform hands-on work with historical and contemporary theories and techniques of microscopy, taxonomy, anatomy, and specimen collecting. They will also examine the theoretical, philosophical, and ethical underpinnings of those practices. Through a combination of ethnographic (participant observation) and historical (archival) work, students will develop rich accounts of scientific visualization - from matters of objectivity and instrumentation, to problems of vision and the limits of (human) senses, to questions of aesthetics, abstraction, and representation. During the course, students will have the opportunity to work with Marine Biological Laboratory faculty, have access to laboratory and archives, and will develop new data and novel accounts of the social, cultural, and technical creation of scientific images. Course meets 9/9 – 9/27/2019, 5-6 days per week, 8 hrs/day at the Marine Biological Labos in Woods Hole, Mass. Michael Rossi
24001-24002-24001. Colonizations I, II, III (=CRPC 24001-24002-24003, HIST 18301-18302-18203, SOSC 24001-24002-24003). PQ: These course must be taken in Sequence. This sequence meets the general education requirement in civilization studies. This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world. Themes of slavery, colonization and the making of the Atlantic world are covered in the first quarter. Modern European and Japanese colonialism in Asia and the Pacific is the theme of the second quarter. The third quarter considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers.
24315/35115. Culture, Mental Health & Psychiatry (=CHDVj23301/33301, HIPS 27301, HLTH 23301). While mental illness has recently been framed in largely neurobiological terms as “brain disease,” there has also been an increasing awareness of the contingency of psychiatric diagnoses. In this course, we will draw upon readings from medical and psychological anthropology, cultural psychiatry, and science studies to examine this paradox and to examine mental health and illness as a set of subjective experiences, social processes and objects of knowledge and intervention. On a conceptual level, the course invites 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. Questions explored include: Does mental illness vary across social and cultural settings? How are experiences of people suffering from mental illness shaped by psychiatry’s knowledge of their afflictions? Eugene Raikhel
24320/35115. Cultural Psychology: Philosophical and Theoretical Foundations (=CHDV 21000/31000, GNSE 21001/31000, PSYC 23000/33000, AMER 33000). There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. Richard Shweder.
ANTH 24360 The Art of Healing: Medical Aesthetics in Russia & the US (=KNOW 29901, XCAP: The Experimental Capstone). What makes a medical treatment look like it will work? What makes us feel that we are receiving good care, or that we can be cured? Why does the color of a pill influence its effectiveness, and how do placebos sometimes achieve what less inert medication cannot? In this course we will consider these problems from the vantage points of a physician and a cultural historian. Our methodology will combine techniques of aesthetic analysis with those of medical anthropology, history and practice. We will consider the narratology of medicine as we examine the way that patients tell their stories—and the way that doctors, nurses, buildings, wards, and machines enter those narratives. The latter agents derive their meaning from medical outcomes, but are also embedded in a field of aesthetic values that shape their apperception. We will look closely at a realm of medical experience that continues to evade the grasp of instruments: how the aesthetic experience shapes the phenomenon of medical treatment. This course is one of three offered in The Experimental Capstone (XCAP) in the 2019-20 academic year. Enrollment in this course is restricted to 3rd and 4th year undergraduates in the College. For more information about XCAP, visit https://sifk.uchicago.edu/courses/xcap/ William Nickell, Brian Callender
24510/34501. Anthropology of Museums (=MAPS 34500, MAPS 34400). Using anthropological theories and methodology as a conceptual framework, this seminar will explore the organizational and ideological aspects of museum culture(s). The course includes visits to museums with guest museum professionals as guides into the culture of museums. Morris Fred
24720/34720. Trust after Betrayal: Society-Building in the Aftermath of Atrocity (=HMRT 24720/34720). In this course, students will learn about the moral philosophy and anthropology of trust, mistrust, and betrayal. The course will be structured through four cases: the Colombian Peace Process, Germany’s Stasi, the Cultural Revolution in China, and the United States 2008 Financial Crisis. The class will tend towards the discussion seminar format with some short lectures to help students bridge the theoretical and empirical materials. Students will analysis of laws, public discourses, literature, and ethnographic materials to write a final term paper on one of the four cases. As part of the course pedagogy, students will also learn how to form and manage productive writing groups and to write literature reviews that draw from multiple disciplines. The midterm will consist of a their literature review for their final term paper. Authors will include, but are not limited to the following: Baier, Benedict, Carey, Corsín Jimenez, Darwall, Fauklner, Fukuyama, Gambetta, Govier, Hawley, Holton, Jamal, Jones, Kleinman, Lewicki, Luhmann, McAllister, Möllering, Simpson, Tilly, and Widner.Erin McFee
25216/32925. Gender, Sex and Culture (MAPS ). This introductory graduate course examines the social construction of gendered identities in different times and places. We study culturally-specific gendered experiences, ‘roles,’ rights and rebellions around the world, discussing the individual and social consequences of gender and the interrelationships between gender and other categories for identity including race, class and sexuality. While focusing on the global diversity of gendered experience and expectations, we also examine gender in the US, taking a critical approach to understanding gendered inequality and gender-based and sexual violence both abroad and at home. Finally, we examine the role of gendered expectations in Western science, the relationship between gender and ‘globalization,’ and the contemporary movements affecting change in gendered norms, especially in the arts and media. Advanced Undergraduates admitted with Instructor consent. Mary Elena Wilhoit
25270. Humanitarianism: Anthropological Perspectives (=HMRT ). Humanitarianism has emerged as one of the key principles used by states and non-state agencies to justify or call for interventions in contemporary global crisis situations. From health crises, natural disasters and even political instability, humanitarianism has gained an unprecedented global currency as a language of justice. In the last two decades, anthropologists have shown the complexities of humanitarian interventions and its intended and unintended effects. In this course we trace what humanitarianism means, its moral and ethical underpinnings and what are the consequences of humanitarian action. The course will interrogate some of the philosophical, conceptual underpinnings of the idea and their implications in the real world. We will read a range of ethnographies including refugee rehabilitation in France, military interventions in Iraq, philanthropy in India to understand the ways in which humanitarianism has emerged as a global language of justice. The course will help students understand the problem of humanitarianism at both the global and the local levels and also bridge the gap between the normative and the actual. Sayantan Saha Roy
