Autumn 2020 | Winter 2021 | Spring 2021


Autumn 2020

20003/38305. Reading Race (=HIPS 20003). Before and since Anthropology became a discrete scientific field of study, questions about the biological reality, potential utility and misuse of the concept of race in Homo sapiens have been debated. We will read and discuss a sample of writings by 18th, 19th, and 20th century and contemporary authors who attempted to define human races and those who have promoted or debunked the utility of the concept of race with special attention to it role in retarding social progress, and the extermination and exploitation of some populations and individuals. Russell Tuttle. Fri 1:50-4:50

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 considers literary, oral, and archeological sources to investigate African societies and states from the early Iron Age through the emergence of the Atlantic World. We will study the empires of Ghana and Mali, the Swahili Coast, Great Zimbabwe, and medieval Ethiopia. We will also explore the expansion of Islam, the origins and effects of European contact, and the trans-Atlantic slave trade. Emily Osborn  Sec 1 MW 1:50-3:10, Sec 2 TuTh 9:40-11:00

21353.  Anthropolgy of Revolution: Orientalism, Islam, and the Middle East in Global Perspective (=RLST 27651, GLST          .  The rise of political Islam in the Middle East as a revolutionary force has provoked concern among commentators fearing that without separation between “church and state,” the region is doomed to religious conflict. But what’s Islamic about political Islam, or religious about religious conflict? What does it mean to frame secularism as a solution to this “problem”? How do Orientalist narratives complicate our understanding of political movements? In this class, we deploy anthropological methods to interrogate how religion and secularism are defined by exploring Islam as a lived religion and political practice in the contemporary Middle East. Reading ethnographic texts from Iran, Lebanon, and Egypt, we explore how political activists have framed challenges and their responses. Are “political Islam” and “secularism” useful analytics for examining Middle Eastern revolutions and uprisings? What makes a government “secular”? And what roles have Western powers played in shaping contemporary conflicts and how they are framed? Course discussion is driven by both texts and popular films. Drawing on an interdisciplinary body of works from anthropology, history, and sociology, in addition to primary sources, we ask what answers ethnographic methods can provide. We critically engage with films from the region as well as popular Western media representations and news articles.    Alexander Shams. MonWed 10:20-12:20

21356. The State as Imagination, Fetishm Spectacle. From Trump’s theory of the “deep state” and the rise of populism around the world to the global “war on terror” and mass-mediated counterinsurgency, the state as shot through with emotion, fantasy, and the spectacular has become central in political life these days. This course will explore the state through its affective, ideological, and imaginary dimensions, asking what they may teach us about the kind(s) of entity that the state is. We will analyze how the state materializes in unexpected forms and places; how it comes to be perceived as a larger-than-life formation, embodying fantasies of power; how it presents itself through an interplay of spectacle and secrecy, seeking to shape itself and/through its ‘others’ (outlaws, terrorists, enemies) in particular ways. We will ask what kinds of political configurations are at play in these processes and what forms state power acquires: How is this power felt? How does it (seek to) shape us as political subjects? What unintended consequences may it produce? While drawing from work in a range of disciplines, we will privilege ethnographic perspectives for their capacity to illuminate the intricacies of the contemporary state. Agnes Mondragon Celis Ochoa  TuTh 9:40-11:00

21610. Linguistic Ethnographies (=Ling 21610). In this seminar, we read a set of new ethnographic writings that focus on linguistic practices, using those to explore wider cultural patterns and the project of writing cultural description. In the first weeks we discuss fieldwork and some classic questions about genre, voice, rhetoric and persuasion in analytic writing. Seminar members will do their own ethnographic project and write it up for a final paper. Questions to be discussed: What is the role of linguistic practices in constituting culture, power, identity? How do people “do” ethnographic fieldwork; how is that work transformed into writing? How should one evaluate ethnographic texts? Who are the text's addressees; what are its blindspots? What counts as theory? How is the “object” of analysis delineated? How is authority achieved (or not)?  Susan Gal.  TuTh 11:20-12:40

22124. Feminist Perspectives of Science (=HIPS 25202).  Feminist perspectives on science come from anthropology, sociology, history, and philosophy. What they have in common is a determination to uproot the deepest and least visible forms of oppression in our society: those pertaining to facts and methods we unquestioningly take to be true, known, and valid. We will first acquaint ourselves with the value-free ideal of science as an objective, rational process of discovery, and the ways this ideal has been wielded as an instrument of domination. We will spend the rest of the quarter challenging this dogma by (1) historically demonstrating science’s symbiotic alliances with political ideologies of gender and race, (2) ethnographically examining structural and interactive practicalities of knowledge-construction and -circulation that reproduce social oppression, and (3) epistemologically deconstructing the very notions of objectivity and rationality that are used to insulate science from feminist critique. You may wonder why our syllabus occasionally covers issues of race rather than gender: an important feature of studies in gender is their intersectionality with studies of other groups who experience oppression, e.g. racial, ethnic, and religious minorities, and queer communities.  Parysa Mostajir MonWed 4:20-5:30

22415. Technology and the Human (=RLST 27802). Technology is ubiquitous in contemporary life. Yet technological developments continue to infatuate and inspire in us feelings of excitement, hope and fear. How are we to understand the uncanny relationship between the human and technology? What does this relationship disclose about human agency and creativity? If human life is unimaginable without tools, artifacts, memory supports, and machines, how might we gain the critical distance necessary to properly assess the human-technical relation?In this course we will open up an inquiry into the question of technology by considering the ways in which technical objects, processes, and systems interrupt, challenge, and constitute human subjectivity. Readings will include texts by Martin Heidegger, Friedrich Kittler, Bernard Stiegler, Gilbert Simondon, Katherine Hayles and others. Sara-Jo Swiatek. TuTh 11:20-12:40

22545. Viral News: The Crises, Inequalities, and Pandemic Trajectories of Global Infomedia (=GLST 25841, ENST 25841). Through news portals, podcasts, and other media, students will track recent journalistic work on the political, economic, and other forms of social fallout from the COVID-19 pandemic. Ethnoracialization, classism, and quantification have all consistently re-emerged as issues and frequently as dangerous tropes in coverage. Moreover, omnipresent “crisis” narratives often slip into easy justifications for bipartisan corporate bailouts, surveillance, and the unequal access enabled by intricate, amplified social hierarchies. How do commodification, clickbait news-making, and late capitalist temporalities each pose threats to an ideology of supposedly unmediated, unfiltered, “just the facts” information-sharing (including in academia)? How do viruses, illness, and health emerge as both news stories and metaphors for understanding the contemporary media and social landscape? In this experimental new course, students will relate their weekly findings to recent classics in the history and ethnography of journalism. In tracking contemporaneous reporting on the pandemic, students will consider how their analysis of news connects to those developed by scholars of journalism who have critically considered stories of state collapse, conflict, and other topics of crisis reporting.  Owen Kohl. TuTh 4:20-5:40

22726. Against the Law (LLSO 22720). Much of what happens in society occurs against, outside, or otherwise in contravention of formal legal structures. This course will explore the mutually structuring relationship between the realms of the lawful and unlawful. Through a series of ethnographic readings, we will also probe how legal categories and notions of lawfulness shape assumptions in social theory, political philosophy, and anthropological scholarship. Finally, we will discuss methodological and ethical issues that arise in research "against the law."  Darryl Li. Tues 2:40-5:30

