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Richard Wheeler, Acting Head |
109B Davenport Hall, PH: 333-3616 |
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Karla Harmon, Courses & Scheduling |
109C Davenport Hall, PH: 244-3492 |
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Ronda Rigdon, Graduate Coordinator |
109E Davenport Hall, PH: 244-3495 |
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Undergraduate Advisor |
109F Davenport Hall, PH: 244-3497 |
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Teaching Assistant Offices |
309 Davenport Hall, PH: 333-1384, 333-1645 |
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Instruction Begins |
January 18, 2000 |
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Spring vacation |
March 11-19, 2000 |
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Last Day of Instruction |
May 3, 2000 |
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Reading Day |
May 4, 2000 |
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Final Examinations |
May 5-12, 2000 |
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Commencement |
May 14, 2000 |
102 ANTHROPOLOGY: HUMAN ORIGINS AND CULTURE (4 hrs)
Visiting Lecturer Mike Noll (mnoll@uiuc.edu)
Office: 287 Davenport Hall, PH: 244-8974
Professor Stanley Ambrose (ambrose@uiuc.edu)
Office: 381 Davenport Hall, PH: 244-3504
This course is a basic introduction to the aims, methods, and results of archaeological and physical anthropological research into human origins. Topics include the nature of evolution, our primate ancestors, human evolution, human variation, origins of technology and tool use, evolution of language, art, domestication, and the development of civilization. Lectures introduce students to the basic concepts of prehistoric archaeology and physical anthropology; discussion sections clarify approaches used and permit discussion of topics covered in lecture. In addition to two hourly exams and a final exam, quizzes and assignments will be given in discussion sections.
103 INTRODUCTION TO CULTURAL ANTHROPOLOGY
Professor Alejandro Lugo ( a-lugo@uiuc.edu)
Office: 385 Davenport Hall; PH: 333-0823
Cultural Anthropology is the study of the various ways in which contemporary peoples create and are created by cultural processes. Cultural anthropologists have contributed to such a study by writing ethnographies which are based on fieldwork and on the comparative analysis of different societies from around the world. Thanks to its unique approaches, cultural anthropology offers a broad perspective on a wide range of important social issues such as language, gender, ethnicity, religion, identity, marriage, sexuality, economic systems, ecology, and politics--all from a cross-cultural perspective.
Understanding these vital areas of human life is critical because their social consequences influence, ultimately, the well-being of all human beings, especially in the multiethnic and multicultural world that we now inhabit. Consequently, this course 1) should help students understand and appreciate cultural variation in time and space; 2) should enhance their awareness of and sensibility to cultural diversity and culture change; and, finally, 3) should help them develop interpretive skills to better grasp the variety of socio-cultural phenomena with which we are all confronted today.
*THIS COURSE FULFILLS THE SOCIAL PERSPECTIVES GEN. ED. REQ.
149 EVOLUTION AND HUMAN DISEASE. (NEW OFFERING!!) (3 hrs.)
Professor Linda Klepinger ( klepinge@uiuc.edu)
Office: 209G Davenport Hall; PH: 244-3513
The course will familiarize students with the principles of evolution as they apply to changing patterns of human health and disease. Topics include: disease transmission, pathogen strategies, function of symptoms and spectrum of disease, evolution of virulence, concept of disease causality, antimicrobial antibiotic resistance, emerging diseases, stress and adaptation, nutrition, diabetes, and a diachronic overview of changing patterns of human disease and ecological factors. Specific examples of medical problems will be used to illustrate the operation of the basic biological and evolutionary concepts.
Grades will be based on performance on three hourly exam, a short paper in the form of a book review, and participation in class discussion.
TEXT:
WHY WE GET SICK: THE NEW SCIENCE OF DARWINIAN MEDICINE by R. M. Nesse and G. C. Williams, Times Books, 1994.
YELLOW FEVER, BLACK GODDESS: THE COEVOLUTION OF PEOPLE AND PLAGUES by C. Wills, Addison-Wesley, 1996.
and either:
NEW GUINEA TAPEWORMS AND JEWISH GRANDMOTHERS by R. Desowitz, W.W. Norton, 1981.
or:
THE HOT ZONE by R. Preston.
*THIS COURSE FULFILLS THE NATURAL SCIENCE AND TECHNOLOGY GEN. ED. REQ.