25320/35320. FOODCULTURA: The Art and Anthropology of Food and Cuisine. If anthropology and conceptual art have one thing in common, it is the aim to deliberately de-familiarize taken-for-granted ways of being in the world by means of ethnographic comparison or aesthetic provocation so as to open up new forms of understanding the complexities and diversity of human social life. Co-taught by the internationally acclaimed food artist Antoni Miralda and the University of Chicago anthropologist Stephan Palmié, this experimental course aims to do just that in exploring the aesthetics and politics of food-related forms of sociality in Chicago and beyond through first hand ethnographic and historical research. An initial set of lectures will give students a basic understanding of how anthropology and art have dealt with human foodways – i.e. those seemingly most “natural”, but in fact, socially and culturally highly overdetermined ways in which we nourish ourselves and relate to others through food. Then the class will be divided into research teams under the direction of two graduate student project leaders to work on ethnographic, archival, or media-related projects concerning Chicago’s diverse and complex alimentary and gustatory worlds. Research topics include (but are not limited) to the following: Chicago’s rich history as a major site of industrial food production (including literary representations such as Upton Sinclair’s The Jungle); it’s stunning diversity of ethnic food cultures (Mexican, Eastern European, South and East Asian, etc.); its dramatic class and race-based inequalities in access to quality foods; its gastronomic infrastructure ranging from street vendors and food trucks to high end restaurants, from convenience stores and ethnic retailers, to farmers’ markets, food banks, Costco and Walmart, and on to gourmet emporia. And not the least its local street food alternatives to corporate fast food: deep dish pizza, hot dogs, Italian beef, jibaritos. Other lines of investigation might concern food in visual imagery, music, folk-art or social media, as well food-related language, recipes, or communal feasting traditions. Research sites can range from archives and public collections to neighborhood retailers and restaurants, community centers, foodbanks, or culinary institutions like Kendall College. As the research teams develop their project-designs and methodologies, and begin their investigations they will collectively report back during class meeting where their approaches and findings will be collectively discussed. The final results can take the form of conventional research papers, annotated data collections, visual recordings and audio files, or participatory art projects. These will then be incorporated into a Chicago version of Miralda’s Sabores y Lenguas/Tastes and Tongues project that will be featured in a public event to be held at the University of Chicago’s Gray Center for the Arts in the winter quarter of 2020 with participation of the students in this class as well as artists and scholars from Chicago and beyond. Stephan Palmié, Antoni Miralda
25720/35720. Unfolding Anthropology: Practices of Research and Representation. (MAPS 34512). This introductory graduate course interrogates the forms of interaction, understanding, and representation that define the ongoing evolution of the discipline of anthropology. Starting with the early moments of anthropology and proceeding to contemporary texts, we will identify both the unique insights anthropology offers and its blind spots. Students will be given opportunities to explore the value of anthropology as a way of thinking with and about human experience through close studies of the discursive frameworks, aesthetic forms, and claims of ethnographies. What kinds of knowledge are conveyed in what forms? What kinds of truths are communicated through what kinds of texts? These are some of the questions we will explore as we gain exposure to wide-ranging ethnographies focused on South Asia, Brazil, Morocco, Southern Africa, and the United States. We will enrich close readings of ethnographies with hands-on explorations of the methods of anthropology. Students will undertake research projects, and compose abridged ethnographies in order to complicate their practices of intellectual engagement and critique with the contingencies of life outside the classroom. Tori Gross
26900/46900. Archaeological Data Sets. PQ Advanced standing and consent of instructor for undergraduates. This course focuses on the methodological basis of archaeological data analysis. Its goals are twofold: (1) to provide students with an opportunity to examine research questions through the study of archaeological data; and (2) to allow students to evaluate evidential claims in light of analytical results. We consider data collection, sampling and statistical populations, exploratory data analysis, and statistical inference. Built around computer applications, the course also introduces computer analysis, data encoding, and database structure. Alice Yao
27505. Professional Persuasions: The Rhetoric of Expertise in Modern Life. This course seeks to dissect the linguistic forms and semiotics processes by which experts (often called professionals) persuade their clients, competitors and the public to trust them and rely on their forms of knowledge. We will consider the discursive aspects of professional training (e.g., lawyers, economists, accountants), and take a close look at how professions such as social work, psychology and medicine stage their interactions with clients. The goal of the course is to examine a central feature of modern life: the reliance on experts, by analyzing the rhetoric and linguistic form of expert knowledge. Susan Gal
28110. Human Origins: Milestones in Human Evolution and the Fossil Record (=BIOS 22265, ORGB 33265). (PQ: Three quarters of Biological Sciences Fundamentals sequence, or consent of Instructor) This course aims at exploring the fundamentals of human origins by tracking the major events during the course of human evolution. Starting with a laboratory based general introduction to human osteology and muscle function, the latest on morphological and behavioral evidence for what makes Homo sapiens and their fossil ancestors unique among primates will be presented. Our knowledge of the last common ancestor will be explored using the late Miocene fossil record followed by a series of lectures on comparative and functional morphology, adaptation and biogeography of fossil human species. With focus on the human fossil record, the emergence of bipedalism, advent of stone tool use and making, abandonment of arboreality, advent of endurance walking and running, dawn of encephalization and associated novel life histories, language and symbolism will be explored. While taxonomic identities and phylogenetic relationships will be briefly presented, the focus will be on investigating major adaptive transitions and how that understanding helps us to unravel the ecological selective factors that ultimately led to the emergence of our species. The course will be supported by fresh data coming from active field research conducted by Prof. Alemseged and state of the art visualization methods that help explore internal structures. By tracing the path followed by our ancestors over time, this course is directly relevant to reconnoitering the human condition today and our place in nature. Z. Alsmseged.
29700. Readings in Anthropology. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. At the discretion of the instructor, this course is available for either Pass or letter grading. Staff. Autumn, Winter, Spring.