22765/34730. Ethnographic Approaches to Power and Resistance (=GNSE 22770, MAPS 31504). This introductory graduate course will examine understandings of power articulated by influential political theorists and ethnographers. We will explore key theoretical concepts, including discipline, governmentality, sovereignty, hegemony, agency, and resistance, as well as their application within textured, intersubjective, and affectively oriented ethnographic texts. Seeing power grounded in tentative and unstable practices, we will focus on the tensions between nation-states, informal networks, and the actions and aspirations of individual subjects. How are attempts to consolidate power articulated in performances, narrative histories, and acts of exclusion and violence? How are competing de facto and de jure powers negotiated in various spaces ranging from the institutional to the intimate? The centrality of both physical violence and the complacency born of the naturalized hegemony of political institutions and economic rationality will arise in our examinations of political mobilization and possibility. This course will give students opportunities to develop conceptual understandings of various modes of power that offer insights into the forces of colonialism, global interconnectivity, and violence that shape the 21st century world. Victoria Gross.  Tues 9:40-12:20

22845. Xenophobia and the Politics of Belonging (=CRES 22845, CHDV, SSAD). What work does xenophobia do in the making and marking of nation-states? What does it mean to belong, in a world structured by migration? In this course, we will examine the practices and politics of exclusion, of othering and of unbelonging. Drawing on cases from North America and Sub-Saharan Africa, we will study xenophobia at different points along its spectrum of intensity – from mass atrocities to the seemingly banal ways in which othering and exclusion are baked into everyday life. We will study each case in depth in its own right, as well as how it sits within broader experiences of exclusion and violence around the world and across time. In the course, we will explore theoretical debates surrounding nativism, autochthony, and different forms of nationalism, and the ways they relate to xenophobia. Scholars of migration and belonging have long shown that collective identities are constructed in large part in relation to an external other. Does (one person’s) belonging necessitate (another’s) unbelonging? In this course we ask: how does the ‘stranger’ come to be seen as threatening or destabilizing? How does one come to be seen as a ‘stranger’? Kathryn Takabvirwa. 11:20-12:40

23003. Greater Latin America (=LACS 26386). What is “Latin America,” who are “Latin Americans” and what is the relationship among and between places and people of the region we call Latin America, on the one hand, and the greater Latinx diaspora in the US on the other? This course explores the history of Latin America as an idea, and the cultural, social, political and economic connections among peoples on both sides of the southern and eastern borders of the United States. Students will engage multiple disciplinary perspectives in course readings and assignments and will explore Chicago as a crucial node in the geography of Greater Latin America. Some topics we will consider are: the origin of the concept of “Latin” America, Inter-Americanism and Pan-Americanism, transnational social movements and intellectual exchanges, migration, and racial and ethnic politics. Diana Schwartz Francisco. TuTh 9:40-11:00

23083. A Latin American Anthropology of Violence and Conflict in Latin America (=GLST 23803, PBPL, LACS 23083/32335, HMRT 23803, SPAN 23083). (PQ. Course materials and discussions will be in both Spanish and English; Spanish fluency required.) This course explores the dynamics of conflict and organized violence in Latin America through a combination of Latin American fiction and documentary films and ethnographic and other relevant research. The following are some of the interrelated topics that we will cover, which draw primarily from scholars not only of Latin America, but also in Latin America: non-state armed groups, transnational criminal networks, international cooperation and humanitarian intervention, human rights abuses and activism, gendered experiences of violence and its aftermath, and the state. We will begin our work in contemporary conversations about these topics throughout the region and weave in readings from the globally dispersed foundational thinkers who have informed these conversations. Students will develop a case study of their choosing over the quarter and receive in-class instruction on forming and managing effective writing groups to facilitate their projects. Significant flexibility is also possible for those who want to incorporate their coursework into the development of a larger research project.  Erin McFee. TuTh 2:40-4:00

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 1:50-2:40

23807. Toxic: Body Burdens and Environmental Exposures (CRES 23807, ENST 23807, HLTH 23807). Toxicity is a pervasive and often elusive presence in our lives today. In this seminar class, we begin to address this condition by asking: what exactly is toxic? Who bears the burden of this classification? And, how then, are these understandings of toxicity defined and deployed in broader historical, political, and scientific contexts? From these preliminary questions, we explore the pathways through which toxic exposure, contamination, and fallout accumulates in disproportionate and uneven ways, especially for minoritized populations and upon Indigenous territories. Drawing upon a variety of social science literature and community-based research we trace these challenges through overlapping structures of race, class, gender, citizenship, and coloniality. This transnational and interdisciplinary orientation will acquaint students with case studies of exposure across different scales and geographies, from Chernobyl to Chicago. Through mixed approaches of ethnography and media curation, students will also have the opportunity to research and document their own cases studies of body burdens and environmental exposure.  Teresa Montoya. TuTh 1:00-2:20

23910/35035. Holocaust Object (=HIST 23413/33413, REES 27019/37019, KWSC 29500). In this course, we explore various ontological and representational modes of the Holocaust material object world as it was represented during World War II. Then, we interrogate the post-Holocaust artifacts and material remnants, as they are displayed, curated, controlled, and narrated in the memorial sites and museums of former ghettos and extermination and concentration camps. These sites which—once the locations of genocide—are now places of remembrance, the (post)human, and material remnants also serve educational purposes. Therefore, we study the ways in which this material world, ranging from infrastructure to detritus, has been subjected to two, often conflicting, tasks of representation and preservation, which we view through a prism of authenticity. In order to study representation, we critically engage a textual and visual reading of museum narrations and fiction writings; to tackle the demands of preservation, we apply a neo-materialist approach. Of special interest are survivors’ testimonies as appended to the artifacts they donated. The course will also equip you with salient critical tools for future creative research in Holocaust studies. Bozena Shallcross. TuTh 4:20-5:40

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. Various. All 3 quarters are on offer. Check the Time Schedule.

24110. Jews, Arabs and Others: Nations from the Nile to the Jordan (=GLST 25209). This course considers nation building as an ongoing and recurring process in the Middle East, realigning identities and communities according to the political concerns of the time. In particular, we will examine how Arabs and Others have figured in the political imagination of both Egypt and Israel-Palestine. When can Egyptians, Palestinians, and Israelis consider themselves "Arab"--and when not? What are the stakes of naming Arab-ness or claiming it for oneself? To answer these questions, this course will include readings on Arab nationalism and minorities in Egypt, the question of Jewish versus Israeli nationalism, Arab (or Mizrahi) Jews in Israel, and the relationship of Palestinian nationalism to the borders that have been drawn within the historic land of Palestine. Callie Maidhof

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. TuTh 2:40-4:00

24835. Global Disaster Ecologies: Interspecies Exposures and Immunities (=GLST 25250). This class explores ecologies that thrive, transform, or collapse under severe anthropogenic pressures. Construing "ecology" and "disaster" broadly, it attends to human and nonhuman interdependencies in contexts at once different and related: (post)war landscapes, sites of modern agriculture and food production, and extreme weather events attributed to global climate change. The class asks: what social and ecological relations become possible, thinkable, and tenable when scientific and experiential facts of natural destruction meet optimistic ideologies of conservation, resilience, and climate finance? Interdisciplinary class readings will place special emphasis on honeybees' collapse and worldwide insect decline. Larisa Jasarevic. TuTh 11:40-12:40

24910/30310. Contemporary Social Theory (=SOCI 20291/30291). This course is about how contemporary theorists and those interested in a theoretical sociology, anthropology or related fields think about societies, how they rearranges 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 Cetina. Tues 9:40-12:40

25315/35315. Food for Thought (=KNOW 29942, ARTV 26210/36210, CMST 26210/36210).  If anthropology and contemporary art have one thing in common, it is the aim to 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 perspectives on the complexities of human social life. Eating is a physiological precondition for the reproduction of human life. Yet while humans are omnivores in biological terms, human food intake is neither random, nor based on genetically encoded taste preferences. Food and its consumption form highly diverse parts of human experience and play a correspondingly rich role within creative cultural production over millennia—as vehicles for need and desire, social allegiance and division, purity and danger, value and lack, connection and disruption. Co-taught by an artist and an anthropologist, this course considers what’s at stake when contemporary artists build on this longstanding practice to explore the complexities of current societal, political, and cultural contexts. Works considered range from historical still life painting to recent performative work, with a focus on European and American visual art since 1960.  Throughout class, we will examine the intertwining of art, food and sociality in relation to relevant theoretical frameworks, art historical contexts, and reception.  Participation in field trips and evening film screenings is required.  Readings are drawn from a variety of disciplines. Please note that the course will take place on an intensive schedule between September 30 and October 21, and in a hybrid format with two class meetings per week in person, and one meeting per week online.  Stephan Palmié, Laura Letinsky. MWF 12:40-3:50 First 3 weeks of the Quarter.