Professor Olga Soffer (o-soffer@uiuc edu)
Office: 309 Davenport Hall, PH: 333-2100
This course is designed for non-anthropology majors and is a survey course of prehistory as seen through the eyes of novelists, science fiction writers, videos, and films. In this course we will learn something about what happened in the past - during roughly 2,500,000 years of our prehistory, as well as examine the interface between fact and fiction and the present and the past. Course requirements include reading a lot of novels, viewing films, as well as active participation in the class discussions. Exams include a midterm and a final as well as a term paper/project.
TENTATIVE TEXTS:
Auel, J. The Mammoth Hunters. New York: Crown Publishing.
Bishop, M. Ancient of Days. New York: T. Doherty Assoc.
Christie, A. Murder in Mesopotamia. New York: Dell Publishing.
Fagan, B.M. World Prehistory. IVth ed. Little, Brown and Co.
Jennings, G. Aztec. New York: Avon paperbacks.
Kurten, B. Dance of the Tiger. Berkeley: University of California.
Michner, J. The Source. New York: Fawcett paperbacks.
Von Daniken, E. Chariots of the Gods. Berkeley: Berkeley paperbacks.
*THIS COURSE FULFILLS THE HISTORICAL AND PHILOSOPHICAL PERSPECTIVES GEN. ED. REQ.
157 THE ARCHAEOLOGY OF ILLINOIS. (3 hrs.)
Professor Timothy R. Pauketat (pauketat@uiuc.edu)
Office: 123 Davenport Hall; PH: 244-8818
This course promotes a sense of place that can be gained only from an awareness and understanding of the rich antiquity of Illinois and the vast cultural changes that are reflected in its past. We will trace the prehistory of Illinois from the first entry of people into the Midwest more than 13,000 years ago until the late 1700s and the beginning of historical records and Euro-American colonization of the region. The course is designed specifically for students with no background in archaeology or Illinois prehistory. The course requirements include midterm and final exams, and a term paper, due during the final quarter of the semester, that applies the course material to some aspect of Illinois archaeology.
*THIS COURSE FULFILLS THE HISTORICAL AND PHILOSOPHICAL PERSPECTIVES GEN. ED. REQ.
182 PEOPLES AND CULTURES OF SOUTH AMERICA (4 hrs.)
Richard Freeman, instructor (rfreema1@uiuc.edu)
Office: 109 English, PH: 333-7978
This course will examine the peoples and cultures of South America in historical and contemporary perspectives. We begin with the colonial history of the region which reveals enduring themes and issues central to the understanding of Latin America today. Through case studies, accompanying articles, and visual media, we will explore, contrast, and compare aspects of different cultures from the diverse regions of this vast continent. Areas of exploration will include people of the Andean region, Maroon societies of African descent in Brazil, the Kayapo of the Brazilian Amazon, and the southern cone nations, with a focus on Argentina (Evita Perón, Ernesto ìCheî Guevara, the military, and a look at political youth activism in Buenos Aires). Cultural themes being examined will be religion, land ownership, coca and cocaine production, politics, economics, the military, and U.S. government policies towards South America.
*THIS COURSE FULFILLS THE NON-WESTERN CULTURES GEN. ED. REQ.
220 INTRODUCTION TO ARCHAEOLOGY (3hrs)
Professor Barry Lewis (blewis@uiuc.edu)
Office: 209F Davenport Hall, PH: 244-3501
This course introduces the conceptual basics of archaeological research, data collection, and analysis. The objective is to familiarize the student with the strategies employed in the investigation of archaeological remains and how these strategies further the aims of an anthropological archaeology.
There will be a midterm exam, a final exam, and three section quizzes. Problem sets that apply the principles covered in lecture will be assigned in the discussion sections.
TEXTS:
Renfrew, Colin and Paul Bahn (1996) Archaeology: Theories Methods and Practice. 2nd Edition. Thames & Hudson, New York.
Daniels, Steve and Nicholas David (1982) The Archaeology Workbook. University of Pennsylvania Press, Philadelphia.
240: INTRODUCTION TO BIOLOGICAL ANTHROPOLOGY. (3 hrs.)