29900. Preparation of Bachelor's Essay. PQ: Consent of instructor and program chairman. Students are required to submit the College Reading and Research Course Form. At the discretion of the instructor, this course is available for either Pass or letter grading. For honors requirements, consult the honors section under Program Requirements. Staff. Autumn, Winter, Spring.
10100. Introduction to Anthropology. The social science that has pursued ethnographic study of human societies for more than a century, anthropology still leads the most creative social science efforts to understand humanity in its full complexity. New kinds of inquiry into history, power, race, class, gender, language, economy and culture, and into transnational and even global phenomena, lead anthropologists to reconsider the fundamentals of political economy, culture and history, structure and events, and knowledge and power. This course will introduce anthropology’s characteristic modes of inquiry, with special attention to thick data in relation to big data, and systems of meaning in relation to structures of power. To introduce anthropology we will read classic descriptive texts, touchstone feminist, postcolonial and science-and-technology-studies critiques, and accessible and innovative contemporary work. We will view classic and contemporary ethnographic films, and inquire into uses of new media. This course will orient students to the general history of ethnographic social science, and will prepare interested students for every other anthropology course offered at the collegiate level here. John Kelly
20701-20702-20703. Introduction to African Civilization I, II. (= HIST 10101-10102-10103, CRES 20701-20802-20303; CHDV 21401 SOSC 22500-22600) Completion of the general education requirement in social sciences recommended. Taking these courses in sequence is recommended but not required. This sequence meets the general education requirement in civilization studies. The second segment of the African Civilizations sequence uses anthropological perspectives to investigate colonial and postcolonial encounters in sub-Saharan Africa, with particular focus on Southern Africa. The course is centered on the 20th and 21st centuries. The course begins with an examination of colonialsim, the institutionalization of racism, and dispossession, before examining anti-colonialism and the postcolonial period. Over the course of the quarter, students will learn about forms of personhood, subjectivity, kinship practices, governance, migration, and the politics of difference. Katie Hickerson
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 forms of knowledge. 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 also review important strains of French 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
21265/36705. Celts: Ancient, Modern, Post Modern (=CRES 21265/36705). (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.
21347. To Preserve or Destroy?: Anthropologies of Heritage (=GLST 23317, HIPS 21347). Why do some monuments matter more than others? Why do we destroy some sites and preserve others? How do these objects and sites attain value? As witnessed in Charlottesville, heritage is at the heart of intense debates in politics and culture today. Questions of theft and colonial violence haunt museums, galleries, and other cultural institutions. Looting and repatriation—linked to archaeology’s complex history and of equal concern to contemporary anthropology—force us to contend with the very meaning of heritage, including why it matters, what it does, and to whom it rightfully belongs. Bringing archaeology and anthropology together, this course attends to these complex questions, exploring how monuments, heritage sites, and material culture are enmeshed in power and condense contested histories. Drawing together ethnographies of heritage, theories of history and art, and accounts of dispossession and destruction, we will examine heritage as a conceptual formation, a set of social, political, and economic practices, and as a locus of both enchantment and endangerment. In doing so, students will gain a better sense of why the category of heritage seems to matter so much in the 21st century, paradoxically weaponized by both nationalist narratives and decolonial movements, and what futures heritage builds. Hilary Leathem
21348. Anthropology, Criminality, and Transgression (=PLSC 21348, CRES 21348.) Alongside other disciplines in the social sciences, anthropology has a vexed and complicated history in the study of crime since the 19th-century. This course aims to consider this broader history of criminality within anthropology with specific attention to readings of transgressive criminal action, or the potential of “illegality” to destabilize particular ways of life beyond the maintenance of an existing world. This attention is a departure from other anthropological foci on crime as - for instance - pathological, symptomatic, opportunistic, reactionary, constructed, or in collusion with “legitimate” political and economic orders. While still attending to these themes through keys texts in the anthropology of crime, this course reflects on how conceptualizations of “change” (particularly political change) and criminality have been historically transformed and renewed within this literature. This course draws from anthropological studies alongside work in other disciplines and traditions of the social sciences such as political science, providing tools to identify the potentials and limits of studying crime as acts of resistance, insurgency, and/or political opposition. Ray Noll
22131. The Science, History, Policy and Future of Water (=MENG 20300, ENST 20300, HIPS 20301, GLST 26807, HIST 25426). Water is shockingly bizarre in its properties and of unsurpassed importance throughout human history, yet so mundane as to often be invisible in our daily lives. In this course, we will traverse diverse perspectives on water. The journey begins with an exploration of the mysteries of water’s properties on the molecular level, zooming out through its central role at biological and geological scales. Next, we travel through the history of human civilization, highlighting the fundamental part water has played throughout, including the complexities of water policy, privatization, and pricing in today’s world. Attention then turns to technology and innovation, emphasizing the daunting challenges dictated by increasing water stress and a changing climate as well as the enticing opportunities to achieve a secure global water future. Seth Darling
22730/35210. Decolonizing Anthropology: Africana Critical Theory and the Social Sciences (=CRES 22730). This course historicizes the relationship between black studies and the social sciences with a focus on the discipline of anthropology. To this end, students will engage anthropological studies of black communities and debate how black intellectuals have troubled the relationship between social science and colonialism. The aim of this course is twofold. First, how are the social sciences brought to bear on black social life in accordance with what W.E.B. Du Bois famously described as the “study of Negro problems?” And secondly, how does the figure of “the Negro” pose a problem for anthropology theory? As students will read, nineteenth century abolitionist Frederick Douglass and Haitian anthropologist Antenor Firmin condemned the Social Darwinism of the nascent human sciences and issued challenges to scientific method and analysis. Critiques of this sort, however, remain absent from histories of the discipline. Through an analysis of classical and contemporary texts, this course considers how anthropological theory has depended on erasures that inhibit its radical potential for social transformation. Ryan Jobson.
