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Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.

This course examines the January 6 storming of the US Capitol as a way to study and understanding religion and politics in contemporary America.

How do we balance norms of inclusion and respect with norms of free speech? This seminar course utilizes readings from sociology, political science, and legal/ethical reasoning to elucidate the larger structures and ideals that are at stake in the debates over what kind of speech is tolerable, or more normatively speaking, desirable, at colleges and universities. The expected learning outcomes are: a greater understanding of the free speech's role in American society and democracy, how America's position on free speech compares to other countries, and how speech restriction and liberties can reveal larger patterns in social structure and agency. Finally, key skills students will develop are learning how to identify common ethical frameworks that academic and popular authors use and how to analyze the origins of and changes in social institutions and social structures.

This course examines the theory and practice of deliberative democracy and engages both in a dialogue with critics. Can a democracy which emphasizes people thinking and talking together on the basis of good information be made practical in the modern age? What kinds of distortions arise when people try to discuss politics or policy together? The course draws on ideas of deliberation from Madison and Mill to Rawls and Habermas as well as criticisms from the jury literature, from the psychology of group processes and from the most recent normative and empirical literature on deliberative forums. Deliberative Polling, its applications, defenders and critics, both normative and empirical, will provide a key case for discussion.

All forms of democracy require some kind of communication so people can be aware of issues and make decisions. This course looks at competing visions of what democracy should be and different notions of the role of dialogue in a democracy. Is it just campaigning or does it include deliberation? Small scale discussions or sound bites on television? Or social media? What is the role of technology in changing our democratic practices, to mobilize, to persuade, to solve public problems? This course will include readings from political theory about democratic ideals - from the American founders to J.S. Mill and the Progressives to Joseph Schumpeter and modern writers skeptical of the public will. It will also include contemporary examinations of the media and the internet to see how those practices are changing and how the ideals can or cannot be realized.

Malcolm X (El Hajj Malik El Shabazz) and Martin Luther King, Jr. are both icons of the twentieth-century civil rights and black freedom movements. Often characterized as polar opposites - one advocating armed self-defense and the other non-violence against all provocation - they continue to be important religious, political, and intellectual models for how we imagine the past as well as for current issues concerning religion, race, politics and freedom struggles in the United States and globally. This course focuses on the political and spiritual lives of Martin and Malcolm. We will examine their personal biographies, speeches, writings, representations, FBI Files, and legacies as a way to better understand how the intersections of religion, race, and politics came to bare upon the freedom struggles of people of color in the US and abroad. The course also takes seriously the evolutions in both Martin and Malcolm's political approaches and intellectual development, focusing especially on the last years of their respective lives. We will also examine the critical literature that takes on the leadership styles and political philosophies of these communal leaders, as well as the very real opposition and surveillance they faced from state forces like the police and FBI. Students will gain an understanding of what social conditions, religious structures and institutions, and personal experiences led to first the emergence and then the assassinations of these two figures. We will discuss the subtleties of their political analyses, pinpointing the key differences and similarities of their philosophies, approaches, and legacies, and we will apply these debates of the mid- twentieth century to contemporary events and social movements in terms of how their legacies are articulated and what we can learn from them in struggles for justice and recognition in twenty-first century America and beyond.

The human-animal relationship is dynamic, all encompassing and durable. Without exception, all socio-cultural groups have evidenced complex interactions with the animals around them, both domesticated and wild. However, the individual circumstances of these interactions are hugely complicated, and involve much more than direct human-animal contact, going far beyond this to incorporate social, ecological and spiritual contexts.This course delves into this complexity, covering the gamut of social roles played by animals, as well as the methods and approaches to studying these, both traditional and scientific. While the notion of `animals as social actors is well acknowledged, their use as proxies for human autecology (the relationship between a species and its environment) is also increasingly recognized as a viable mechanism for understanding our cultural and economic past. It will piece together the breadth of human-animal relationships using a wide geographic range of case studies.

What does archaeology have to say about human rights? Is there a right to cultural heritage? How can archaeology and heritage help protect rights¿or encroach upon them? Themes we will address in this course include the archaeological investigation of human rights topics; the right to heritage; conflicts of different rights regimes in heritage contexts; and ethical considerations about rights during research and heritage management. These questions will take us to cases as diverse as forensic investigation of the disappeared in Argentina, the archaeology of homelessness in the U.K., the destruction of heritage as cultural genocide in Bosnia and the Middle East, and the rights of indigenous groups in Australia and the U.S. to control cultural heritage.

As the Flint, Michigan water situation began to attract attention and condemnation, Michigan State Representative, Sheldon Neeley, describing the troops on the ground and the Red Cross distributing water bottles, said that the Governor had "turned an American city into a Third World country [...] it's terrible what he's done [...] no fresh water. Then, at a Congressional hearing, the Chairman of the House Oversight & Government Reform Committee said, "This is the United States of America - this isn't supposed to happen here. We are not some Third World country."What is a "third world problem?" This introductory environmental anthropology course examines how such imaginaries materialize in development programmes and literature, and bespeak charged geopolitical and racial histories; and invites reflection on what futures for working in common they enable/constrain. We will examine how crises are imagined and constructed, and the governance regimes they give rise to. How does water - as natural resource, public good, human right, need, or commodity - determine the contours of such regimes? We will also study chronic, quieter environmental problems and the responses they (do not) generate. Working through a variety of writing genres - ethnographies, policy literature, and legal and corporate publicity material - will enable students to appreciate what anthropology can contribute to the conversation on environmental justice, and state and corporate bureaucracies and their mandates. The course draws on examples from a wide range of settings. The course is offered as an introduction to environmental anthropology and takes students through key themes - infrastructure, race, class, privatization, justice, violence - by focusing on water. It requires no background in anthropology.