Results for ANTHRO

This course introduces basic anthropological concepts and presents the discipline¿s distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites.

This course introduces basic anthropological concepts and presents the discipline¿s distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites.

Aims, methods, and data in the study of human society's development from early hunters through late prehistoric civilizations. Archaeological sites and remains characteristic of the stages of cultural development for selected geographic areas, emphasizing methods of data collection and analysis appropriate to each.

Modernity. How the concept of art appears timeless and commonsensical in the West, and with what social consequences. Historicizing the emergence of art. Modernist uses of primitive, child art, asylum, and outsider art.

What does it mean to be a Native American in the 21st century? Beyond traditional portrayals of military conquests, cultural collapse, and assimilation, the relationships between Native Americans and American society. Focus is on three themes leading to in-class moot court trials: colonial encounters and colonizing discourses; frontiers and boundaries; and sovereignty of self and nation. Topics include gender in native communities, American Indian law, readings by native authors, and Indians in film and popular culture.

This course uses the diverse parks and reserves of Patagonia as a laboratory for understanding the pros and cons of protected area conservation as they impact flora, fauna, and local people. We will explore national parks and protected areas (PAs) in both Argentina and Chile, as well as the flourishing establishment of private parks and reserves in the region. We will use a series of case studies to ask: (1) What approach to protected area (PA) conservation has been taken in each case? Who are/were the key proponents and what are/were their main objectives? Was climate change taken into account and if so, how? (2) What have been the main costs and benefits of the PA, and who has received them? Where benefits are not commensurate to costs what is being done to address the imbalance? And (3) Are there alternatives or variations-on-the-theme of protected area conservation that would be more beneficial for wildlife and local people? How could the interests of parks and people be made more compatible in each case? Throughout the course we will look for ways to achieve conservation in a manner that is socially just, biologically successful, and beneficial to local livelihoods.nnThe class will begin on the Stanford campus at the same time as other Sophomore College courses. But on Sept. 12 we depart on an intensive thirteen-day expedition (at no extra cost) to Argentina and Chile to observe firsthand many of the conservation issues and successes discussed in class. For this portion of the class, undergraduates will be joined by a group of Stanford alumni and friends in a format called a Stanford "Field Seminar." Because our class time on campus is limited to one week before travel, students will be required to complete all course readings over the summer. Both on campus and in South America, the course emphasizes student contributions and presentations. Students will be asked to lead discussions and carry out literature research on the conservation challenges of particular Patagonian protected areas and species. The final assignment for the seminar is to complete a seven- to ten-page paper on their findings and to present the main conclusions of that paper in a joint seminar of undergrads and alumni as we travel in Patagonia. nnNote: Students will arrive on campus and will be housed at Stanford until we leave for Patagonia. The travel components of the course are organized and managed by the Travel/Study Program of the Stanford Alumni Association. The costs of the trip (except incidentals) are included, thanks to the support of the Stanford Field Seminar Fund and generous donors. Students will return to campus on Sunday, September 25, the day before the fall term begins. Sophomore College course, applications required. Submit by April 5, 2016 at http://soco.stanford.edu .

Practical training in the collection and analysis of linguistic data from native speakers of a language largely unknown to the investigator. Documentation of endangered languages. Research goals, field trip preparation, ethics (including human subjects, cooperation with local investigators, and governmental permits), working in the community, technical equipment, and analytical strategies. Emphasis is on the use of recording devices and computers in collection and analysis. Students are strongly encouraged to make a commitment to both 274A and 274B in the same year. Prerequisites: One course in phonetics or phonology and syntax, or permission of the instructor. Open to undergraduates with permission of instructor only.

Is the middle class shrinking? How do people who live at the extremes of American society- the super rich, the working poor and those who live on the margins, imagine and experience "the good life"? How do we understand phenomena such as gang cultures, addiction and the realignment of white consciousness? This class uses the methods and modes of ethnographic study in an examination of American culture. Ethnographic materials range from an examination of the new American wealth boom of the last 20 years (Richistan by Robert Frank) to the extreme and deadlynworld of the invisible underclass of homeless addicts on the streets of San Francisco (Righteous Dopefiend by Phillipe Bourgois and Jeff Schonberg). The experiences of Hispanic immigrants and the struggle to escape gang life in Los Angeles are highlighted in the story of Homeboy Industries a job creation program initiated by a priest working in LA's most deadly neighborhoods (G-Dog and the Homeboys by Celeste Fremon). Finally in Searching for Whitopia: an improbable journeyninto the heart of White America, Rich Benjamin explores the creation on ethnic enclaves (whitopias) as fear over immigration and the shrinking white majority redefine race consciousnessnin the 21st century. Each of these narratives provides a window into the various ways in which Americans approach the subjects of wealth and the good life, poverty and the underclass, and thenconstruction of class, race, and gender in American society. Students will not be required to have any previous knowledge, just curiosity and an open mind.

In recent decades genes have increasingly become endowed with the cultural power to explain many aspects of human life: physical traits, diseases, behaviors, ancestral histories, and identity. In this course we will explore a deepening societal intrigue with genetic accounts of personal identity and political meaning. Students will engage with varied interdisciplinary sources that range from legal cases to scientific articles, medical ethics guidelines, films, and anthropological works (ethnographies). We will explore several case studies where the use of DNA markers (as proof of heritage, disease risk, or legal standing) has spawned cultural movements that are biosocial in nature. Throughout we will look at how new social movements are organized around gene-based definitions of personhood, health, and legal truth. Several examples include political analyses of citizenship and belonging. On this count we will discuss issues of African ancestry testing as evidence in slavery reparations cases, revisit debates on whether Black Freedman should be allowed into the Cherokee and Seminole Nations, and hear arguments on whether people with genetic links to Jewish groups should have a right of return to Israel. We will also examine the ways genetic knowledge may shape different health politics at the individual and societal level. On this count we will do close readings of how personal genomics testing companies operate, we will investigate how health disparities funding as well as orphan disease research take on new valences when re-framed in genetic terms, and we will see how new articulations of global health priorities are emerging through genetic research in places like Africa. Finally we will explore social implications of forensic uses of DNA. Here we will examine civil liberties concerns about genetic familial searching in forensic databases that disproportionately target specific minority groups as criminal suspects, and inquire into the use of DNA to generate digital mugshots of suspects that re-introduce genetic concepts of race.

In this course we will examine the meaning, processes, and challenges of urbanization. Through a series of targeted readings across history and geography and through the study of varied means of representation (anthropology, literature, cartography, film, etc), the class will analyze the ways in which urban forms have come into being and created, met, and/or ignored challenges such as disease, water, transport, religious and class conflict, colonialism, labor, and trade. Students will read anthropology in conjunction with other disciplines (literature, urban planning, public health, architecture, and economics) to learn the ways in which ethnographies of immigration, urban poverty, class disparity, economic development and indicators, noise, and transportation substantively augment our understandings of how people live within globalization.

This course will examine the impact of colonial policies and post-colonial development on patterns of sickness, wellness and health care in twentieth century sub-Saharan Africa. Some topics will include: the role of colonial science in the formulation of ideas about race, colonial epidemics, labor migration and disease, urban health, encounters between African healers and biomedicine, histories of HIV/AIDS, the impact of debt and Structural Adjustment Programs on public health, and the politics of humanitarian interventions in African health. Priority given to history majors and minors.

Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.

Preference to Anthropology majors. Anthropological interpretations of other societies contain assumptions about Western societies. How underlying assumptions and implicit categories have influenced the presentation of data in major anthropological monographs. Emphasis is on Karl Marx, Emile Durkheim, Max Weber, and anthropological analyses of non-Western societies.

Dynamics of culturally inherited human behavior and its relationship to social and physical environments. Topics include a history of ecological approaches in anthropology, subsistence ecology, sharing, risk management, territoriality, warfare, and resource conservation and management. Case studies from Australia, Melanesia, Africa, and S. America.

This course provides a broad introduction to various ways of designing anthropological questions and associated methods for collecting evidence and supporting arguments. We review the inherent links between how a question is framed, the types of evidence that can address the question, and way that data are collected. Research activities such as interviewing, participant observation, quantitative observation, archival investigation, ecological survey, linguistic methodology, tracking extended cases, and demographic methods are reviewed. Various faculty and specialists will be brought in to discuss how they use different types of evidence and methods for supporting arguments in anthropology.

Methodological issues related to the investigation of archaeological sites and objects. Aims and techniques of archaeologists including: location and excavation of sites; dating of places and objects; analysis of artifacts and technology and the study of ancient people, plants, and animals. How these methods are employed to answer the discipline's larger research questions.

Practicum. Students develop independent research projects and write research proposals. How to formulate a research question; how to integrate theory and field site; and step-by-step proposal writing.

Practicum. Students develop independent research projects and write research proposals. How to formulate a research question; how to integrate theory and field site; and step-by-step proposal writing.

For Anthropology majors only; non-majors register for 93B. Preparation for anthropological field research in other societies and the U.S. Data collection techniques include participant observation, interviewing, surveys, sampling procedures, life histories, ethnohistory, and the use of documentary materials. Strategies of successful entry into the community, research ethics, interpersonal dynamics, and the reflexive aspects of fieldwork. Prerequisites: two ANTHRO courses or consent of instructor.

Preparation for anthropological field research in other societies and the U.S. Data collection techniques include participant observation, interviewing, surveys, sampling procedures, life histories, ethnohistory, and the use of documentary materials. Strategies for successful entry into the community, research ethics, interpersonal dynamics, and the reflexive aspects of fieldwork. Service Learning Course (certified by Haas Center).

Goal is to produce an ethnographic report based on original field research gathered during summer fieldwork, emphasizing writing and revising as steps in analysis and composition. Students critique classmates' work and revise their own writing in light of others' comments. Ethical issues in fieldwork and ethnographic writing, setting research write-up concerns within broader contexts.

Independent research conducted under faculty supervision, normally taken junior or senior year in pursuit of a senior paper or an honors project. May be repeated for credit.

Taken in the final quarter before graduation. Independent study and work on senior paper for students admitted to the program. Prerequisite: consent of program adviser and instructor.

Prerequisite: consent of instructor.

Opportunity for students to pursue their specialization in an institutional setting such as a laboratory, clinic, research institute, or government agency. May be repeated for credit. Service Learning Course (certified by Haas Center).

The course provides an introduction to a broad range of digital tools and techniques for anthropological research. It is geared towards those interested in exploring such methodologies for their research and wanting to add hands-on experience with state-of-the-art digital tools to their skill set. Students will learn to work with some of the most common tools used to collect and manage digital data, and to perform various types of analysis and visualization.nUndergraduate students register for 5 Units, Graduate students can register for 5 or 3 units.

This course introduces basic anthropological concepts and presents the discipline¿s distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites.

The development of high civilizations in Andean S. America from hunter-gatherer origins to the powerful, expansive Inca empire. The contrasting ecologies of coast, sierra, and jungle areas of early Peruvian societies from 12,000 to 2,000 B.C.E. The domestication of indigenous plants which provided the economic foundation for monumental cities, ceramics, and textiles. Cultural evolution, and why and how major transformations occurred.

This course provides a panorama of the prehistory and history of the political state developed in Peruvian Andes. The Peruvian Andes is a rich cultural area in South America the first generations of Andean state societies developed. Beginning in Formative times with Chavin Culture we have an important development of different forms of state from theocratic to military, and most importantly, the Inca Empire. This richness and diversity of state societies was a consequence of an interesting relationship between societies of different levels of development, economies, and of course, the related diverse ecologies of the region. In 1532, Spanish conquerors came to the Inca Empire and introduced their new vision of politics and economics, and created corresponding new institutions in the Andes. The ensuing colonial age had an interesting development and brought new tensions to this New World. Native ways of work and thought survive in colonial times, creating a distinctive political and ideological scenario including deep ethnic and economic differences. These political tensions established the foundations for revolutionary movements based in indigenous belief as for example ¿Taky Onkoy¿ (dancing sickness) or ¿Neo-Incanism¿. Finally, with independence from Spain, a new republic is established from Lima but many problems in the native structures conditioned the development of new liberal politics.

Historical archaeology, also called the archaeology of the modern world, investigates the material culture and spatial history of the past five centures. As a discipline, historical archaeology has been characterized by (1) a methodological conjunction between history and archaeology; (2) a topical focus on the ¿three Cs¿: colonization, captivity, and capitalism ¿ forces which arguably are constitutive of the modern world; and (3) an epistemological priority to recovering the perspectives of ¿people without history.¿ Each of these three trends is widely debated yet they continue to profoundly shape the field. This seminar provides an in-depth examination of the emergence and development of this historical archaeology, with a focus on current issues in theory and method. For undergraduates, the prerequisite is Anthro 3 or consent of instructor.

The course examines the impact of new research in epigenetics on our understanding of long-term cultural change. The course examines the various attempts that have been made over recent decades to find a synthesis between cultural and biological evolution. These approaches, often termed neo-Darwinian, include memes, dual inheritance theory, theories of cultural selection and transmission, niche construction theory and macro-evolutionary approaches. Research in all these areas will be examined, with particular reference to explanations for the origins of agriculture, but also including other transformations, and critiqued. New research in epigenetics offers an alternative non-Darwinian evolutionary perspective that avoids many of the problems and pitfalls in the neo-Darwinian approaches. Cultural evolution comes to be viewed as cumulative, directional and Lamarckian, since heritable epigenetic variation can underlie evolutionary change. Epigenetics opens the way for human cultural entanglements to become the drivers for evolutionary change, thus allowing the full range of social processes studied in the social and cultural sciences to take their place in the study and analysis of long-term change.

According to Hawkes (1954), religion or ideology is the most difficult part of social life to access archaeologically. Luckily, not all scholars agree; according to Fogelin (2008) 'religion is not something people think about, but something people do¿. Thus, archaeology, an inherently multidisciplinary subject that studies material culture, is well suited to delve into religion and its underpinnings.nThis course will explore religious practices, as they can be defined and interpreted from archaeological contexts spanning the Paleolithic to historic periods. Definitions of religion differ from author to author but they mostly agree that religion is a fully integrated and thus integral part of human social life. Politics, economics, identity and social class influence religion, and religion influences how these forces play out in society. Thus, the course will also examine the significance of ritual and religion in a variety of social contexts.