22835. Migration Trajectories: Ethnographies of Place and the Production of Diasporas (=CHDV 23406). Global movements of people have resulted in a substantial number of immigrant communities whose navigation of various facets of everyday life has been complicated by restrictive citizenship regimes and immigration policies, as well as linguistic and cultural differences. The experiences of a wide range of individuals involved in migration raise the following questions: What strategies do immigrants use to negotiate transnational identities, and what are the implications of these strategies? How do future generations manage simultaneous and intersectional forms of belonging? To address these questions, we will draw on ethnographic texts that explore various facets of transnational migration, such as diasporas, place, citizenship, mobility, and identities. The term “trajectories” reflects different situations of migration that are not necessarily linear or complete. Moreover, the term “place” is meant to capture the continuity between displacement and emplacement, and to critically analyze the durability associated with notions of "sending" and "receiving" countries. Lastly, rather than take diasporas as a given, we will explore the ways that they are produced and enacted in a variety of geographic contexts. David Ansari
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 2018 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 2018 focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. Winter: Dain Borges.
23607. The Immigrant As American Prototype (=CRES 23607). This undergraduate seminar explores how the figure of “the immigrant” has come to mediate various origin myths and anticipatory imaginations of “Americanness” in contemporary political struggles. A central proposition of the course is that “the immigrant” should be seen NOT as an “original” founding subject of the United States and its “American Dream” but rather, as a modern prototype—forged only since the late 19th century—for stress-testing different models of American presence and power in the world. Importantly, this is a world increasingly ordered, as well as destabilized, by the expanding logics of industrial and corporate capital—a historical development with reverberating effects into our contemporary debates over the relation of “the immigrant” to American “values” and global “competitiveness.” Drawing on various historical, anthropological and audiovisual resources, this seminar aims to situate the emergence of “the immigrant” as American prototype in relation to (1) earlier cultural-historical archetypes of mass migration, such as “the settler” and “the emigrant” and (2) current debates over nativist and cosmopolitan models of American security-cum-prosperity that take “the immigrant” as the limit case for evaluating “the human,” “the normal,” and “the good life” across nationalist and globalizing space-times. Besides conventional reading and writing assignments, this seminar will offer students the opportunity to experiment with multimedia methods for ethnographic research through a final web-based project in which students will draw from current news and popular media sources to assemble and critically present on their own version of “the Immigrant” as American prototype. Julie Chu
23816. Farms as Factories: Industrial Ideals in ‘Modern Agriculture (=ENST 2xxxx). Plants and animals are now produced in capital-intensive, factory-like settings. The industrialization of agriculture has not only transformed what we eat, but also the ecology of the globe and biology of its inhabitants. This course explores the logics, history, and consequences of an agricultural sector that simultaneously generates lagoons of pig manure, proprietary DNA, and monocropped landscapes. How does commoditizing wheat alter its value? How do pigs to change when they live their lives on concrete? What forms of care are needed to keep antibiotic-laden chickens alive? How does the industrial production of life rearrange ‘modern’ concepts of nature? The course situates these questions within a broader framework of capitalism and commoditization; we begin by studying the rationale of proto-industrial production on slave plantations, consider the results of agricultural ‘modernization’ in the 19th and 20th centuries, and analyze how social scientists have studied these processes. Then, we examine how agricultural products – plants and animals - have been physically altered to facilitate standardized production, and study how these shifts have changed the role of workers and social milieu of labor. In addition to contextualizing modern agricultural production, this class is an introduction to animal and plant studies, theories of capitalism and commodification, and environmental anthropology. Raymond (Sandy) Hunter
23911. Anthropology of Religion (=RSLT 27650, AASR 34411). How do anthropologists study religion? This course is an introduction to classic concepts that have defined the social scientific study of religion such as ritual, taboo, transcendence, embodiment, and enchantment. To grasp how fieldwork is paired with theory, we will engage ethnographic writings on Orthodox Christianity in northern Ethiopia, Afro-Caribbean Santería in Chicago, and Islamic jinn veneration in Delhi India. We will further examine various themes in the socio-cultural inquiry of contemporary religion including asceticism, sexuality, sectarianism, and political theology. Angie Heo.
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.
24101. Introduction to the Civilizations of South Asia-1 (HIST 10800, SALC 20100, SOSC 23000, MDVL 20100). The first quarter focuses on Islam in South Asia, Hindu-Muslim interaction, Mughal political and literary traditions, and South Asia’s early encounters with Europe. Muzaffar Alam.
24333/35133. Critical Studies of Mental Health in Higher Education (=CHDV 23305/333/05). This course draws on a range of perspectives from across the interpretive, critical, and humanistic social sciences to examine the issues of mental health, illness, and distress in higher education. Tentative reading list: Margaret Price, Mad at School; Anne Cvetovich, Depression: A Public Feeling; Susan Blum, "I Love Learning, I Hate School"; Elizabeth Armstrong and Laura Hamilton, Paying for the Party; Lauren Rivera, Pedigree: How Elite Students Get Elite Jobs. Eugene Raikhel
24335. Introduction to Medical Anthropology and Critical Studies of Global Health (=CHDV 24335, HIPS 24335). PQ This course qualifies as a "Discovering Anthropology" selection for Anthropology Majors. Ideas about health and the experience and interpretation of distress and illness are products of specific historical, social, economic, and cultural contexts. The physical body, however, constrains the shaping of these ideas. The aim of this course is to examine the way in which concepts about the body in health and in illness in any given society are reflections of specific kinds of social organization and political relations together with shared cultural values. The first module of the course will outline the major theoretical models for approaching the study of illness, health, and medicine, as objects of anthropological analysis. The second, third, and fourth modules of this course will variously examine historical, cultural, environmental, economic, and political considerations to provide a comprehensive global overview of the many factors that influence the health of individuals and populations. In each module we will explore specific themes, buttressed by ethnographic case studies: for example, medicine as a cultural system; different medical traditions; cross-cultural medicine; medicalization of the life-cycle; anthropology of the body; the social lives of medicines, reemerging infections, biomedical technologies; social suffering; and, finally, the political dimensions of health policy in the US and abroad. Sean Brotherton.