Professor Steve Leigh (s-leigh@uiuc.edu)
Office: 393 Davenport Hall, PH: 244-3503
This course provides an in-depth review of fields of study in biological anthropology. Key issues and topics in contemporary biological anthropology are examined. The course investigates include genetics and adaptation in human populations, humans in biological and comparative context, and the fossil evidence for human evolution.. Students should develop an appreciation of problems in this field, and should be prepared to enter 300-level courses in the subject. Evaluation is based on a class paper and examinations (midterm and final).
TEXT:
Relethford, J (1999) Fundamentals of Biological Anthropology. Mayfield Press.
Supplemental readings will be distributed during the course.
260 PEOPLES OF THE WORLD: INTRODUCTION TO ETHNOGRAPHY (3 hrs)
Kathryn Litherland, instructor (lither@uiuc.edu)
Office: 189 Davenport Hall; PH: 333-3676
This course will explore the two main components of the ethnographic endeavor: ethnographic fieldwork and interpretation/writing. Ethnography is the cornerstone of cultural anthropology, and in an age of intense theoretical debate and subdisciplinary fragmentation remains perhaps the one thing that ties the discipline together and distinguishes us from our close kin in the social sciences and humanities. We will take a historical perspective toward the development of ethnographic fieldwork and interpretation in this century, starting with the "father of ethnographic fieldwork," Malinowski. As we progress through the semester, we will continually return to Malinowski’s original formulation of the fieldwork process to see what has changed and what has remained central to the discipline. To this end, I have selected ethnographies that not only represent a wide range of geographic foci and topical interests (South Pacific, SE Asia, Africa, Latin America, and the U.S.; economics, politics, religion, social relations, and gender), but whose authors have made explicit contributions to and critiques of the tradition of ethnographic production. In some cases, individual ethnographies will be paired with shorter essays that explore the individual ethnographer’s approach to the field and to the production of ethnographic texts. We will discuss the problems and pitfalls of fieldwork and contemporary debates about interpretation and ethnographic authority. This historical perspective will enable students to understand and critique ethnographies not simply in terms of their theoretical underpinnings, but in terms of their origins in a tradition of data collection and interpretation. Two class projects (a short "autoethnography" and a micro fieldwork project) will give students a chance practice the nuts-and-bolts of fieldwork and interpretation.
TEXTS:
Malinowski, Bronislaw (1984 [1922]). Argonauts of the Western Pacific. Prospect Heights, IL: Waveland Press.
Gluckman, Max (1958 [1941]). Analysis of a Social Situation in Modern Zululand. Manchester, UK: Rhodes-Livingstone Institute.
Geertz, Clifford (1976 [1960]). The Religion of Java. Chicago: University of Chicago Press.
Rose, Dan (1987). Black American Street Life: South Philadelphia 1969-1971. Philadelphia: University of Pennsylvania Press.
Behar, Ruth (1993). Translated Woman: Crossing the Border with Esperanza’s Story. Boston: Beacon Press.
A reader packet will also be required.
*THIS COURSE FULFILLS THE SOCIAL PERSPECTIVES GEN. ED. REQ.
262 CULTURAL IMAGES OF WOMEN (3 hrs.)
Professor Alma Gottlieb (ajgottli@uiuc.edu)
Office: 389 Davenport Hall, PH: 244-3515
Women-bodies-emotions. These three words seem to go together in Western discourse. But are they an inevitable trio? This course looks at the bodily events that are often seen as defining states for women in the West and goes on to ask: How do women around the world, from rural "Third World" communities to industrial cities, experience the bodies they inhabit? Conversely, how do cultural, political, historical, and economic factors give meaning and boundaries to women's experiences of their bodies? Bodily states, events, and issues to be examined will include: menarche, sexuality, pregnancy, childbirth, menstruation, food, health and illness, and menopause.
In addition to course texts, there will also be numerous films shown in class illustrating women's lives from around the globe.
Course requirements:
Students will write take-home essay exams on course material, as well as short reactions to each of the films shown in class. In addition, every student will choose a woman to interview on particular aspects of her bodily experiences, and will then write a paper based on the interviews and some related readings.
Prerequisites:
You will get more out of this course if you have already taken at least one introductory course in cultural anthropology (e.g. ANTH 103), history, or one of the other social sciences (sociology, political science, economics), or another women's studies course. Permission of instructor is required if you haven't taken at least one of such courses.