This seminar will survey the archaeology of South Asia, beginning with animal and plant domestication in the early Holocene and ending with the late Medieval Period. Given its chronological breadth and spatial scope, the class will interrogate a variety of social and historical contexts that contribute to a broad range of anthropological research concerns¿including the intersections of authority, ritual, alterity and landscape¿and at the same time critically consider the epistemological bases for their analyses through archaeological remains.

This seminar interrogates the history of anthropology's approach to the environment, beginning with early functionalist, structuralist, and Marxist accounts of human-environment relationships. It builds towards more recent developments in the field, focusing on nonhuman and relational ontologies as well as current projects on the intersections of nature, capital, politics, and landscape histories. At the end of this class, students will be familiar with the intellectual histories of environmental anthropology and contemporary debates and tensions around questions of ethics, agency, environment, and historical causality.

What does it mean to be a Native American in the 21st century? Beyond traditional portrayals of military conquests, cultural collapse, and assimilation, the relationships between Native Americans and American society. Focus is on three themes leading to in-class moot court trials: colonial encounters and colonizing discourses; frontiers and boundaries; and sovereignty of self and nation. Topics include gender in native communities, American Indian law, readings by native authors, and Indians in film and popular culture.

The landscape is a result of the action and interaction of human and natural factors. Communities have altered their landscapes for a variety of reasons, including the subsistence practices; as a consequence of economic growth; to express a social ideology, and as a consequence of political and religious drivers. Accordingly, landscapes enable physical and provide psychological sustenance to people, and the human need to relate to our surroundings is part of the way in which identities are created and disputed. Within the humanities, landscape is being conceptualized as a process, a practice and as performance, and monuments within a given landscape have an equally important role, not to mention history. They are often the most durable and well-known evidence of the ancient civilizations, and should be observed jointly with the landscape. How did the landscape predefine the monument and how did the monument complement, emphasize or devalue the landscape? What philosophy channeled the construction of the monuments within the landscapes? Whether ephemeral or permanent, the human agency left traces in the landscape; thus, both monuments and landscapes are the key indicators for understanding the ideology of a particular culture. Archaeology, through its interdisciplinary nature, provides a unique perspective, as well as tools, for examining the formation processes of all man-made elements, within both natural and cultural landscapes. nnThe course will address the multifaceted issues of the ways that people have consciously and unconsciously shaped the land around them through time. It will look into diverse, geographically and periodically influenced concepts of a monument and landscape. The course will be divided into two parts, with the first one covering the theory and methodological approaches and the second part the conceptual characteristics, modifications and changeability in various archaeological and historical periods and cultural frameworks.

Language classification and its implications for human prehistory. The role of linguistic data in analyzing prehistoric populations, cultures, contact, and migrations. Comparison of linguistic and biological classifications. Reconstruction, proto-vocabularies, and culture. Archaeological decipherment and the origins and evolution of writing. Archaeological and genetic evidence for human migrations. (DA-A; HEF II,III)

Lecture course on vocabulary and grammar as keys to peoples¿ understanding and use of the environment. Ethnobotany, ethnobiology, and ethnosemantics in the analysis of the language of place, plants and animals, the earth, the body, and disease. Terminological gaps and gluts and what they imply. Language as a strategic resource in environmental management. Language contact and conflict in the modern global environment, with particular attention to the vocabularies of capitalism and property. Language extinction and its environmental implications. Anthropology concentration: CS, EE. No prerequisites.

Core course for Urban Studies majors. We will study urban space both historically and cross-culturally. Urban Studies, by definition, is an interdisciplinary field, where the methodological approaches draw upon a diverse set of analytic tools. Disciplines that occupy a prominent place in this class are geography, cultural anthropology, sociology, history, media studies, and literature. In this context, we will discuss the importance of cities around the world to the economic, cultural, and political well-being of modern societies and examine how forces such as industrialization, decentralization, and globalization affect the structure and function of cities.

Advances in research and technology are blurring the boundaries between humans, animals, and machines, challenging conventional notions of human nature. Seminar explores the question of what it now means to be human and the personal, social, and ethical implications of our advancing technologies through the lens of various disciplines, including anthropology, cognitive psychology, neuroscience, genetics, evolutionary biology, biotechnology, and artificial intelligence. Includes guest speakers from fields and industries where important questions are being raised.

This multidisciplinary course combines different approaches to how GIS and spatial tools can be applied in social science research. We take a collaborative, project oriented approach to bring together technical expertise and substantive applications from several social science disciplines. The course aims to integrate tools, methods, and current debates in social science research and will enable students to engage in critical spatial research and a multidisciplinary dialogue around geographic space.

In this course, students will think critically about how knowledge about Islam, Muslims, and Muslim Societies is produced and circulated. As a class, we will consider why and how certain kinds of ideas about Islam and Muslims become representative (i.e., authoritative discourse) while others ideas do not. This is an interdisciplinary class; course material will draw on readings from anthropology, literary criticism, history, sociology and media and cultural studies. We will also be engaging with other kinds of material, including news articles, editorials, documentaries, and films.

Following the Arab Spring, the hope for political and social change has been widely raised and celebrated in the Middle East. This hope, however, has been shattered alongside the recent cycles of violence and conflict in different parts of the region, from Syria and Iraq to Egypt. This course examines political violence, change, and boundary making in the modern Middle East. By taking a historical and anthropological look at the political conflict and change, this course will explore how particular political, economic, and social narratives, encounters, and contradictions have accompanied the conflict and change in the region. The course will focus on the cases from Turkey, Iraq, Syria, Iran, Egypt, Morocco, and Israel/Palestine.

This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.nThis seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.

This course is an exploration of some central themes and issues in contemporary African society through close readings of a selection of recent ethnographies. It aims to understand Africa as a place where many of the most challenging issues of a modern, globalized world are being thought about in exciting and creative ways, both by ethnographers and by the people about whom they write. Among the key issues that the course seeks to address are: the history and politics of colonial domination; the ways that medicine and government intersect; the increasing use of humanitarian frames of reference in understanding African realities; the changing meanings of HIV/AIDS, sex, and love; and the role of mass media in enabling cultural and imaginative production to take form.

In this course, we will explore the wide variety of ways youth has been culturally constructed (as well as dynamically experienced) across the Global South. Youth is an enduring and powerful concept for understanding competing forms of cultural contestations and political transformations. In the wake of global economic inequality, political instabilities and the emergence of new indigenous movements and social demands, youth is simultaneously associated with discourses over ¿crisis¿ and ¿possibilities.¿

This course introduces Buddhist practices and texts of embodiment as a subject of the anthropology of the body. We draw on research in social/cultural anthropology, history, and religious studies, and examine a selection of approaches to the Buddhist body: the body of power in Buddhist charisma, the gender of the bodhisattva¿s and monastic body, the techniques of the body in meditation and martial arts, healing and cultivation, and the gift of the body in bioethics and medical education. We draw on examples in different traditions of Buddhism in a range of societies with a special focus on Chinese Buddhism.

This course examines how race is made. We will pay close attention to how people engage with material, economic, scientific, and cultural forces to articulate human group difference as a given, and even natural. In this seminar, we will look at the construction of race as a literally made phenomenon, where historical, colonial, bodily, market, and humanitarian constituent elements both circulate and sediment racial understandings. To focus our readings and discussions we will divide this vast terrain into three units: race and the colonial encounter, race and biopower, and race and capital.