26330/36330.  Making the Maya World (=LACS 36330/36330 ).  What do we know about the ancient Maya? Pyramids, palaces, and temples are found from Mexico to Honduras, texts in hieroglyphic script record the histories of kings and queens who ruled those cities, and painted murals, carved stone stelae, and ceramic vessels provide a glimpse of complex geopolitical dynamics and social hierarchies. Decades of archaeological research have expanded that view beyond the rulers and elites to explore the daily lives of the Maya people, networks of trade and market exchange, and agricultural and ritual practices. Present-day Maya communities attest to the dynamism and vitality of languages and traditions, often entangled in the politics of archaeological heritage and tourism. This course is a wide-ranging exploration of ancient Maya civilization and of the various ways archaeologists, anthropologists, linguists, historians, and indigenous communities have examined and manipulated the Maya past. From tropes of long-hidden mysteries rescued from the jungle to New Age appropriations of pre-Columbian rituals, from the thrill of decipherment to painstaking and technical artifact studies, we will examine how models drawn from astrology, ethnography, classical archaeology and philology, political science, and popular culture have shaped current understandings of the ancient Maya world, and also how the Maya world has, at times, resisted easy appropriation and defied expectations. Sarah Newman.  Tues 2:40-5:30

27445.  Whose Hybridity?: “Mixing” Language, Race, and Identity (=CRES 27535). Throughout the modern world, members of racial, ethnic, and other groups perform their identities, in part, through the use of multiple languages or linguistic sub-varieties. It is a commonplace assumption that some of these performed identities—and their linguistic modes of expression—are “hybrid” or “mixed.” Whether viewed as a cause for celebration or alarm, such assumptions often rely on the idea of previously “pure” things that were later made “hybrid.” In various accounts in a range of media, “hybridity” spells the end of desirable ways of life, even the “natural order of things.” In other accounts, “hybridity” is celebrated for producing novel relations between discrete categories, practices, and identifications. Yet upon closer inspection, even such supposedly “pure” categories themselves frequently turn out to be anything but “pure.” This course will critically explore how “hybridity” is constructed as a matter of concern across a range of intellectual-, geopolitical-, cultural-, and media contexts. It focuses on language as a privileged marker of and resource in identity-construction, both self and other. This class uses theories and methods from anthropology, sociolinguistics, history, and sociology to explore how “hybridity” can be—and has been—used to construct social boundaries, exclusions, and erasures as much as solidarities, inclusions, and recognitions. The class focuses also on the material media in which these inclusions and exclusions are produced. Joshua Babcock. TuTh 1:00-2:20

28110. Human Origins: Milestones in Human Evolution and the Fossil Record (=ORGB 33265, BIOS 22265).  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. Alemseged

29604. Topics in Critical Theory: Constitutionalism and Rights. (HMRT 29604?)   PQ 3rd or 4th year standing.  This is a 3CT Capstone Course. (Brief/keyword description) - Historicizing and theorizing constitutionalism, rights and the law from the South. Particular empirical focus on South Africa, will also draw on Indian, other African and Latin American material, and think Euro-American genealogies of law and rights from these global Southern locations. Kaushik Sunder Rajan

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.

29910. Bachelor’s Essay Seminar. (Limited to students writing BA papers in Anthropology. Consent of Instructor).  This seminar is designed to prepare fourth-year Anthropology majors to write a compelling BA thesis. To that end, the course is structured as a writing workshop that addresses three key issues: First, we will focus on formulating a viable research question that can be interrogated in a 40-50 page paper; second, we will examine core anthropological research methods, paying particular attention to the relationship between questions and evidence; finally, we will consider the writing process (including aspects such as planning, outlining, and drafting) and modes of argumentation. Along the way, participants will work toward producing a 20-page first draft. Rebecca Journey Fri 3:00-5:50

Winter 2021

20006. Embodiment and the Senses. (PQ Course qualifies as a Discovering Anthropology Selection for Anthropology Majors.) This course approaches bodies as points of insight into governance, the varied experiences of being governed, and efforts to evade and reconfigure institutional expressions of authority. First, we will examine bodies as targets of governance, objects to be reformed, regulated, contained, disciplined, educated, incarcerated, treated, trained, and “cared” for. Next, we will consider how bodies accrue power as sites of resistance, refusal, and critique. Certain bodies in certain places elicit discomfort, unsettling familiar divisions such as of private and public space, of developed and backward, of religious and secular, of reason and madness, of citizenship and (often racialized) non-citizenship. Finally, we will ask how bodies and sensory practices figure in ethical projects of crafting exemplary kinds of subjectivity or collectivity. In this way, the course will introduce students to anthropological approaches to embodiment as well as related questions of bio-politics, gender and race, political subjectivity, care and self-making, post/colonialism, sensory politics and the aesthetic. Along the way, students will gain a new appreciation of the political potency of bodies and bodily practices near and far—from Lenin’s preserved body to Trump’s "small" hands, reproductive labor to sex work, dirty protest to women’s marches, indigenous eco-rituals to queer intimacies.  Mareike Winchell

20014. Animal Magnetism: Histories of Human-Animal Relationships.  (PQ Course qualifies as a Discovering Anthropology Selection for Anthropology Majors.)Animals are all around us--in homes and laboratories, farms and forests, zoos and supermarkets. Yet the remarkable ways in which human and animal lives are intertwined often go unnoticed. What makes an animal a predator in one setting, prey in another? A companion to befriend or a trophy to fight over? In this course, we will examine the meanings that humans have ascribed to their nonhuman counterparts from a long-term perspective. Human-animal relationships inform much of what we consider to be society, including humans’ interactions with other humans. Those perceptions and practices vary widely across time and space, from shared experiences and mutual exchanges across species boundaries to processes of subordination and domestication that have reshaped human and animal bodies and behaviors to contemporary concerns over the nature of animal intelligence, emotions, and rights. Drawing on interdisciplinary readings in archaeology, anthropology, biology, history, psychology, and environmental studies, we will examine the changing ways that humans have conceptualized, commodified, and experienced our nonhuman counterparts from the past to the present. Sarah Newman.

???  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. Staff.