24701/34701. Political Anthropology (= ) Through this course, students will learn how anthropologists approach the study of politics, institutions, states, and individuals. The seminar will comprise a mix of short lectures and class discussion. Students will be asked to provide 10 short response papers to the readings over the course of the quarter. Additionally, students will select an instructor-approved case study to anchor their thinking about the readings outside of the class discussion. They will complete 10 pages of journaling bridging together the readings with elements of their selected case, which will be graded at two points over the quarter. The final paper will draw together their journal content, course readings and discussions, and outside readings related to their case study. Texts will cover classical accounts of small-scale societies, contemporary political movements, governmental institutions and bureaucracy, post-colonial resistance, and identity politics. Authors include, but are not limited to the following: Abrams, Anderson, Aretxaga, Comaroff and Comaroff, Evans-Pritchard, Foucualt, Mbembé, McGovern, Mitchell, Mosse, Nelson, Povinelli, Ramirez, Scott, Sharma and Gupta, Silverstein, Taussig, Trouillot, and Weber. Erin McFee
24825. Earth System / World Order: On Planetary Geopolitics (GLST 2xxxx).In the twenty-first century the Earth itself has emerged as a central object of geopolitical concern. Global climate change, systemic ecological destruction, and the exhaustion of nonrenewable resources, along with their proposed “solutions” in climate engineering, carbon markets, and non-conventional fossil fuels, have placed the planet and its dynamics at the center of struggles between states, international institutions, corporations, and citizen-subjects. To the entangled systems of territorial states and world trade—the “doubled world” of nations and markets that organized global-scale political practice and political thought after decolonization—is added the dynamics of the Earth System. And as geopolitical thought and action increasingly turn to the interacting physical, chemical, and biological processes of the planet, and as states and markets are discovered to be and to have always been earth-transforming devices, a novel terrain of geopolitics comes into view. Historical formations of global power are being refashioned on a new kind of ground, where “world order” is continuous with “earth system”—where the geos in geopolitics becomes substantively geological. In this class we will read widely across the humanities and social sciences, exploring how these circumstances challenge the grammar of geopolitics and inherited idioms of sociopolitical analysis. What kind of problems does a genuinely planetary geopolitics pose to the usual ways we speak of development, imperialism, war, freedom, domination, self-determination, and democracy? What other concepts might it place at the center of social theoretical inquiry? Cameron Hu
25211 / 32910. Feminisms and Anthropology (=CHDV 22103/32103, GNSE 22103/32103). This seminar examines the somewhat fraught yet generative relation between various movements of feminism and the discipline of anthropology. Both feminism(s) and anthropology emerged in the 19th century as fields invested in thinking “the human” through questions of alterity or Otherness. As such, feminist and anthropological inquiries often take up shared objects of analysis—including nature/culture, kinship, the body, sexuality, exchange, value and power—even as they differ in their political and scholarly orientations through the last century and a half. Tracking the emergence of feminisms and anthropology as distinct fields of academic discourse on the one hand and political intervention on the Other, we will pursue the following lines of inquiry: 1) a genealogical approach to examine key concepts and problem-spaces forged at the intersection of these two fields 2) critical analysis of the relation of feminist and postcolonial social movements to the professionalizing fields of knowledge production ( including Marxist inspired writing on women and economy, Third World feminism and intersectionality, and feminist critiques of science studies) and 3) a reflexive contemporary examination of the way these two strands of thought have come together in the subfield of feminist anthropology and the continual frictions and resonances of feminist and anthropological approaches in academic settings and in the larger world (e.g., #MeToo, sex positive activism, queer politics, feminist economics, etc.). Julie Chu, Jennifer Cole, Winter 2020
25214. (Re)Producing Race and Gender through American Material Culture (=CRES 27530, GNSE 27530, HIST 27414). This course introduces students to the role of the material world in the production and reproduction of ideologies of race, gender, and their intersections. Objects around us are imbued with meaning through their design, construction, use, and disuse. Architecture, art, photography, clothing, quilts, toys, food, and even the body have all been used to define groups of people. Combining secondary literature, theory, documentary evidence, and material culture, this course guides students as they ask questions about how ideologies of race and gender are produced, how they are both historically specific and constantly in flux, and how human interaction with the material world creates, challenges, and changes their construction. The primary course objectives are to (1) provide students with an introduction to material culture as a theory and methodology and (2) teach them how to apply it to research on ideologies of gender and race in history. Allison Robinson.
25908/35908. Balkan Folklore (=CMLT 23301/33301, NEHC 20568/30568, REES 29009/39009). 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 first-hand through visits of a Chicago-based folk dance ensemble, “Balkan Dance.” Angelina Ilieva.
26200/36200. Ceramic Analysis for Archaeologists (=NEAA 10020/40020). This course introduces the theoretical foundations and analytical techniques that allow archaeologists to use ceramics to make inferences about ancient societies. Ethnographic, experimental, and physical science approaches are explored to develop a realistic, integrated understanding of the nature of ceramics as a form of material culture. Practical training in the use of the ceramic labs is included. James Osborne
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 Bamiyan. Although the first excavations began in the 1920’s, there has been only limited fieldwork in Afghanistan, and even this was truncated by the Soviet invasion in 1979 and the subsequent 35 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 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.
26765/36765 Archaeology of Anyang: Bronzes, Inscriptions andWorld Heritage (=EALC 28010/48010). Anyang is one of the most important archaeological sites in China. The discoveries of inscribed oracle bones, the royal cemetery, clusters of palatial structures, and industrial-scale craft production precincts have all established that the site was indeed the last capital of the Shang dynasty recorded in traditional historiography. With almost continuous excavations since the late 1920s, work at Anyang has in many ways shaped and defined Chinese archaeology and the study of Early Bronze Age China. This course intends to examine the history of research, important archaeological finds, and the role of Anyang studies in the field of Chinese archaeology. While the emphasis is on archaeological finds and the related research, this course will also attempt to define Anyang in the modern social and cultural contexts in terms of world heritage, national and local identity, and the looting and illegal trade of antiquities. Yung-Ti Li
27360/37460, Ethnicity in the Contemporary World. [Tentative] Ethnicity as a particular mode of groupness, entailing a sense of belonging, comes with strong ideological loading of diachronic trajectory – where the group comes from and where it is heading. We examine several recent treatments of the fate of ethnicity within the nation-state and similar modern formations, thinking through cases of ethnolinguistic, ethnoracial, and ethnoreligious intersectionalities and synchretisms. Michael Silverstein.