This Course will provide an overview of global heritage by focusing on the UNESCO World Heritage Program, which is based on an international treaty, the 1972 Convention Concerning the Protection of the World Cultural and Natural Heritage. The first part of the course will provide an historical overview on the development of the international preservation movements, the second part of the course will concentrate on how anthropology can contribute to the study of intergovernmental organizations and cultural bureaucracies, the third part and will discuss specific issues related to heritage by providing case studies from the World Heritage. This course will provide theoretical and empirical interpretations of contemporary issues in heritage and will give students a critical understanding of the complexities related to various uses of past in the present.

Heritage is always political, it is typically said. Such a statement might refer to the everyday politics of local stakeholder interests on one end of the spectrum, or the volatile politics of destruction and erasure of heritage during conflict, on the other. If heritage is always political then one might expect that the workings of World Heritage might be especially fraught given the international dimension. In particular, the intergovernmental system of UNESCO World Heritage must navigate the inherent tension between state sovereignty and nationalist interests and the wider concerns of a universal regime. The World Heritage List has over 1000 properties has many such contentious examples, including sites in Iraq, Mali, Syria, Crimea, Palestine and Cambodia. As an organization UNESCO was born of war with an explicit mission to end global conflict and help the world rebuild materially and morally, but has found it¿s own history increasingly entwined with that of international politics and violence.

This is an advanced reading seminar in the field of Japanses Anthropology. nIt will explore the historical development of the field and the contemporary issues and topics taken up by scholars of Japanese anthropology. Prior knowledge of Japanese language, history, and, society is required.

The social and cultural consequences of contemporary environmental problems. The impact of market economies, development efforts, and conservation projects on indigenous peoples, emphasizing Latin America. The role of indigenous grass roots organizations in combating environmental destruction and degradation of homeland areas.

¿Social network¿ may now be a household term but network concepts long predate the internet age. In fact, networks are an important part of some of the earliest (and most enduring) theoretical ideas in anthropology and sociology. Starting from the premise that relationships between individuals provide the raw material for the emergence of social structure, this course focuses on how network analysis can be used to examine and explain both system-level patterning and outcomes for individuals. In addition to the theoretical foundations of social network analysis, students will learn basic techniques for collecting, analyzing, and visualizing network data, through workshops in class and hands-on assignments. We will also explore contemporary applications of network analysis in economic anthropology, kinship studies, human evolutionary studies, and epidemiology, among other topics. Prerequisite: None. Students will be expected to learn some mathematical concepts.

This course explores new modes of writing and researching in anthropology. Multispecies ethnography considers nonhuman life as objects of analysis¿animals, plants, fungi, bacteria, and viruses¿as having political lives and import. By studying how these nonhuman entities, including metals, interact with and shape human existence, multispecies ethnographers who study ¿life¿ ¿ from the human down to the microbe, must engage in multiple worlds: from the jungle to the laboratory, from the field to the desk. This course will incorporate readings on ¿zoe¿ and ¿bios¿, the making of species categories, relationships between the human and nonhuman, current debates on breaking with the species concept and ¿the rights of mother earth.¿ We will read the conceptual works in conjunction with current multispecies ethnographies to give grounding to the theory.

Lecture course surveying the biology, linguistic functions, and evolution of the organs of speech and speech centers in the brain, language in animals and humans, the evolution of language itself, and the roles of innateness vs. culture in language. Suitable both for general education and as preparation for further studies in anthropology, biology, linguistics, medicine, psychology, and speech & language therapy. Anthropology concentration: CS, EE. No prerequisites.

This course takes an eco-feminist approach to anthropology, investigating the different meanings of ¿eco¿ in eco-nomy and eco-logy. The term, ¿eco¿, from the Greek, ¿oikos,¿ means ¿household,¿ ¿house,¿ or ¿family¿, laying the foundation for examining women¿s roles in changing forms of kinship, beyond and within the concept of the human.

The complexity of social and political issues surrounding global environmental change. Emphasis is on synergies precipitated by human-induced climatic change. Case studies and scenarios to explore the vulnerability and resilience in households, communities, regions, and nationmstates most affected by extreme weather conditions. Their concerns, livelihood changes, and diverse responses of rural smallholders, indigenous communities, the state, and local and regional migrants. Central theme is environmental justice.

Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.

This workshop aims to bring together scholars from the social sciences, humanities, medicine and bio-science and technology to explore the ways that health and illness are made through complex social forces. We aim for informal, interactive sessions, full of debate and good will. Dates of meetings will be listed in the notes section in the time schedule.

The contribution of research in the Galapagos Islands to our current understanding of evolution and conservation. Writings from Darwin to Dawkins, as they reveal patterns and processes of evolution including selection, adaptation, speciation, and coevolution. Current conservation strategies in the archipelago, and urgent measures needed today before unique species and adaptations are lost.

History, politics, science, and anthropology of cancer; political and economic issues of disease and health care in the U.S., including the ethics and economics of health care provision, the pharmaceutical industry, carcinogen production, and research priorities.

A few years ago, health experts began calling out tobacco as engendering a global health crisis, categorizing the cigarette as the world's greatest weapon of mass destruction. A "global health crisis"? What merits that title if not tobacco use? A hundred million people were killed by tobacco in the 20th century, and ten times that number ¿ a billion people ¿ are predicted to die prematurely from exposure to cigarette smoke over the next hundred years. How has tobacconcome to be labeled a global health crisis over the last decade and what has been the political response? From whence does activism and ongoing complacency regarding tobacco arise? How are they created in different cultural contexts?nnThis course aims to provide students conceptual tools to tackle two specific thought projects: (1) to understand how institutional actors compete to define a situation in the world today as a problem of global health, and (2) to understand the sociocultural means by which something highly dangerous to health such as the cigarette is made both politically contentious and inert. On both fronts, special attention will be given to the ways global health activism and complacency unfold in the U.S. and China.

Mobility, whether in the form of seasonal or permanent migration, is an ancient practice necessary for many subsistence strategies, including hunting-and-gathering and pastoralism. Many new forms of mobility have emerged and now it is nearly impossible to consider a patch of human society that is not engaged in or directly impacted by habitual, patterned geographic mobility. Today, almost everywhere in the world, people can get farther, faster; urbanization, environmental degradation, and civil unrest are driving groups of people who do not have a cultural tradition of nomadic migration to adopt a mobile lifestyle¿sometimes permanently, sometimes temporarily¿in search of new economic or resource opportunities. In this seminar course, we will explore modern patterns of human mobility and migration as adaptive strategies for predictably and unpredictably changing environments. Using a framework of biological and cultural adaptation, we will discuss the major types of current human mobility (e.g. nomadism, immigration, migrant labor, displacement) and how they influence and are influenced by social systems, resource access, and health.

'Madness' lends insight into the construction of the normal and abnormal; the boundaries of reason and unreason; the epistemological relation of mind and body, and the management of difference and disease. Taking an interdisciplinary perspective, this course explores the fundamental questions madness poses to subjectivity, culture and modernity.