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. William Mazzaella

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.  Alison Anastasio

21351. Life Under Lockdown: Sociability and Isolation in an Age of Social Distance. This course takes a critical genealogical approach to the concept of social distance, tracing its origins in Simmel’s stranger sociality through the Chicago school of sociology to contemporary accounts of quarantine. Moving from the theoretical to the empirical, we will interrogate what it means to be able to participate in spatial distancing protocols, and examine the ethics and politics of cross-generational care. Along the way, we will consider the practice of ethnography as a multimodal form of inquiry into the sociality of solitude. The course will culminate in a multimedia final project in which participants undertake an auto-ethnography of confinement, drawing from their own experiences and observations of life under lockdown during the COVID-19 pandemic. Taken together, students’ individual narratives will form a collective ethnographic portrait of a transformative generational moment, generating crucial insights into the long-term societal impacts and potential futures of post-pandemic worlds. Rebecca Journey

22202/32202. Anthropology of Caste in Asia (=SALC     ).  This seminar course explores anthropological approaches to caste. We will survey colonial ethnological accounts to structuralist, transactionalist, historical anthropological, and contemporary ethnographic accounts of forms of caste difference, identity, and violence in South and East Asia, with an eye to comparison to other forms of invidious social difference in other times and cultures.  Constantine Nakassis.

22540.  Games: Theory, Practice, Experience (=TAPS ?). Why do humans play? How do games achieve their hold on our passions and attention? And why have thinkers and scientists found “the game” to be such a powerful concept for understanding economic competition, language use, cultural values, and war? This course offers students a chance to explore these questions through an introduction to a comparative anthropological method of analysis. Students will read and discuss accounts of gaming in diverse human societies, from the mock combats of Siberian shamans to the consuming passions of chess masters, machine gamblers, e-athletes, and role-players. Along the way, students will discover the conventions and technologies through which games create new worlds of meaning and achieve the experiential merger of self with activity that makes them such an engaging pursuit. Students will also make use of resources at the Weston Game Lab to compose reflexive accounts of gaming experience, with the option to complete a final research project on a favorite game. This course will appeal to anthropology majors interested in foundational concepts of ritual performance, everyday practice, strategic competition, and social experience, as well as non-majors interested in education, finance, design, theater, marketing, cognition, and, of course, gaming. Zachary Sheldon

22742.  The Struggle for the University: Critical Scholarship and Research.  The course aims to develop students’ broader knowedge around the scholarship of higher education and to provide students with greater experience with interdisciplinary collaborative research. It combines readings on the politics, political economy and history of the university with participation in a student-developed group research project in which the university, broadly defined, figures centrally as the object or site of study. In the first part of the course, readings explore the university’s contested origins in Medieval Europe and the Middle East, its evolving relationship to the philosophy of education and knowledge, and its changing institutional structures. In the second part, readings shift to examine the university in relation to youth politics, with an emphasis on the history of radical student movements and the university as a site of anti-colonial and anti-racist struggles. The third part of the class focuses on the university’s roles in the contemporary global knowledge economy and as a site and instrument of capital accumulation. Groups and project topics will be determined by students during the first two weeks. Significant class time will also be given to project development and class feedback, with special attention given to qualitative (e.g. archival and ethnographic) research methodologies.  Patrick Lewis

22850.  Mobility in Society: Concepts and Cultures (=PLSC     , SOCI      ). This course seeks to explore the analytic of mobility in society. Through the exploration of various cultures and epochs, we will explore the ways in which itinerant peoples engage with the world, and how they are perceived in academic and colloquial perspectives. How do mobile people create a homeplace, and how is the concept different or similar to sedentary peoples’ sense of home and belonging? In what ways does mobility inform social, political, or economic particularities? How do mobile populations relate to the state as an entity that seeks to count and account for populations? To explore these topics and more, readings and documentaries will concentrate on nomadic pastoralism, ranchers, gypsies, and even modern families in motorhomes. We will rely on archaeological, historical, and contemporary eras to engage empirical case studies that will provide the foundation for a complementary theoretical discussion of the peripatetic lifestyle. K. Bryce Lowry

23077.  Indigenous Politics in Latin America (=LACS 26380, Hist 26318).  This course examines the history of Indigenous policies and politics in Latin America from the first encounters with European empires through the 21st Century. Course readings and discussions will consider several key historical moments across the region: European encounters/colonization; the rise of liberalism and capitalist expansion in the 19th century; 20th-century integration policies; and pan-Indigenous and transnational social movements in recent decades. Students will engage with primary and secondary texts that offer interpretations and perspectives both within and across imperial and national boundaries. Diana Schwartz Franciso

23094. Development and Environement in Latin America (=LACS 26382, /36382, ENST 26382, HIST 26317/36317, ENST 26382). This course will consider the relationship between development and the environment in Latin America and the Caribbean. We will consider the social, political, and economic effects of natural resource extraction, the quest to improve places and peoples, and attendant ecological transformations, from the onset of European colonialism in the fifteenth century, to state- and private-led improvement policies in the twentieth. Some questions we will consider are: How have policies affected the sustainability of land use in the last five centuries? In what ways has the modern impetus for development, beginning in the nineteenth century and reaching its current intensity in the mid-twentieth, shifted ideas and practices of sustainability in both environmental and social terms? And, more broadly, to what extent does the notion of development help us explain the historical relationship between humans and the environment? Diana Schwartz Francisco

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 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  focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region.  Winter: Mauricio Tenorio

23608. Introduction to Asian American Studies (=CRES 20004, GLST 20004). On May 6, 1882, the United States passed the Chinese Exclusion Act, the first major federal legislation of its kind to explicitly exclude an entire ethnic group. More than a century later, as the U.S. grappled with a deadly outbreak of COVID-19, President Donald Trump insisted upon referring to the virus as “Chinese,” reigniting historical and racialized anxieties of “Yellow Peril” and “Asian invasion,” even as Asians across the country reported incidents of anti-Asian discrimination and violence. This course seeks to bridge these two moments by providing a critical examination of contemporary Asian American experience through the social, political, and historical contexts that come to bear upon it. Focusing on East and Southeast Asian communities, it will interrogate theories of race, class, and identity, alongside issues of immigration/migration, transnationalism, labor, citizenship, generational dissonance, and activism. Engaging a variety of historical events, social movements, racialized imaginaries, critical writings, and cultural representations, we will consider how Asian American history is vitally shaped by not only repression and assimilation, but also radicalism and innovation. Victoria Nguyen.

23609. Contentious Natures: Race, Nature, and Power (=CRES 12100, GLST 22100). Drawing on anthropology, critical race theory, feminist studies, postcolonial studies, and STS, this course examines how race and nature work in tandem as domains of power. Tracking how race and nature are vitally intertwined, we interrogate the racial politics of climate, wilderness, local ecologies, biology, and space and place. Ultimately, the course considers how contested and essentialized notions of nature are crucial to environmental politics, as well as the formation of citizenship, territory, projects of development, and modern regimes of governance. Victoria Nguyen

23811. Are we really all in this together?: Facing Climate Change in the Global South (=ENST 23811, CRES 23811).  Reckoning with climate change often leads to an appeal to a common humanity that is on the brink of annihilation. The call is to act together to stall the harmful effects we as a species have had on the planet. This course will critically interrogate the social, political, racial inequalities that such a rhetoric evades. Reading ethnographies from different parts of the world, we will examine the causes and consequences of the Global South disproportionately bearing both the impact of environmental degradation and the burden of remedial measures to avert the climate crisis. Taking up four environmental issues, we will ask: what causes environmental inequality, how is it manifested, and what are the consequences – both for people experiencing these inequalities and for effectivity of climate change action? The course will cover: (a) The problem of toxicity and waste in underprivileged communities from New York to New Delhi. (b) The impact of the global quest to save tropical wilderness on local communities that are pitted against prioritized megafauna such as the tigers of the Sundarbans and the elephants of the Zambezi. (c) The inequalities in climate disaster relief, from New Orleans after Hurricane Katrina to Maldives facing sea-level rise (d) The toll on marginal farming communities of the global push towards sustainable, organic food production. Suchismita Das