Recent texts have included:
Sylvia Ardyn Boone, Radiance from the Wars: Ideals of Feminine Beauty in Mende Art
Thomas Buckley and Alma Gottlieb (eds.), Blood Magic: The Anthropology of Menstruation
Pat Caplan (ed.), The Cultural Construction of Sexuality
Kim Chernin, The Obsession: Reflections on the Tyranny of Slenderness
Emily Martin, The Woman in the Body
Robbie Davis-Floyd, American Birth as a Rite of Passage
*THIS COURSE FULFILLS THE SOCIAL PERSPECTIVES GEN. ED. REQ.
266 AFRICAN FILM AND AFRICAN SOCIETY (3hrs)
Professor Mahir Saul (m-saul@uiuc.edu)
Office: 309J Davenport Hall, PH: 244-3502
A course on recent feature films produced in African countries. These films are used to provide an introduction to contemporary Africa. Some of these films have received prestigious international awards. The films shown in the class are treated as entertainment, as art, and as documents revealing social issues in contemporary Africa. The course will include readings on Africa, on the countries where the films were made, and on the topics that they deal with. After the first two introductory weeks the students will watch one film per week. Attendance of these screenings and of the period of lecture and discussion is obligatory. There will be exams and weekly writing assignments.
TEXT:
I. Bakari & M. Cham, African Experiences of Cinema
M. Diawara, African Cinema, Politics & Culture
N. Thiong’o, Decolonizing the Mind
*THIS COURSE FULFILLS THE NON-WESTERN CULTURES AND TRADITIONS GEN ED. REQ.
268 IMAGES OF THE "OTHER": ANTHROPOLOGICAL PERSPECTIVES (4 hrs.)
Professor Arlene Torres (a-torres@uiuc.edu)
Office: 383 Davenport Hall; PH: 244-3511
Do all peoples view neighboring or distant populations as radically different "Others," or can humans create mutual images based on a notion of shared humanity? The course compares and analyzes the range of images of ethnic, "racial," gender, class, and bodily differences that have been enacted historically and cross-culturally in both Western and non-Western populations. A focus on imagery and representation in the museum context will be the subject of this course. To complement the class readings, all students will keep a running diary of how images of the "Other" operate in their own lives. Prerequisite: A previous or concurrent course in history and/or one of the social sciences would be helpful.
TEXT:
MacDonald, Sharon and Gordon Fyfe (1996) Theorizing Museums: Representing Identity and Diversity in a Changing World.
Stack, Carol Call to Home
Brodkin, Karen How Jews Became White Folks and What that Says About Race in America
Other Readings and films: to be announced and placed on reserve
*THIS COURSE FULFILLS THE HISTORICAL AND PHILOSOPHICAL PERSPECTIVES GEN.ED.REQ.
** THIS COURSE SATISFIES THE COMP II REQUIREMENT FOR UNDERGRADUATES.
***THIS COURSE IS A DISCOVERY COURSE FOR FRESHMAN
270 INTRODUCTION TO LINGUISTIC ANTHROPOLOGY (3 hrs.)
Professor F.K. Lehman (f-lehman@uiuc.edu)
Office: 209H Davenport Hall, PH: 333-8423
The interaction between linguistics and anthropology is the subject of this course. We will explore issues of language and identity; language and culture; language and mind; and language and social interaction. Universal dimensions of language will be contrasted with those aspects of language which vary from one speech community to the next. You will be introduced to analytical procedures and have opportunities to apply these methods to realistic problems.
This course can be taken as a standard offering or for COMP II credit. Graduate students must sign up for the standard discussion section. Undergraduates may elect to take the course for COMP II by selecting one of the two COMP II sections or may take the course as a standard offering by selecting the standard section.
TEXT:
Alessandro Duranti, Linguistic Anthropology, Cambridge University Press, 1997
William A. Foley, Anthropological Linguistics: An Introduction. Blackwell Publishers. 1997