Do you know what an anthropological perspective is? Can you describe some of the key assumptions and questions within the discipline? nA major in Anthropology is composed of many specialized courses in different tracks, different emphases and seemingly a never-ending multiplication of perspectives and ethnographies. However, Anthropology is also an ongoing intellectual conversation with foundational questions, some of longstanding and some new. These foundational questions have stimulated different responses and answers and thus have also led to constant renewal of the discipline in the midst of profound disagreement. In this Anthropology Capstone course students across tracks and emphases will address some of the critical debates that have been central to the discipline as it has developed. We will feature three debate questions in the class. Preparation for each debate will be through class discussion of critical readings as well as extra-mural reading and preparation with one¿s debating partners.

Techniques of interpreting data, organizing bibliographic materials, writing, editing and revising. Preparation of papers for conferences and publications in anthropology. Seniors register for 199; master's students register for 299.

This course introduces basic anthropological concepts and presents the discipline¿s distinctive perspective on society and culture. The power of this perspective is illustrated by exploring vividly-written ethnographic cases that show how anthropological approaches illuminate contemporary social and political issues in a range of different cultural sites.

The development of high civilizations in Andean S. America from hunter-gatherer origins to the powerful, expansive Inca empire. The contrasting ecologies of coast, sierra, and jungle areas of early Peruvian societies from 12,000 to 2,000 B.C.E. The domestication of indigenous plants which provided the economic foundation for monumental cities, ceramics, and textiles. Cultural evolution, and why and how major transformations occurred.

Historical archaeology, also called the archaeology of the modern world, investigates the material culture and spatial history of the past five centures. As a discipline, historical archaeology has been characterized by (1) a methodological conjunction between history and archaeology; (2) a topical focus on the ¿three Cs¿: colonization, captivity, and capitalism ¿ forces which arguably are constitutive of the modern world; and (3) an epistemological priority to recovering the perspectives of ¿people without history.¿ Each of these three trends is widely debated yet they continue to profoundly shape the field. This seminar provides an in-depth examination of the emergence and development of this historical archaeology, with a focus on current issues in theory and method. For undergraduates, the prerequisite is Anthro 3 or consent of instructor.

The course examines the impact of new research in epigenetics on our understanding of long-term cultural change. The course examines the various attempts that have been made over recent decades to find a synthesis between cultural and biological evolution. These approaches, often termed neo-Darwinian, include memes, dual inheritance theory, theories of cultural selection and transmission, niche construction theory and macro-evolutionary approaches. Research in all these areas will be examined, with particular reference to explanations for the origins of agriculture, but also including other transformations, and critiqued. New research in epigenetics offers an alternative non-Darwinian evolutionary perspective that avoids many of the problems and pitfalls in the neo-Darwinian approaches. Cultural evolution comes to be viewed as cumulative, directional and Lamarckian, since heritable epigenetic variation can underlie evolutionary change. Epigenetics opens the way for human cultural entanglements to become the drivers for evolutionary change, thus allowing the full range of social processes studied in the social and cultural sciences to take their place in the study and analysis of long-term change.

According to Hawkes (1954), religion or ideology is the most difficult part of social life to access archaeologically. Luckily, not all scholars agree; according to Fogelin (2008) 'religion is not something people think about, but something people do¿. Thus, archaeology, an inherently multidisciplinary subject that studies material culture, is well suited to delve into religion and its underpinnings.nThis course will explore religious practices, as they can be defined and interpreted from archaeological contexts spanning the Paleolithic to historic periods. Definitions of religion differ from author to author but they mostly agree that religion is a fully integrated and thus integral part of human social life. Politics, economics, identity and social class influence religion, and religion influences how these forces play out in society. Thus, the course will also examine the significance of ritual and religion in a variety of social contexts.

This seminar will survey the archaeology of South Asia, beginning with animal and plant domestication in the early Holocene and ending with the late Medieval Period. Given its chronological breadth and spatial scope, the class will interrogate a variety of social and historical contexts that contribute to a broad range of anthropological research concerns¿including the intersections of authority, ritual, alterity and landscape¿and at the same time critically consider the epistemological bases for their analyses through archaeological remains.

This seminar interrogates the history of anthropology's approach to the environment, beginning with early functionalist, structuralist, and Marxist accounts of human-environment relationships. It builds towards more recent developments in the field, focusing on nonhuman and relational ontologies as well as current projects on the intersections of nature, capital, politics, and landscape histories. At the end of this class, students will be familiar with the intellectual histories of environmental anthropology and contemporary debates and tensions around questions of ethics, agency, environment, and historical causality.

The landscape is a result of the action and interaction of human and natural factors. Communities have altered their landscapes for a variety of reasons, including the subsistence practices; as a consequence of economic growth; to express a social ideology, and as a consequence of political and religious drivers. Accordingly, landscapes enable physical and provide psychological sustenance to people, and the human need to relate to our surroundings is part of the way in which identities are created and disputed. Within the humanities, landscape is being conceptualized as a process, a practice and as performance, and monuments within a given landscape have an equally important role, not to mention history. They are often the most durable and well-known evidence of the ancient civilizations, and should be observed jointly with the landscape. How did the landscape predefine the monument and how did the monument complement, emphasize or devalue the landscape? What philosophy channeled the construction of the monuments within the landscapes? Whether ephemeral or permanent, the human agency left traces in the landscape; thus, both monuments and landscapes are the key indicators for understanding the ideology of a particular culture. Archaeology, through its interdisciplinary nature, provides a unique perspective, as well as tools, for examining the formation processes of all man-made elements, within both natural and cultural landscapes. nnThe course will address the multifaceted issues of the ways that people have consciously and unconsciously shaped the land around them through time. It will look into diverse, geographically and periodically influenced concepts of a monument and landscape. The course will be divided into two parts, with the first one covering the theory and methodological approaches and the second part the conceptual characteristics, modifications and changeability in various archaeological and historical periods and cultural frameworks.

Language classification and its implications for human prehistory. The role of linguistic data in analyzing prehistoric populations, cultures, contact, and migrations. Comparison of linguistic and biological classifications. Reconstruction, proto-vocabularies, and culture. Archaeological decipherment and the origins and evolution of writing. Archaeological and genetic evidence for human migrations. (DA-A; HEF II,III)

Lecture course on vocabulary and grammar as keys to peoples¿ understanding and use of the environment. Ethnobotany, ethnobiology, and ethnosemantics in the analysis of the language of place, plants and animals, the earth, the body, and disease. Terminological gaps and gluts and what they imply. Language as a strategic resource in environmental management. Language contact and conflict in the modern global environment, with particular attention to the vocabularies of capitalism and property. Language extinction and its environmental implications. Anthropology concentration: CS, EE. No prerequisites.

This multidisciplinary course combines different approaches to how GIS and spatial tools can be applied in social science research. We take a collaborative, project oriented approach to bring together technical expertise and substantive applications from several social science disciplines. The course aims to integrate tools, methods, and current debates in social science research and will enable students to engage in critical spatial research and a multidisciplinary dialogue around geographic space.

This course will explore historical as well as current market transformations of medical ethics in different global contexts. We will examine various aspects of the research enterprise, its knowledge-generating and life-saving goals, as well as the societal, cultural, and political influences that make medical research a site of brokering in need of oversight and emergent ethics.nThis seminar will provide students with tools to explore and critically assess the various technical, social, and ethical positions of researchers, as well as the role of the state, the media, and certain publics in shaping scientific research agendas. We will also examine how structural violence, poverty, global standing, and issues of citizenship also influence issues of consent and just science and medicine.