23914. Whom Am I to Judge?  Relativism and Religious Difference (=RLST 24160).   How do we evaluate people who are different from us? What grounds our evaluation of human behaviors or beliefs? At the end of the 20th century, comparative analyses of religious beliefs and ethics were heavily criticized for their ethnocentric tendencies; researchers were blamed for importing their own values on the “other”. More recently, however, the pendulum seems to have swung in the other direction. Comparative religious ethicists often adopt a brand of liberal moral relativism. “To each their own” is their preferred mantra. This dramatic swing within the field of comparative religious ethics opens up questions for future study: Under what conditions can we praise or blame those who are different than us? What virtues of scholarship are necessary for quality comparative work? In this course we will learn about the field of comparative religious ethics and the perils and possibilities that accompany its intellectual projects. In addition to several theoretical texts, we will read two ethnographies (Fernando 2014 and Pandian 2009) that weave in and out of comparative religious ethics. These texts focus on themes of nationalism, post-colonialism, immigration, the production and regulation of religious subjects, and the limits of our judgments on the other. Caroline Anglim

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.

24314. Meaning and the Body (=RLST 26116).  This course examines recent (20th- and 21st-century) retrievals of the body to understand “meaning.” We will analyze varying construals of nature, materiality, matter, emotion, and thought. Readings will therefore be multidisciplinary, including selections from philosophy, sociolinguistics, anthropology, and religious studies. More specifically, we will examine the relationship between meaning and embodiment by way of the following: modern philosophies of the subject; analytic philosophies of language; deconstruction and the historicization of the body; feminist theories of discourse; new materialist conceptions of matter; new animist conceptions of the subject. Lisa Landoe Hedrick

24330/40330. Medical Anthropology (=CHDV 23204/43204, HIPS 27301, KNOW 43204). This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes that increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering, and will examine medical and healing systems—including biomedicine—as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief, local theories of disease causation and healing efficacy, the placebo effect and contextual healing, theories of embodiment, medicalization, structural violence, modernity and the distribution of risk, the meanings and effects of new medical technologies, and global health. Eugene Raikhel.

24341/40310. Topics in Medical Anthropolgy (HIPS 24341, CHSS 40310, CHDV 24341/40301, HTTH 24341, CRES 24341). 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.  PQ This is an advanced reading seminar. Among undergraduates, 3rd and 4th year students are given priority. Consent only: Use the online consent form via the registrar to enroll.  Strongly recommended: previous lower-division courses in the social studies of health and medicine through ANTH, HIPS, HLTH, or CHDV.   P. Sean Brotherton

24725/34721. Humans after Violence (=GLST 24725, HMRT 24725/34721).  What happens to individuals and societies after experiences with violence? This course takes a critical look at scholarship and practitioner efforts to understand and influence those who make and unmake violence and who are implicated in its aftermath. The four units - violence, trauma, subjectivity, and reconciliation – explore and problematize each of these domains of inquiry. Throughout the course, we will draw from both foundational and emerging texts in anthropology and related disciplines as we critically examine the “re” in contexts of violence: re-integration of ex-combatants, re-entry of the formerly incarcerated individuals, re-turn of displaced populations, and re-conciliation among war affected peoples. What are the reach and limits of these discourses in contexts of violence and physical and socioeconomic insecurity? How is social life in these settings differentially experienced according to gender and stages of the life course? The course will also include an examination of methodological approaches to studying violence-affected individuals and communities as well as issues of decolonizing research, non-extractive approaches, reflection on relations of power and inequality, and trauma-informed approaches to research and engagement. Students will develop a case study of their choosing over the quarter and receive dedicated classroom instruction on writing interdisciplinary literature reviews. Erin McFee

24830/35515.  Oil, Power, Modernity: The Anthropology of Energy.  Oil is often regarded as the quintessential commodity of modern industrial capitalism. Oil is a material substrate of power—as a source of energy, an impetus for warfare, and a source of windfall revenue for multinational corporations and petrostates. This undergraduate seminar surveys social scientific approaches to oil and adjacent energy complexes. This seminar will debate the character of oil as a material substance and an instrument of political power. To this end, students will consult the writings of anthropologists, geographers, and economists alongside creative media including film, television, and short stories. Ryan Jobson.

25256. Anthropology of Borders (=GLST 25701). Today, the world may seem more connected than ever. Infectious disease, data, global capital, and even "culture" seem to travel in the blink of an eye. At the same time, we're witnessing the fortification of borders, and a resurgence of rightwing ethnonationalist populism on both sides of the Atlantic. Borders take on new significance national debates and security policy, and for those who rarely come into contact with borders, they may seem like mere metaphor for how a nation positions itself with regard to immigration, public health, and trade. But beyond the party platforms of politicians in the world's capitols, borders are very real places, constituted by the practices of state and non-state actors alike, and creating new forms of life in response to the technologies that police them. In this course, we will take an anthropological view of borders in order to understand how they are created, policed, and inhabited, following and bucking trends in the micropractices of military, police, and border crossers both legal and illegal. Callie Maidhof

25322. Food Politics in a Global World (=GLST 24233).  Food Politics" means so many things: Trust, risk, danger. Safety, regulation, retail, and consumption across wildly different scales: global, (trans)national, urban, regional, local, distant, foreign. Diets, fasts, binges. Canning, refrigeration, cafeterias, farmers' markets, and the cold aisles of supermarkets. Educated consumers, mass panics, and the "distant" bodies of humanitarian aid. In this class, ethnographic and comparative approaches to food politics will be our lens into recognizing, discussing, and thinking about food as a critical site of global politics. We will examine articulations of social differences, performances and performativities of bodies (gendered, migrant, public, private, clandestine, hungry, satiated, healthy, and criminal), transnational battles over regional and local "purity," and sensibilities that do or do not trust sites of economic and/or political authority positioned far away. Indeed, food politics are just as much a window into the investigative and critical potentials of ethnography in a global world as they are a way to recognize the moral, popular, imaginary, and experiential processes at work and constitutive of taken-for-granted political actor-abstractions such as "the state" "the economy" and "the public." Natalja Czarnecki

25908/388800 Balkan Folklore (=REES 29009/39009, NEH 20568/30568, CMLT 23301/33301). Vampires, fire-breathing dragons, vengeful mountain nymphs. 7/8 and other uneven dance beats, heart-rending laments and a living epic tradition.This course is an overview of Balkan folklore from historical, political and anthropological, perspectives. We seek to understand folk tradition as a dynamic process and consider the function of different folklore genres in the imagining and maintenance of community and the socialization of the individual. We also experience this living tradition first-hand through visits of a Chicago-based folk dance ensemble, “Balkan Dance.” Angelina Ilieva

26731/36731. Rise of the State in the Ancient Near East (=NEAA 20030/30030). This course introduces the background and development of the first urbanized civilizations in the Near East in the period from 9000 to 2200 BC. In the first half of this course, we examine the archaeological evidence for the first domestication of plants and animals and the earliest village communities in the "fertile crescent" (i.e., the Levant, Anatolia, Mesopotamia). The second half of this course focuses on the economic and social transformations that took place during the development from simple, village-based communities to the emergence of the urbanized civilizations of the Sumerians and their neighbors in the fourth and third millennia BC. Gil Stein