27450. Language Movements (=LING 27450) In this seminar course we explore various language movements—large-scale, social projects that take as their object of focus “language” and its protection, reform, purification, revitalization, standardization, and even invention. Surveying a range of historical and regional cases from around the world, we are particularly interested in the way in which different language movements conceptualize language itself, and how those reflexive ideologies of language both articulate particular political positions (and get hooked up into particular institutional forms) and, in their own often ironical ways, affect language structure, function, and use. Constantine Nakassis
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. Tu 2:00-3:20; Thurs 12:30-1:50 or 2:00-3:20
29602. Topics in Critical Theory: Repurposing “Ideology” for the Present (=PLSC 29602) PQ 3rd or 4th year standing. This is a 3CT Capstone Course. 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 examining ideology’s relationship to material practice, the notion of interpellation, the usefulness of “hegemony,” and the problems associated with false consciousness. We shall also analyze ideology’s connection to prevailing theoretical concerns, such as those related to “subject” formation, affect, new developments in capitalism, and dynamics associated with contemporary “democratic” liberal, as well as authoritarian, political orders. We conclude by considering how social science has employed and developed this body of knowledge, why the concept seemed to lose its explanatory power, and how it might be repurposed for the present. Lisa Wedeen
29910. BA Essay Seminar. (Limited to students writing BA papers in Anthropology. Consent of Instructor). This course is designed to help anthropology undergraduates to develop, formulate, and write a promising research question that can be addressed in scholarly paper of 40 pages. To do this, we will develop a specialized set of writing skills, techniques, and strategies. First, we will address the problem of processing research “data”, focusing in particular on the relationship between questions and evidence. Second, we will engage with the writing-process proper, with a special focus on how to craft an argument of this length, including planning, outlining, and drafting. Third, we will explore the rhetorical qualities and characteristics of academic writing as a textual genre, with the goal of mastering the art of developing convincing argumentation. James Countryman.
20701-20702-20703. Introduction to African Civilization I, II, III. (=HIST 10101-10102-10103; CRES 20701-20802-20303; SOCI 20213,) 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 Three of African Civilization examines the historical transformations of African societies in the long nineteenth century. At the beginning of this era, European economic and political presence was mainly along the coast, but by the end of this period nearly the entire continent was under formal colonial control. This course examines how and why this transformation occurred, highlighting the struggles that African societies faced managing internal reforms and external political, military, and economic pressures. Topics covered include the Egyptian conquest of Sudan, Omani colonialism on the Swahili Coast, and Islamic reform movements, as well as connections between the end of the transatlantic slave trade and the formal colonization of the African continent. Not listed for Spring 2020
21306/45301. Explorations in Oral Narrative. (This course qualifies as a Discovering Anthropology Selection for Anthropology Majors). A study of storytelling in non-literate and folk societies, antecedent to the complexities of modern narrativity, itself anchored in and energized by literacy. The main objects of our study will be the vast body of folktales and collateral folklore collected by anthropologists and folklorists in traditional societies. Despite the impact of literacy on modern minds this course argues for the persistence of ancient themes, plots, characters and motifs.. A further argument is made for the foundational role of storytelling in the creation of culture and construction of society …an argument, in short, that humans are, by nature, story-telling creatures whose sapience lies primarily in the capacity to create, be entertained by, and even live by, fictions The central place of storytelling is shown in the humanistic and social sciences: anthropology, economics, history, philosophy, politics, psychoanalysis. Student story-telling and even performance, of brief stories is encouraged and reflected upon in light of the main arguments of the course. James Fernandez
21345. Living with Toxins: Anthropology of Environmental Health. The ongoing saturation of our bodies and environments with chemicals, pesticides, radiation, mercury, and microplastics has made environmental health a central issue of our time. This course explores how anthropologists have engaged environmental pollution, disaster, and climate change by tracing the historical and conceptual development of an anthropology of environmental health as an emerging field of inquiry. It will draw on works in medical anthropology, environmental anthropology, political ecology, environmental history, and science and technology studies, paying close attention to the concerns, questions, and analytic perspectives they raise in engaging with issues of environment and health. The goal of this course is to develop analytic tools to critically assess responses to environmental health issues and examine the stakes and experiences surrounding toxic worlds across space, time, and disciplines. Students will have the opportunity to apply their insights by working closely on an environmental health issue of their own choosing throughout the course. Hiroko Kumaki21349. Settler Colonialism of North America. This interdisciplinary course examines the literature on settler colonialism in order to understand the ways in which it has been engaged theoretically, ethnographically, and historically. Articulated as a “structure and not an event,” by Patrick Wolfe, settler colonialism is the under-examined variant of colonialism, one that focuses on the ongoing project of controlling seized and dispossessed territories rather than extracting value to be accrued by a distant colony. Indigenous nations and peoples are central to this process as it is their lands and bodies which must be “settled.” In the project of settler colonialism, indigenous nations and peoples are paradoxically hyper-visible and erased. In this course we will closely read contemporary ethnographies and works that are ethnographic in nature to turn our attention to ‘technologies of control’ which produce visibility and erasure and life and death. Although this course will be comparative in scope, it will be heavily grounded within critical indigenous theory to better provide an understanding of our current conditions and social and political possibilities in what is now currently known as the United States. Kristen Simmons
21420. Ethnographic Methods: (PQ: Preference given to third-year Anthropology majors preparing to write BA papers next year.) This course is a practical and theoretical introduction to ethnographic research. It will provide students with (i) a background in the key epistemological, ethical and representational issues raised by fieldwork, and (ii) a collaborative forum for practicing and critically interrogating ethnographic methods, including participant observation, fieldnote writing, interviewing, and archival research. With the help of instructor and peer feedback, students will design and execute a short fieldwork-based research project over the course of the quarter. Readings and discussions will guide students through the process of developing research questions, choosing and gaining access to a field site, generating data, and re-presenting that field site in writing. We will pay particular attention to questions of knowledge, location, evidence, ethics, power, translation, and experience, and to the nature of the theoretical and social claims that can be pursued through ethnographic research. Class sessions will be divided between discussions of critical readings in anthropology related to methodological epistemology and practice, and workshop-style sessions where we collectively discuss student projects, reflect on the experience of fieldwork, and share advice and constructive criticism. Lake Polan