This course introduces Buddhist practices and texts of embodiment as a subject of the anthropology of the body. We draw on research in social/cultural anthropology, history, and religious studies, and examine a selection of approaches to the Buddhist body: the body of power in Buddhist charisma, the gender of the bodhisattva¿s and monastic body, the techniques of the body in meditation and martial arts, healing and cultivation, and the gift of the body in bioethics and medical education. We draw on examples in different traditions of Buddhism in a range of societies with a special focus on Chinese Buddhism.

This course examines how race is made. We will pay close attention to how people engage with material, economic, scientific, and cultural forces to articulate human group difference as a given, and even natural. In this seminar, we will look at the construction of race as a literally made phenomenon, where historical, colonial, bodily, market, and humanitarian constituent elements both circulate and sediment racial understandings. To focus our readings and discussions we will divide this vast terrain into three units: race and the colonial encounter, race and biopower, and race and capital.

Heritage is always political, it is typically said. Such a statement might refer to the everyday politics of local stakeholder interests on one end of the spectrum, or the volatile politics of destruction and erasure of heritage during conflict, on the other. If heritage is always political then one might expect that the workings of World Heritage might be especially fraught given the international dimension. In particular, the intergovernmental system of UNESCO World Heritage must navigate the inherent tension between state sovereignty and nationalist interests and the wider concerns of a universal regime. The World Heritage List has over 1000 properties has many such contentious examples, including sites in Iraq, Mali, Syria, Crimea, Palestine and Cambodia. As an organization UNESCO was born of war with an explicit mission to end global conflict and help the world rebuild materially and morally, but has found it¿s own history increasingly entwined with that of international politics and violence.

This is an advanced reading seminar in the field of Japanses Anthropology. nIt will explore the historical development of the field and the contemporary issues and topics taken up by scholars of Japanese anthropology. Prior knowledge of Japanese language, history, and, society is required.

The social and cultural consequences of contemporary environmental problems. The impact of market economies, development efforts, and conservation projects on indigenous peoples, emphasizing Latin America. The role of indigenous grass roots organizations in combating environmental destruction and degradation of homeland areas.

This course explores new modes of writing and researching in anthropology. Multispecies ethnography considers nonhuman life as objects of analysis¿animals, plants, fungi, bacteria, and viruses¿as having political lives and import. By studying how these nonhuman entities, including metals, interact with and shape human existence, multispecies ethnographers who study ¿life¿ ¿ from the human down to the microbe, must engage in multiple worlds: from the jungle to the laboratory, from the field to the desk. This course will incorporate readings on ¿zoe¿ and ¿bios¿, the making of species categories, relationships between the human and nonhuman, current debates on breaking with the species concept and ¿the rights of mother earth.¿ We will read the conceptual works in conjunction with current multispecies ethnographies to give grounding to the theory.

Lecture course surveying the biology, linguistic functions, and evolution of the organs of speech and speech centers in the brain, language in animals and humans, the evolution of language itself, and the roles of innateness vs. culture in language. Suitable both for general education and as preparation for further studies in anthropology, biology, linguistics, medicine, psychology, and speech & language therapy. Anthropology concentration: CS, EE. No prerequisites.

This course takes an eco-feminist approach to anthropology, investigating the different meanings of ¿eco¿ in eco-nomy and eco-logy. The term, ¿eco¿, from the Greek, ¿oikos,¿ means ¿household,¿ ¿house,¿ or ¿family¿, laying the foundation for examining women¿s roles in changing forms of kinship, beyond and within the concept of the human.

Study of the human skeleton (a. k. a. human osteology), as it bears on other disciplines, including medicine, forensics, archaeology, and paleoanthropology (human evolution). Basic bone biology, anatomy, and development, emphasizing hands-on examination and identification of human skeletal parts, their implications for determining an individual¿s age, sex, geographic origin, and health status, and for the evolutionary history of our species. Three hours of lecture and at least three hours of supervised and independent study in the lab each week.

This workshop aims to bring together scholars from the social sciences, humanities, medicine and bio-science and technology to explore the ways that health and illness are made through complex social forces. We aim for informal, interactive sessions, full of debate and good will. Dates of meetings will be listed in the notes section in the time schedule.

The contribution of research in the Galapagos Islands to our current understanding of evolution and conservation. Writings from Darwin to Dawkins, as they reveal patterns and processes of evolution including selection, adaptation, speciation, and coevolution. Current conservation strategies in the archipelago, and urgent measures needed today before unique species and adaptations are lost.

Emphasis is on how health, illness, and healing are understood, experienced, and constructed in social, cultural, and historical contexts. Topics: biopower and body politics, gender and reproductive technologies, illness experiences, medical diversity and social suffering, and the interface between medicine and science.

Mobility, whether in the form of seasonal or permanent migration, is an ancient practice necessary for many subsistence strategies, including hunting-and-gathering and pastoralism. Many new forms of mobility have emerged and now it is nearly impossible to consider a patch of human society that is not engaged in or directly impacted by habitual, patterned geographic mobility. Today, almost everywhere in the world, people can get farther, faster; urbanization, environmental degradation, and civil unrest are driving groups of people who do not have a cultural tradition of nomadic migration to adopt a mobile lifestyle¿sometimes permanently, sometimes temporarily¿in search of new economic or resource opportunities. In this seminar course, we will explore modern patterns of human mobility and migration as adaptive strategies for predictably and unpredictably changing environments. Using a framework of biological and cultural adaptation, we will discuss the major types of current human mobility (e.g. nomadism, immigration, migrant labor, displacement) and how they influence and are influenced by social systems, resource access, and health.

'Madness' lends insight into the construction of the normal and abnormal; the boundaries of reason and unreason; the epistemological relation of mind and body, and the management of difference and disease. Taking an interdisciplinary perspective, this course explores the fundamental questions madness poses to subjectivity, culture and modernity.

May be repeated for credit.

The course provides an introduction to a broad range of digital tools and techniques for anthropological research. It is geared towards those interested in exploring such methodologies for their research and wanting to add hands-on experience with state-of-the-art digital tools to their skill set. Students will learn to work with some of the most common tools used to collect and manage digital data, and to perform various types of analysis and visualization.nUndergraduate students register for 5 Units, Graduate students can register for 5 or 3 units.

Techniques of interpreting data, organizing bibliographic materials, writing, editing and revising. Preparation of papers for conferences and publications in anthropology. Seniors register for 199; master's students register for 299.

Required of and restricted to first-year ANTHRO Ph.D. students. Focus is on contemporary ethnography and related cultural and social theories generated by texts. Topics include agency, resistance, and identity formation, and discourse analysis. Prerequisite: consent of instructor.

Required of Anthropology Ph.D. students. The history of cultural and social anthropology in relation to historical and national contexts and key theoretical and methodological issues as these inform contemporary theory and practices of the discipline. Enrollment limited to 15. Prerequisite: consent of instructor.

The purpose of this course is to introduce key themes in social theory - the social, the modern subject, reason, autonomy, civility, interests, exchange, morality, life, the senses - through a reading of classic texts from Descartes up to psychoanalysis and phenomenology. nnEach section has original texts, commentaries, and background readings that place these texts in their deeper historical setting. Many of these commentaries trace how practical theories of 'lower' or minor selves - the subject people of the colonies, slaves, and other - were integral to the very development of ideas of the modern, autonomous and reasonable self in the western world. Prerequisite, by instructor consent.