??? 26711/36711. Ancient Landscapes-2 (=NEAA 20070/30070, GEOG 25800/35800). This is a two-course sequence that introduces students to theory and method in landscape studies and the use of Geographical Information Systems (GIS) to analyze archaeological, anthropological, historical, and environmental data. Course one covers the theoretical and methodological background necessary to understand spatial approaches to landscape and the fundamentals of using ESRI’s ArcGIS software, and further guides students in developing a research proposal. Course two covers more advanced GIS-based analysis (using vector, raster, and satellite remote sensing data) and guides students in carrying out their own spatial research project. In both courses, techniques are introduced through the discussion of case studies (focused on the archaeology of the Middle East) and through demonstration of software skills. During supervised laboratory times, the various techniques and analyses covered will be applied to sample archaeological data and also to data from a region/topic chosen by the student. Anthony Lauricella

26825. Heritage, Memory, and the Affective Turn: Performing and Comsuming the Past. Michael Dietler.

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

29700.  Reading and Research (Undergraduate) Each faculty member has a section number. See the Time Schedule.  Registration requires consent of instructor and filing a College Reading/Research Form

29900.  Preparation of Bachelor’s Essay.  Each faculty member has a section number. See the Time Schedule.  Registration requires consent of instructor and filing a College Reading/Research Form. For honors requirements, consult the honors section under Program Requirements/College Catalog

Spring 2021

20010. Anthropology of the Future (=MAAD 25010) (Course qualifies as a Discovering Anthropology selection for Anthroolgy majors). Two major subfields of anthropology—archaeology and ethnography—have traditionally been oriented around the human past and the human present. But what about the future? Conceptions of the future and future-oriented behavior have long been understood to be a critical plane of difference between political economies, religions, and cultural groups, yet they have rarely been an explicit focus of study. When we shift the temporal frame to the future, questions that arise include: do all cultures have theories of the future? how much about human societies are intentional? how does ideology shape future possibilities? what role do imagined futures play in political life? We will consider theories of temporality, past futures (Aztec, Polynesian, Italian), and movements such as millenarianism, messianic religions, Marxism, Dadaism, utopian communities, Afro-futurism, transhumanism, and today’s neo-futurist movements that deploy radical technology and speculative design in response to looming climate change. We will also explore the intimate relationship between speculative fiction (e.g., Ursula K. LeGuin, Kurt Vonnegut) and anthropology. Shannon Dawdy

20100/40100. The Inca and Aztec States (=LACS 20100/40305). This course is an intensive examination of the origins, structure, and meaning of two native states of the ancient Americas: the Inka and the Aztec. Lectures are framed around an examination of theories of state genesis, function, and transformation, with special reference to the economic, institutional, and symbolic bases of indigenous state development. This course is broadly comparative in perspective and considers the structural significance of institutional features that are either common to or unique expressions of these two Native American states. Alan Kolata.

20703. African Civilization-3 (=HIST 10103, SOCI 21202, CRES 20303). Part three uses anthropological perspectives to investigate colonial and postcolonial encounters in sub-Saharan Africa, with a particular focus on Southern Africa. The course is centered on the twentieth and twenty-first centuries. It begins with an examination of colonialism, the institutionalization of racism, and dispossession, before examining anti-colonialism and the postcolonial period. The class draws on scholarship on and by African writers: from poets to novelists, ethnographers, playwrights, historians, politicians, political theorists, and social critics. Over the course of the quarter, students will learn about forms of person-hood, subjectivity, gender, sexuality, kinship practices, governance, migration, and the politics of difference. Kathryn Takabvirwa.

21265/36705. Celts: Ancient, Modernm, Postmodern (=CRES 21265/36705). 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 project (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

21270. Material Worlds across Premodern East Asia (=EALC 21270). China, Korea, and Japan are recognized as key players in the globalized world. Together they figure East Asia as a region of dynamic growth where consumers and producers create new goods and tastes at an unprecedented pace. East Asia however perplexes in that liberal ideology and politic does not appear to be a condition of liberal economy. This course examines the topic of materialism in East Asia in its pre-capitalist formations (1000 BC-1500 AD) through the lens of consumption and production in China, Korea, and Japan. In particular we explore how things become goods within the framework of autocratic states, how rituals create consumers and temptations, as well as the conditions which entertain popular panregional forms such as manga, martial arts, and mafia. The course draws on anthropology, archaeology, mixed media materials, and museum visits. Alice Yao.

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

21354. Architectural Worlds: The Materiality and Sociality of Space (=ARCH 21354). The interplay between humans and built environments has been a central object of anthropological inquiry since the emergence of the discipline in the 19th century. This course explores the multiple ways in which anthropology and architecture intersect, providing an overview of how social scientists have engaged with and theorized built environments. It sketches some of the concerns that animate anthropological interrogations of built spaces, including spatial organization, the relationship between the public and the private spheres, the materiality of architecture, and the politics of architectural forms. Some of the issues that we will address include: What is the relationship between culture, society, and architecture? What are the concepts that have been mobilized to approach the study of built environments? How is architecture created, imagined, and experienced? We will draw on a range of theoretical approaches, read case studies, classic ethnographies, and a wide range of scholarship from the fields of philosophy, geography, cultural studies, and environmental psychology, in order to understand how architecture as a social and material artifact shapes human experiences, actions, relations, imaginaries, and subjectivities.  Estefania Vidal Montero

21355. Remembering: An Anthropological Approach. How do people remember? How much does remembering depend on our present context, the people, events and things that are there to remind us of prior experiences? How does memory contribute to the impression of existing under a continuous identity over time? And what are the connections between memory and history, memory and culture?

          This course is an anthropological reflection on human remembering, considered as an ensemble of practices, rather than an increasing mental stock. Through our readings, we will strive to establish the definitions, limits, and limitations that have been given to the concepts of memory, mnemonic practices, and acts of remembering. We will pay attention to the erasures and ruptures remembering involves, the synesthetic, narrative and/or mnemonic practices by which we retain information and the way different accounts of past experiences might conflict within individuals and within the groups they live among.

          This course will highlight how assumptions we make about what memory is have ethical, political and methodological implications, and encourage collective discussions to address these effects. Through a combination of reading discussions and practicums, the course will ensure that students are both knowledgeable about prevalent conceptions of memory in the Social Sciences and the Humanities and able to produce data and analyses with a primary focus on memory, remembering, and mnemonic practices.  Eleonore Rimbault

21420. Ethnographic Methods. This course introduces students to the practice and theory of ethnographic methods. Using readings and field exercises, we will familiarize ourselves with approaches and techniques commonly used in anthropological research. Readings will introduce students to ethnography as both a research method and a form of knowledge-production, and guide students through various problems regarding ethics, representation, gendered divisions of labor, and researcher identities that have been raised by ethnographers in the discipline of anthropology. The course will orient students to the practical work of planning a research project, and will also provide an overview of common techniques of data collection—participant observation; interviewing; photography and video; archival- and secondary source research; digital methods—and analysis—producing fieldnotes; analyzing social relationships; understanding material objects; writing-up research materials. During the course, students will develop a research project through which they will practice and reflect on a range of issues and methods, including how to plan and conduct research in response to the “new normal” of global pandemic. The course will culminate either in the writing of a “mini-ethnography” based on students’ research in the course, or a research proposal for a longer-term ethnographic research project (such as a B.A. thesis).  Joshua Babcock

21428/38600. Apes and Human Evolution (=BIOS 13253, HIPS 21428, ANTH/EVOL 38600). This course is a critical examination of the ways in which data on the behavior, morphology, and genetics of apes have been used to elucidate human evolution. We emphasize bipedalism, hunting, meat eating, tool behavior, food sharing, cognitive ability, language, self-awareness, and sociability. Visits to local zoos and museums, film screenings, and demonstrations with casts of fossils and skeletons required. Russell Tuttle