21428/38600. Apes and Human Evolution (=BIOS 13253, HIPS 21428). (This course qualifies as a Discovering Anthropology Selection) 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
22161 Ships, Trains, and Planes: A Global History of Vessels and Voyagers, 18th Century to the Present (=HIST 29425, GLST 24425). From La Amistad to the airplanes of September 11, vessels make history. And yet, we often take for granted the fact that they also contain history. Investigating the sociocultural pasts of vessels and the politics of mobility, this course poses two overarching questions. How have ships, trains, and airplanes shaped the behavior and outlooks of modern humans, and how has the experience of being in transit evolved over the past three centuries? Beginning with sailing ships of the eighteenth century and winding its way to the airplane via steamships and railways, the course explores how vehicles and transit have inspired and coerced humans into unique forms of subjectivity. Through case studies and primary sources from across world history, vessels in transit will be analyzed as engines of modernity and sites of emancipation, but also as tools of terror and laboratories of power. Charles Fawell
23071. Anti-Corruption Politics in Latin America (=LACS 26623, GLST 26623, HMRT 26623). Calls for corporate accountability from civil society and widespread public anxieties concerning large scale corporate corruption scandals have become salient modes of articulating questions of power in contemporary Latin America & the Caribbean. This trend, while not homogenous or new, denounces the relation between two modes of power — state and corporate — considered to be at the heart of the region’s democracies. What is the relation between today’s war against corruption and ongoing transformations of corporate and financial power? What has been the effect of anti-corruption discourse over horizons for ancipatory politics – such as Human Rights praxis? This course critically examines anti-corruption politics as constituting one of the region’s most salient frameworks of accountability in the present. Crucially, we will situate it in relation to Latin America’s robust trajectory of critiquing power through the analysis of corporate power as well as the mobilization of Human Rights discourse. Alejandra Azuero Quijano, Ignacio Martín-Baró Prize Lecturer
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
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. Alice Yao (II), Mareike Winchell (III)
24103. Introduction to the Civilizations of South Asia-2 (=HIST 10900, SALC 20200, SOSC 23100). The second 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
24316. Thinking Psychoanalytically: From the Sciences to the Arts (=BPRO 28400). Since Freud’s seminal investigation into the nature of the mind, psychoanalytic thinking has offered a unique approach to unconscious, relational, and meaningful dimensions of human experience. Despite assaults on the field from numerous quarters, psychoanalytic thinking remains central to the work of practitioners across an array of disciplines. After an introduction to key psychoanalytic concepts including the unconscious, repression, and transference, we will investigate some of the ways in which these ideas are mobilized within clinical practice, neuroscience, anthropology, education, philosophy, literary studies, and the visual arts through a series of lectures presented by specialists from these fields. Along the way, we will gain an appreciation for some of the ways in which psychoanalytic perspectives continue to inspire a variety of current scientific and humanistic projects. E. Anne Beal
24341/40310. Topics in Medical Anthropology (=HIPS 24341, CHSS 40310). This 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 exploring 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, entanglements of ecology and health, humanitarianism, and psychoanalytic anthropology. Sean Brotherton.
25150/35150. Anthropology of Israel (=MAPS 36567, CMES 35150, NEHC 25147/35147, JWSC 25149). This seminar explores the dynamics of Israeli culture and society through a combination of weekly screenings of Israeli fiction and documentary films with readings from ethnographic and other relevant research. Among 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; evolving attitudes about gender and sexuality; the struggle for minorities’ rights; and Arab-Jewish relations. Morris Fred. Tues 3:30-6:20
25212. Treating Trans-: Practices of Medicine, Practices of Theory (=GNSE 12103). Medical disciplines from psychiatry to surgery have all attempted to identify and to treat gendered misalignment, while queer theory and feminisms have simultaneously tried to understand if and how trans- theories should be integrated into their respective intellectual projects. This course looks at the logics of the medical treatment of transgender (and trans- more broadly) in order to consider the mutual entanglement of clinical processes with theoretical ones. Over the quarter we will read ethnographic accounts and theoretical essays, listen to oral histories, discuss the intersections of race and ability with gender, and interrogate concepts like "material bodies" and "objective science". Primary course questions include: 1. How is “trans-” conceptualized, experienced, and lived? How has trans-studies distinguished itself from feminisms and queer theories? 2. What are the objects, processes, and problematics trans- medicine identifies and treats? How is “trans-” understood and operationalized through medical practices?
3. What meanings of health, power, knowledge, gender, and the body are utilized or defined by our authors? What relations can we draw between them? Paula Martin
25260. Out of Order: Feminism and Problems of Freedom, Power, and Authority (=GNSE 12100). The critique of power stands at the heart of the feminist project. As one of modernity’s preeminent liberation movements, feminism has developed a repertoire of theories and methods to challenge authority, question hierarchy, and upend institutions. The movement also faced internal challenges and critiques, which forced it to grapple with its own blind spots and inherited traditions. Today, feminism is again at a crossroads, as demands to protect women from abuse are cast as ‘feminist policing’ or as moralistic regulation of sexual norms. One of the urgent questions of our time concerns, therefore, the very possibility of feminist authority, both as a potent ideal and as an oxymoron. Out of Order is designed to tackle this problem by thinking through the relationship between power, authority, and freedom in feminist thought. The course examines how feminists addressed these interrelated notions from a variety of standpoints, in philosophy and critical theory, psychoanalysis, social history, and anthropology. What does this diverse body of knowledge teach us about the ways we relate to ourselves and to others, about our desires, our interests, and the ways we become political subjects? What do feminists have to say about ordering and regulating life in common? How do we square our concerns about power with our demands for justice? How might we rethink these problems anew, in light of emergent ways of being, feeling, thinking, and acting in the present historical moment? Eilat Maoz.