The history of archaeological thought emphasizing recent debates. Evolutionary theories, behavioral archaeology, processual and cognitive archaeology, and approaches termed feminist and post-processual archaeology in the context of wider debate in adjacent disciplines. The application and integration of theory on archaeological problems and issues. Prerequisite: consent of instructor.

Required of ANTHRO Ph.D. students; open to all graduate students. Research methods and modes of evidence building in ethnographic research. Prerequisite: consent of instructor.

Methodological aspects of field and laboratory practice from traditional archaeological methods to the latest interdisciplinary analytical techniques. The nature of archaeological data and inference; interpretive potential of these techniques. Prerequisite: consent of instructor.

Required of second-year Ph.D. students in the culture and society track. The conceptualization of dissertation research problems, the theories behind them, and the methods for exploring them. Participants draft a research prospectus suitable for a dissertation proposal and research grant applications. Limited enrollment. Prerequisite: consent of instructor.

Required of second-year Ph.D. students in the archaeology track. The conceptualization of dissertation research problems, the theories behind them, and the methods for exploring them. Participants draft a research prospectus suitable for a dissertation proposal and research grant applications. Limited enrollment. Prerequisite: consent of instructor.

This seminar examines the diverse skills, methods, and styles required for the development and production of interdisciplinary dissertation and grant proposals. Topical focus centers primarily on proposals with both social science and natural science elements. Proposals may include a diverse suite of methods and analyses. Throughout this course, we critique examples, assess writing styles and presentation, evaluate budgets, assess data management plans, examine tables and figures, and discuss reviews and evaluations of research proposals. Students are expected to be either in the early stages of writing their dissertation proposal or preparing applications for grants and fellowships. Prerequisite: consent of instructor.

Required graduate seminar. The history of anthropological theory and key theoretical and methodological issues of the discipline. Prerequisite: consent of instructor.

Required graduate seminar for CS track. The history of anthropological theory and key theoretical and methodological issues in cultural anthropology. Prerequistes: this course is open only to Ph.D. students in anthropology or by permission of the instructor.

This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations participate in similar, yet different, ways of "doing race" though language, interaction and culture. Readings draw heavily from perspectives in (linguistic) anthropology and sociolinguistics. Prerequisite: consent of instructor.

This seminar will explore the ways in which theorists and researchers from Karl Marx to Thomas Piketty have conceptualized, studied, and analyzed inequality in capitalist societies. In considering the ways in which Marx, Piketty and other scholars approach profit, accumulation, wealth, inequality, class and power, we will be especially interested in how these are shaped by their ideas and assumptions about kinship, sentiment, gender, and subjectivity. We will work toward developing an anthropological framework and ethnographic research projects that build on our critical understanding of Marx and Piketty.n The course is limited to graduate students and anthropology majors who have taken Anthropology 90b.

Scholarship produced and informed by Michel Foucault. Focus is on the final period of Foucault¿s life; how his discussions of biopolitics, subjectification, governmentality, and death have served as touchstones for recent empirical research. Key interventions initially made under these rubrics; how anthropologists and others have applied, challenged, and extended them. Prerequisite: consent of instructor.

Classical and contemporary anthropological perspectives on topics such as money, markets and exchange; capitalist and non-capitalist modes of production; class and socio-economic differentiation; globalization and neoliberalism; and the social and cultural construction of the object, "the economy". Prerequisite: consent of instructor.

The politics of visuality, social imagination, and the ethics of visual production and consumption in the current moment. Sources include anthropology, art history, and philosophy. Prerequisite: consent of instructor.

What does it mean to want to help, to organize humanitarian aid, in times of crisis? At first glance, the impulse to help issui generis a good one. Helping is surely preferable to indifference and inaction. This does not mean that humanitarian interventions entail no ethical or political stakes or that they are beyond engaged critique. We need to critique precisely that which we value, and to ask some hard questions, among them these: What are the differences among humanitarianism, charity, and philanthropy? What of social obligations and solidarities? How does the neoliberal world order currently create structural inequalities that ensure the reproduction of poverty and violence? How does the current order of things resemble or differ from the colonial world order? This course examines the history of humanitarian sensibilities and the emergence of organized action in the cause of humanity. In the early years of humanitarian intervention, political neutrality was a key principle; it has now come under ever greater analytical and political scrutiny. We will examine the reasons for the politicization and militarization of aid -- be it humanitarian aid in natural disasters or political crises; development programs in the impoverished south (¿the Third World¿), or peace-keeping. We will end with a critical exploration of the concept of human rights, humanity, and personhood. The overall methodological aim of the course is to demonstrate what insights an ethnographic approach to the politics, ethics, and aesthetics of humanitarianism can offer. Prerequisite, by instructor consent.

The purpose of this course is to examine the anthropological and ethnographic research on emerging health issues and sufferings in Latin America. In particular, the class explores how anthropologists understand and ponder social, economic, political, environmental, spatial processes that shape patterns of health, suffering and death, and the strategies to address them. By analyzing paradigmatic case studies, we will discuss theoretical concepts and social perspectives, as well as ethnographic dilemmas and methods.nnTaking a critical perspective, this class will not only explore the standard topics on Latin American health (hunger, infectious disease, mental health, etc.). We will also focus on emerging sufferings (drug use, epidemics, environmental discomforts and sufferings, etc.). Both standard and emerging topics are examined with respect to the changes in political economy, medical institutions and policy approaches, models of care and caregiving, gender violence, circulation and appropriation of expert knowledge, contamination, migration, spatial segregation, violence, marginalization, abandonment, justice and human rights.nnInterdisciplinary investigation is conducted into most of these health issues, not only in the global health field. They are addressed by the South American Social Medicine and Collective Health approaches. This class will include a description and critical analysis of their theoretical frameworks and core concepts, as well as their relationships to international and local medical anthropological theory and research.

The term ¿postsecularism¿ refers to various theories and approaches regarding the revival of religion in the present, as well as current reevaluations of the relationship between faith and reason in knowledge building. When thinking about a postsecular humanities, the course would follow scholars that are usually associated with this trend (like Agamben, Badiou, Derrida, Habermas), on the one hand, and discuss Braidotti's ideas of a new vitalism, Chakrabarty's postcolonial postsecularism, and Harvey's new animism, on the other. The course will examine the way interactions and collisions among various worldviews can provoke the rethinking of key ideas of our times: what it means to be secular, religious, a citizen, a hybrid, an indigenous, a non-human.

This course examines how race is made. We will pay close attention to how people engage with material, economic, scientific, and cultural forces to articulate human group difference as a given, and even natural. In this seminar, we will look at the reality of race as a literally constructed phenomenon, where historical, colonial, bodily, market, penal, and humanitarian constituent elements both circulate and sediment racial understandings. To focus our readings and discussions we will divide this vast terrain into three units: race and the colonial encounter, race and biopower, and race in systems of capital accumulation.