21612/32205.  Writing Central Asia (=NEHC 21612/32205). This course examines contemporary ethnographies to show how anthropologists have tried to capture and represent Central Asian cultures and societies. We will seek out broader ideas and ideologies that inform the anthropologists’ research questions. Russell Zanca

22132. Science/Fiction/Theory (=RLST 22132). Science fiction has enjoyed an extraordinary and still growing resurgence in popularity over the last two decades - through literature, film, video games, and even universities, where it is the subject of ever more courses being taught. Why has science fiction become so popular? Does it express the anxieties of a way of life that can't be sustained, is in decline, and might soon end, in the face of intractable war, lurching financial crises, recurrent pandemics and unchecked climate change? Does it speak to the senses of radical hope and irreparable despair about the future that seem to characterize our time? If so, then science fiction today is grappling with traditionally theological themes: fate and finitude, immortality and the nature of divinity, the place of the human within a cosmic scale, and the possibilities for redemption and messianic rupture. This course will explore these themes by pairing sci-fi literature and film with readings in philosophy and social theory. Throughout, we will ask how science fiction's propensity toward the theological allows it to grapple with the unique forms of hope and despair in our time, and in times past. Hussein Agrama/Alireza Doostdar

22531/32531. Visual Anthropology: An Introduction to Ethnography as Film. This seminar introduces students to Visual Anthropology through a survey of film as an instrument and object of ethnographic practice. Specifically, it explores ethnographic film as a genre for representing “reality,” anthropological knowledge and distinct cultural lives. We will examine how ethnographic film and its proto-cinematic precedents (e.g., the panorama, the magic lantern) emerged in particular intellectual and political economic contexts as well as how subsequent conceptual and formal innovations in audiovisual production, including recent digital transformations, have shaped the genre. We will also consider social responses to ethnographic film in terms of 1) the contexts for producing and circulating these works, 2) the ethical and political concerns raised by cross-cultural representation and 3) the development of indigenous media and other practices in conversation with ethnographic film. Throughout the course, we will situate Visual Anthropology within the larger anthropological project for representing “culture,” addressing the status of ethnographic film in relation to other documentary practices including written ethnography, museum exhibitions, photography, documentary film, graphic illustrations (“manga” ethnography), and new digital forms of engagement (Web 2.0, interactive gaming, augmented & virtual reality). Besides regular film screenings and writing exercises, students will have an opportunity to develop and “pitch” their own original Visual Anthropology project for the final assignment.  Julie Chu.

22755. The Idea of Africa (=PLSC 22755, CRES 22755). The Idea of Africa, a new interdisciplinary course, offers undergraduates students an opportunity to engage critically with key philosophical and political debates about contemporary Africa on the continent and globally. The course takes its title from V.Y. Mudimbe’s 1994 book which builds on his earlier work The Invention of Africa. It asks three questions: (1) How and to what purposes has Africa been conceived as metaphor and concept. (2) How might we locate Africa as a geographic site and conceptual space to think through contemporary debates about citizenship, migration and new structures of political economy? (3) What futures and modes of futurity are articulated from the space and metaphor of Africa? This lecture course co-thought in an interdisciplinary mode will include public guest lectures, field trips, and engagement with visual arts, and film related to the themes of the course. The course will be divided into the following four sections: 1) Inventing Africa; 2) Political Trajectories; 3) Afro-Mobilities; 4) Afro-Futures. Natacha Nsabimana/ Adom Getachew

22855. Childhood, Migration, and Nation (=GLST 22855, CHDV 22855, HMRT 22855) While the figure of mobile children is central to academic and public debates about migration worldwide, this course asks students to step back and reconsider a question that is frequently taken for granted: “What is a child?” The intersections between childhood and other categories of personhood, such as migrant laborers and refugees, complicate our assumptions about what it means to be a “child” and the ways children fit into the ideologies of nation-states. Ambiguous representations of migrant children also problematize human rights and humanitarian discourses that often depict them as vulnerable, passive, and inseparable from their family units. The analytical focus on young mobile subjects who are in the process of “growing up” call our attention to questions of temporalities and different modes of imagination which come to mediate the ongoing socialization of the child by state, family, and schools. In this course, we will critically discuss both theoretical concerns, ethnographic projects, films, and contemporary news media in the US, Asia, and elsewhere which take “(im)migrant children” as an object of inquiry. We will examine 1) the intersection between childhood and other personhood categories along the citizen-migrant continuum, and 2) institutional interventions and everyday practices of the child which are mediated by different ideologies about being children and being (non)citizens of a particular state. Moodjalin Sudcharoen

23024. Extractivism in Latin America (LACS 266240). From the elusive search for El Dorado to the growing transition to renewable energy, extractivism has defined and continues to produce effects on the everyday lives, economic possibilities, and political horizons of Latin Americans in different historic and geographic settings. This course critically explores the social and material worlds built around resource extraction in Latin America. By focusing on key episodes of 20th and 21st century energy development, the course will examine how extractivism has enabled and foreclosed certain configurations of political power, especially in relation to the state, (anti-)imperialism, the left, and indigenous social movements. We will also explore the rise of anti-extractivist struggles and critiques, with a particular emphasis on indigenous peoples’ mobilization of human rights discourse. Course readings will be interdisciplinary (from anthropology and economics to history and film), drawing on cases from Venezuela, Paraguay, Brazil, Mexico, and Bolivia. Steven Schwartz

23103. Introduction to Latin American Civ-3 (=CRES 16103, HIST 16103/36103, LACS 34800, PPHA 39780, SOSC 263000. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. Brodwyn Fischer

23611. Racial Consciousness and the Asian AmericanPerspective (=CRES 27542). What does it mean to be Asian American today? At once marginalized and woefully unspecific, Asian American identity seems to occupy a purgatorial status in the American racial imagination. How have Asian Americans been understood within, and how do they understand themselves within, White institutions, anti-Black hierarchies, and capitalist orders? And what are the cumulative psychic effects of their quotidian, uneventful, and often unspoken of racializations? This seminar examines how Asian American writers, artists, and thinkers reckon with in/visibility, ambiguity, and the “minor intensities” of Asian American life through stories, poetry, films, and visual art. We will engage in close reading and analysis of these materials, with an eye toward their specific social, historical, and political contexts as we read them alongside a range of critical theory on the politics of identity and subjectivity. Victoria Nguyen

23612. Lethal Landscpes, Toxic Worlds: Geographies of Race, Risk, and Contingency (=CRES 22000). This advanced seminar critically examines environmental racism and injustice with an eye toward the social, historical, and political forces that create, sustain, and ultimately challenge environmental inequalities. We explore recent work at the intersection of anthropology, political ecology, and science studies that investigate unequal exposures and the politics of containment. Connecting local and international case studies with larger social and settler colonial logics, the seminar will investigate relations of power, segregation, contingency, and kinship in uneven terrains of vulnerability and risk.  Victoria Nguyen.

23803. Magical Politics. Following Donald Trump’s election to the presidency in 2016, witches all over North America collaborated on spells to resist him and his politics by ‘binding’ his administration. Alt-right activists had already for some time been engaged in ‘meme magic’ against Trump’s liberal critics. How can we begin to understand these magical interventions in present-day politics? What kinds of efficacies and susceptibilities do they presuppose? What is their relation to new media, as well as to older occult apprehensions of public life? Can we understand magical politics as a real provocation to think and to theorize politics differently – rather than reducing magical practices to familiar social and psychological categories? Drawing on anthropological, activist, and esoteric sources, this seminar offers a space in which to consider not only the place of magic in politics, but the politics of magic in public discourse today. William Mazzarella

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. Various. All 3 quarters are on offer. Check the Time Schedule.