25265. Challenging Transitional Justice (=HMRT ). Alejandra Azuero Quijano.
25310. Drinking Alcohol: Social Problem or Normal Cultural Practice? (=BPRO 22800, BIOS 02280). Alcohol is the most widely used psychoactive agent in the world and, as archaeologists have recently demonstrated, it has a very long history dating back at least 9,000 years. This course will explore the issue of alcohol and drinking from a trans-disciplinary perspective. It will be co-taught by an anthropologist/archaeologist with experience in alcohol research and a neurobiologist who has experience with addiction research. Students will be confronted with literature on alcohol research from anthropology, sociology, history, biology, medicine, psychology, and public health and asked to think through the conflicts and contradictions. Selected case studies will be used to focus the discussion of broader theoretical concepts and competing perspectives introduced in the first part of the course.
Topics for lectures and discussion include: What is alcohol? chemical definition, cultural forms, production processes, biological effects; The early history of alcohol: archaeological studies; Histories of drinking in ancient, medieval, and modern times; Alcohol and the political economy: trade, politics, regulation, resistance; Alcohol as a cultural artifact: the social roles of drinking; Styles of drinking and intoxication; Alcohol, addiction, and social problems: the interplay of biology, culture, and society; Alcohol and religion: integration vs. prohibition; Alcohol and health benefits: ancient beliefs and modern scientific research; Comparative case studies of drinking: ethnographic examples, historical examples, contemporary America (including student drinking). Michael Dietler, William Green.
25440/35405. Maverick Markets: Cultural Economy & Cultural Finance (=SOCI 20258/30258). 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. This course provides an overview over social and cultural variables and patterns that play a role in economic behaviour and specifically in financial markets. We draw on the ‘New Economic Sociology’ which emerged in the late 70's and early 80's from the work of Harrison White, Marc Granovetter, Viviana Zelizer, Wayne Baker and others. We also draw on recent analysis of the relationship between knowledge, technology and economic and financial institutions and behaviour, and include an emerging body of literature on the financial crisis of 2008-09. The readings examine the historical and structural embeddedness of economic action and institutions, the different constructions and interpretations of money, prices and other dimensions of a market economy, and how a financial economy affects organizations, the art world and other areas. Karin Knorr
25906. Shamans and Oral Poets of Central AsiaIntroduction to the Musical Folklore of Central Asia (=NEHC 20766/30766). This course explores the rituals, oral literature, and music associated with the nomadic cultures of Central Eurasia. Kagan Arik.
26115. Rome: The Eternal City (=HIST 16603, CLCV 24119, ENST 16603). The city of Rome was central to European culture in terms both of its material reality and the models of political and sacred authority that it provided. Students on this course will receive an introduction to the archaeology and history of the city from the Iron Age to the early medieval period (ca. 850 BCE–850 CE) and an overview of the range of different intellectual and scientific approaches by which scholars have engaged with the city and its legacy. Students will encounter a broad range of sources, both textual and material, from each period that show how the city physically developed and transformed within shifting historical and cultural contexts. We will consider how various social and power dynamics contributed to the formation and use of Rome's urban space, including how neighborhoods and residential space developed beyond the city's more famous monumental areas. Our main theme will be how Rome in any period was, and still is, a product of both its present and past and how its human and material legacies were constantly shaping and reshaping the city's use and space in later periods. Margaret Andrews
26120/36120 Troy and Its Legacy (=HIST 20404/30404, CLCV 20404, CLAS 30404,). This course will explore the Trojan War through the archaeology, art, and mythology of the Greeks and Romans, as well as through the popular imaginings of it in later cultures. The first half will focus on the actual events of the "Trojan War" at the end of the second millennium BCE. We will study the site of Troy, the cities of the opposing Greeks, and the evidence for contact, cooperation, and conflict between the Greeks and Trojans. Students will get an introduction to the history of archaeology and the development of archaeological fieldwork. The second half will trace how the narrative and mythology of Homer's Iliad and the "Trojan War" were adapted and used by later civilizations, from classical Greece to twenty-first-century America, to justify their rises to political and cultural hegemony in the Mediterranean and the West, respectively. Margaret Andrews
26711/36711. Ancient Landscapes-2 (GEOG 25800/35800, NEAA 200062/30062). (PQ ANTH 26710/36710). 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. Atkinson, Niall
26760/46760. Archaeology of Bronze Age China (=EALC 28015/48015). "Bronze Age" in China conventionally refers to the time period from ca. 2000 BC to about 500 BC, during which bronze, an alloy of copper and other metals such as tin and lead, was the predominant medium used by the society, or to be more precise, the elite classes of the society. Bronze objects, in the forms of vessels, weapons, and musical instruments, were reserved for the upper ruling class of the society and were used mostly as paraphernalia during rituals and feasting. "Bronze Age" in China also indicates the emergence and eventual maturation of states with their bureaucratic systems, the presence of urban centers, a sophisticated writing system, and advanced craft producing industries, especially metal production. This course surveys the important archaeological finds of Bronze Age China and the theoretical issues such as state formation, craft production, writing, bureaucratic systems, urbanization, warfare, and inter-regional interaction, etc. It emphasizes a multi-disciplinary approach with readings and examples from anthropology, archaeology, art history, and epigraphy. This course will also visit the Smart Museum, the Field Museum, and the Art Institute of Chicago to take advantage of the local collections of ancient Chinese arts and archaeology. Yung-ti Li
29500/29500. Archaeology Lab Practicum. This hands-on lab practicum course exposes students to various stages of artifact processing on a collection from a recently excavated site (e.g., washing, sorting, flotation, identification, data entry, analysis, report preparation, curation). The primary requirement is that students commit to a minimum of nine hours of lab work per week, with tasks assigned according to immediate project needs. Shannon Dawdy.