This is a graduate level course (open to undergraduates with permission) in archaeological field methods at several archaeological and cultural sites in the San Francisco Bay area. This is a practical course designed to help students identify potential archaeological sites (using GIS) historical maps, historical archives and extant site reports. Students will gain hands-on experience with mapping, field survey and strategies and methods of field excavation. Study of local artifact types and lab techniques for artifact cleaning and identification and written analysis. The course emphasizes a community based model of archaeology, working with members of local indigenous cultures. The seminar will begin with readings and classroom instruction and proceed to the field. Students will be required to hike to field sites and conduct experiments using a variety of equipment, recording devices and strategies. Prerequisite, by instructor consent.

Reading seminar; restricted to Anthropology graduate students. The anthropology of language and semiotics. Focus is on the limits of textualism, and alternative semiotic and epistemic bases for theorizing language and representation. No linguistic anthropology course work required. Prerequisite, by instructor consent.

The ordinary has today acquired something like a cultic status in contemporary culture. `Ordinary¿ citizens are the touchstone and essence of political democracy; the holy grail of effective marketing, the byword for earthy ethical judgment. In social science, the ordinary has blended in with the `normal¿ and the statistical mean. In Anthropology, ordinary life has all but replaced `cultural practice¿ as the epistemic gold standard of evidence. But this was not always so, and the ordinary has many, varied and contradictory meanings across the world.nThis course will (a) trace the historical emergence of the ordinary as a central ideological and metaphysical concept in modern thought and practice; (b) trace how the ordinary and the everyday have acquired unprecedented authority in anthropology; (3) trace the varies meanings and connotations of `the ordinary¿ in different socio-historical contexts from Asia, Africa and Euro-America.nThe literature will consist of ethnographies, and works of philosophical and historical scholarship.

Graduate seminar focused on key works by anthropologists on environmental conservation. We will discuss both classics (ie, works by Ostrom, Lansing, Bray) as well recent debates regarding communities, neoliberalism and conservation. Students will present on topics of particular interest or relevance to their research.

Seminar; restricted to graduate students. Topics vary with instructor. How to ask appropriate questions, how to derive research hypotheses from theory, how to design methodologies for testing hypotheses, and how to present results by reading and critiquing key contemporary papers in the field. Ph.D. students enrolling in this course to fulfill the department review course requirement must enroll in 5 units. Graduate students enrolling in this course to participate in a topical forum may enroll in 2 units. Course may be repeated for 2 units. Prerequisites: by consent of instructor.

This seminar will focus on the emerging body of literature on the materiality of the production, circulation, and mediation of paperwork as constituitive of modern forms of governance. We will discuss specific genres of paperworks - notes, memos, files, documents, as well as archives and other mnemonic technologies - both as cultural practices and reflexive objects, and examine how they produce modern social epistemologies of accountability, evidence, the fact, and truth in the fields of law, business, and public administration, as well as in civil society generally. Readings will include works by Max Weber, Bruno Latour, Jacques Derrida, Michel Foucault, Cornelia Vismann, Ann Stoler, and others. Prerequisite: graduate standing or consent of instructor.

Science and technology are important cultural products that often dramatically reorganize various aspects of human life. In this course we will explore how recent innovations in the life sciences and biomedicine may reconfigure crucial elements of social institutions, lend new structures to identity politics, and often change the way we interact with and conceive of nature. We will examine these issues in various global settings to explore how everyday politics shape politics of life in different locales. Prerequisite, by instructor consent.

The seminar traces the trajectory of Stuart Hall and British Cultural Studies, beginning with the first New Left in 1960; then the Birmingham Centre period, Thatcherism and Gramscian analysis; race, gender, and identity politics; global and diasporic approaches; New Times, neo-liberalism, and the problem of historicizing the present conjuncture. Case studies from other parts of the world will put cultural studies tools to the test.

This seminar explores how biological, political and social conditions transform and conjoin experiences of living and dying in the world today. Engaging contemporary ethnographies and social theory, we will examine how life and death, the natural and the social, the individual and the collective, are braided together in ways that challenge conclusions about what constitutes care, community, health, rights, and violence, among other issues. We will also reflect on whether and how the braiding together of these domains leaves room for the recognition of their singularity. Thus, an abiding question for this seminar is the relation of history to the present. Prerequisite: consent of instructor.

The relationships between people and things. The world of objects plays a major role in materialism and the anthropology of material culture. Approaches that break down subject-object opposition. New social and psychological approaches that explore the mutual constitution of people and things, and object and subject. Approaches in which objects are seen to have agency, and people are seen as entangled in object worlds. Authors include Hegel, Marx, Benjamin, Miller, Gell, and Latour. Prerequisite, by instructor consent.

This course examines a variety of approaches that claim to explore the relationships between humans and things. Some of the approaches include Marx and material culture studies; Heidegger; cognitive and phenomenological; Actor Network Theory. But there is a need also to examine behavioral and ecological and Darwinian approaches. Many of these approaches do not adequately deal with the physicality of things as objects and there is a need to seek a way to incorporate such aspects of things into social theory. Prerequisite: graduate standing or consent of instructor

This interdisciplinary arts/anthropology lab class will study and practice methods from performing arts to expand our understandings of cultural contact and develop methods of thinking more expansively about the creative elements and possibilities for ethnographic fieldwork and critical cultural studies. Prerequisite, by instructor consent.

This interdisciplinary arts/anthropology lab class will study and practice methods from performing arts to expand our understandings of cultural contact and develop methods of thinking more expansively about the creative elements and possibilities for ethnographic fieldwork and critical cultural studies.

This advanced graduate seminar reflects on archaeological research on violence in relation to readings in philosophy, political anthropology, cultural studies, and gender and ethnic studies. While some forensic approaches are discussed, the emphasis is more on structural and collective violence and the role of violence in the formation of the archaeological record.

Introduction to psychological anthropology as a subfield. We read through ethnographies on the anthropology of childhood, of emotion, of human relationship and of cognition, drawing analytic tools not only from anthropology but also from psychoanalysis, developmental psychology, and cognitive science. We will read some earlier classic work but focus on more contemporary theory. Prerequisite, by instructor consent.

Required of fifth-year Ph.D. students returning from dissertation field research and in the process of writing dissertations and preparing for professional employment. Prerequisite: consent of instructor.

Required of second- and third-year Ph.D. students writing the qualifying paper or the qualifying written examination. May be repeat for credit.

Required of second- and third-year Ph.D. students writing the qualifying paper or the qualifying written examination. May be repeated for credit one time.

Supervised experience as assistant in one undergraduate course.

Supervised work for terminal and coterminal master's students writing the master's project in the final quarter of the degree program.

Graduate student reading group on a thematic topic of interest.nIntended for first or second-year cohort PhD students.nSections: Liisa Malkki, Sylvia Yanagisako, Thomas Hansen, Paulla Ebron, andnMiyako Inoue

Department Colloquia Lecture Series. Lectures presented on a variety of anthropological topics. Colloquium is intended for the Department of Anthropology's under graduate majors and graduate students. May be repeated for credit.

Current topics and trends in cultural/social anthropology, archaeology, and environmental and ecological anthropology. Enrollment in this noon-time series is restricted to the Department of Anthropology Masters students and First and Second-year PhD students.

Supervised work on a research project with an individual faculty member. May be repeated for credit.

Supervised work for a qualifying paper, examination, or project with an individual faculty member.

Provides graduate students with the opportunity to pursue their area of specialization in an institutional setting such as a laboratory, clinic, research institute, or government agency.