24102. Introduction to the Civilizations of South Asia-2 (=SALC 20200, HIST 109, SSC 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 Chakrabaty.

24316. Thinking Psychoanalyitically: 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

24317/35117. Solitude.  This course is a collective deliberation on states of being alone and the experiences of fragile sociality. Being a course in general anthropology, we shall attend to questions of human solitude in comparative and capacious ways, however the content of the course shall be thoroughly interdisciplinary. We will draw our ideas for discussion from anthropology as well as literature, philosophy, policy, religion, art, social theory, ethics, psychoanalysis, sociology, critical race theory, self-help literature, grey and yellow journalism, human development, and our own experiences. To grasp what being alone means and does for human populations, the course plots out ways to interpret and critically assess descriptions and discourses of solitude (and related concepts) in their cultural and historical contexts—including in our present moment when technologies designed to connect us during a global pandemic are, at best, ambivalent means for human connectedness. Overall, and following Pascal, we shall endeavor to think about solitude as a fundamental feature of social life rather than its abrogation. In doing so, we will also interrogate our fears of or attachments to solitude—from everyday fantasies of abandonment or escape to the socio-political structures that systematically exclude persons from collective life.  Sean Dowdy.

24321. Psychological Anthropology (=CHDV 27250, HIPS 27250, HLTH 27250).  This course provides a thorough introduction to psychological anthropology, which examines the relationship between culture and mind. The course begins by exploring what is meant by key terms like “culture” and “self” before embarking on an exploration of lives in context. We will critically examine questions related to the interactions of mind and body, the role of language in thought and development, the role of intuition in human cognition, the feeling and expression of emotions, and reasoning about morality and ethics. The final section of the course examines the interplay between culture and mental health and visits key moments in the life course. Lectures will use the course readings as a basis for presenting concepts, methods, and theories that psychological anthropologists employ in the field. Classes will also include group discussions, activities, and films. Ashley Drake

25212.  Treating Trans-: Practices of Medicine, Practices of Theory (=GNSE 12103, CHDV 12103, HIPS 12103, HLTH 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

25218. Intimate Beliefes: Examinig the Intersection of Gender, Sexuality, and Religion (=CHDV 20259, GNSE 22250).  This class investigates how gender and sexuality shape and are shaped by religion and spiritual experience, engaging with ethnographic literature from a wide range of religious traditions and cultural contexts. The class begins by examining foundational concepts about the self, subjectivity, and belief, considering how they inform ideas about gender and sexuality, on the one hand, and religious experience, on the other. We move on to explore the terms ‘gender’ and ‘sexuality,’ interrogating assumptions that women, queer, and gender non-conforming people are always marginalized by religious institutions and cosmologies. In this vein, our readings will consider how ritual and spirituality are sites where ideas about gender and sexuality can be simultaneously performed, imposed, contested, and creatively reimagined. We will then consider the political stakes of our themes, investigating how individuals and groups put religious and spiritual practices to their own ends, to both the benefit and detriment of others. In the second half of the quarter, we will engage in depth with a series of recent ethnographic monographs that explore our themes in a variety of cultural and religious contexts, from Egypt to Brazil, India to Kenya, considering how they relate to contemporary debates about gender and sexuality. Raffaella Taylor-Seymour

25422. Struggle & Solidarity: The Politics of Chicago Labor in the 19th & 20th Centuries (=HIST 28812, Chicago Stuies/ENST 25422). In this course we will question how and why Chicago was important to the way we think about “work.” Employment, equity, wages, and security are certainly of debate throughout the nation today, but Chicago has been at the forefront of this contentious conversation for the last two hundred years. In order to better understand the relationship between advancing capitalism, labor politics, the workers’ body, exploitation, and resistance we will analyze the Haymarket Massacre, the Chicago Stockyards, and the African-American Pullman Porters. To be sure, laborers built this city with broad shoulders, but also with a commitment to struggle and solidarity that changed the social, political, and economic landscape of the United States and the world forever. What about the confluence of labor and capital sparked these events? How does union organization work on a pragmatic level as well in regards to ideological (re)formation? In what other ways can populations resist oppression? How do class, race, capital, and labor intersect in society over time and why do those relationships shift? What are the differences or similarities regarding labor issues between Chicago and other parts of the world?  K. Bryce Lowry

25720/35720. Ethnographic Writing: Practices of Research and Representation (=MAPS 34512). This course gives students opportunities to develop their own craft of ethnography through hands-on research and writing and in-depth explorations of recent ethnographic work. Ethnography, “the writing of a people,” by definition, refers to groups of people as its object and to processes through which an ethnographer attempts to represent such groups. It also refers to academic texts that are the product of an ethnographer’s representational efforts. In this course, students will engage with ethnography multivalently – as research practice, analytical generalization, and literary product. We will reflect upon processes of representation through which ethnographers apply their findings to groups (implicitly or explicitly) and the choices and interpretations they make along the way. Some questions we will ask are: How does the ethnographer deploy particular signifiers, such as modes of communication, spatial and architectural configurations, and historical contexts to make arguments? How is language used to represent experience convincingly? With these questions in mind, we will approach book and article-length ethnographies focusing on four expansive themes – migration, global interconnectivity, nation-states, and neoliberalism. Our readings will inform students’ development of their own ethnographic practices. This course will be especially helpful to MA and advanced undergraduate students engaged in the production of ethnographic theses. Victoria Gross.

25905. Intro to the Musical Folklore of Central Asia (=MUSI 23503/33503, NEHC 20765/30765, REES 25001/35001). 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. Kagan Arik

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.”

25909.  Anthropological Approaches to Global Hip Hop (=GLST 24801). In this course, our goal will be to further develop a series of tools with which to study hip hop in its local, regional, and transnational diversity. How do artists make affinities and draw distinctions along aesthetic, political, and other social lines? What symbolic status and importance do artists outside of urban North America accord the genre’s US and African-American historical lineages? What role do states and industries play in mediating the forms that so-called global hip hops assume? Hip hop scholars have productively analyzed the genre and its associated messages and styles by way of analytics like post-industrialization, authenticity, resistance, "flows," and identity. We will also explore the ways in which hip hop relates to genre and semiotic ideology, subjectivity and publics/groups/nations. Toward these ends, seminar discussion will consider historical and audiovisual material from French, Senegalese, German, Russian, Mongolian, American, post-Yugoslav, and other scenes. Through a variety of screenings, listenings, and other activities, we will encounter a diverse range of hip hop’s crafts in addition to rap, including beat-making, -boxing, and DJing/turntablism/controllerism. Course readings will address ethnographic, historical, journalistic, and artistic considerations of hip hop’s creative practices, while situating these in more abstract, yet relevant debates within anthropology, ethnomusicology, and media studies. Owen Kohl.

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

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 1:00-2:20; Thurs 11:20-12:40 or 1:00-2:20

29700.  Reading and Research (Undergraduate) Each faculty member has a section number. See the Time Schedule.  Registration requires consent of instructor and filing a College Reading/Research Form

29900.  Preparation of Bachelor’s Essay.  Each faculty member has a section number. See the Time Schedule.  Registration requires consent of instructor and filing a College Reading/Research Form. For honors requirements, consult the honors section under Program Requirements/College Catalog