**THIS COURSE SATISFIES THE COMP II REQUIREMENT FOR UNDERGRADUATES.
(Section A1+ is the Comp.II section, A2 and A3 are not offered for Comp.II)
276 AZTEC CIVILIZATION (3 hrs)
Professor Susan Gillespie (sgillesp@uiuc.edu)
Office: 386A Davenport Hall; PH: 244-5920
This course provides an in-depth examination of the best known precolumbian civilization of Mesoamerica: the Aztecs. The methodological approach is ethnohistorical, utilizing information from 16th century documents written in the colonial period by both Aztecs and Spaniards. The first two-thirds of the course investigates Aztec society and culture at about 1500 A.D. We begin with the perspective of the individual's daily life and life cycle, moving on to the household, the capital city and the Valley of Mexico, and then the larger conquest empire. Aesthetic and religious concerns, which help to define Aztec culture, also receive extensive coverage. The last third of the course is devoted to lesser-known peoples in central Mexico (Tarascans, Mixtecs, Huaxtecs, and Tlaxcaltecans) with whom the Aztecs traded, allied, and battled. A final topic is the Spanish Conquest (began 1519), seen from the viewpoints of both the Europeans and the Aztecs.
TEXTS:
Frances Berdan: The Aztecs of Central Mexico: An Imperial Society
Patricia de Fuentes: The Conquistadors: First-Person Accounts of the Conquest of Mexico
A packet of additional readings from books and journals.
GRADING:
Two midterms and the final exam constitute 85% of the final grade. The remaining 15% is based on three short writing projects that allow students to interpret information from 16th century Aztec documents.
Mandatory Prerequisite: ANTH 102, 103, or 105
*THIS COURSE FULFILLS NON-WESTERN CULTURES GEN. ED. REQ.
281 INTRODUCTION TO CHINESE CULTURE AND SOCIETY (3 hrs)
Professor C.K. Shih (ckshih@uiuc.edu)
Office: 387 Davenport Hall, PH: 333-7507
This course is a comprehensive introduction to Chinese culture and society based on ethnographic studies, theoretical analysis, and historical survey. We will read stories of a working woman in traditional China told by herself, detailed description of changes in a village through the eyes of a native leader in the 1980s, analytical essays by leading Western and Chinese scholars, and English translation of primary Chinese sources. Topics cover crucial issues concerning China's past, present and future, with an emphasis on the conditions in the last two decades of the 20th century. In addition to the reading materials, the award-winning documentary film series "The Hart of the Dragon" will be shown on a weekly basis. Through lectures, readings, films, and class discussions, students will obtain an insightful and intimate understanding of China.
TEXTS:
Dernberger, Robert F. et al., eds. 1991. The Chinese: Adapting the Past, Facing the Future. Ann Arbor: Center for Chinese Studies, University of Michigan.
Huang Shu-min. 1989. The Spiral Road: Change in a Chinese Village Through the Eyes of a Communist Party Leader. Boulder: Westview Press.
Pruitt, Ida. 1967. A Daughter of Han: The Autobiography of a Chinese Working Woman. Stanford: Stanford University Press.
Sullivan, Lawrence R., ed. 1995. China Since Tiananmen: Political, Economic, and Social Conflicts. Armonk, New York: M.E. Sharpe.
Whyte, Martin King and William L. Parish. 1984. Urban Life in Contemporary China. Chicago: University of Chicago Press.
*THIS COURSE FULFILLS NON-WESTERN CULTURE GEN. ED. REQ.
287 ASIAN AMERICAN EXPERIENCES (3 hrs.)
Professor Martin Manalansan (manalans@uiuc.edu)
Office: 309C Davenport Hall; PH: 244-3500
Asians in America have long been associated with images of and practices around food. Chinese restaurants are ubiquitous presences in small towns and big cities in the U.S. Words such as "wonton" and "sushi" have become part of the American popular imagination to the extent that notions of ethnic authenticity and authority are marked by culinary and alimentary practices, images and ideas. Visions and memories of home, family and other social relationships are almost always mediated by food experiences.
The course introduces students to the anthropological study of food to better understand the historical, social and cultural aspects of Asian American food preparation, distribution and consumption. Students will investigate the politics and poetics of Asian American foodways by examining social habits and rituals around food in restaurants, ethnic cookbooks, fictional works, magazines, and televisions shows.
Required Books:
Bell, David and Gill Valentine. 1997. Consuming Geographies: We are where we eat. Londons: Routledge
Gabaccia, Donna. 1998. We are What We Eat: Ethnic Foods and the Making of Americans. Cambridge, MA: Harvard University Press.
Hagedorn, Jessica. 1990. Dogeaters. New York: Penguin.
Ng, Mae. 1998. Eating Chinese Food Naked. New York: Washington Square Press
Ozeki, Ruth. 1998. My Year of Meats. New York: Penguin
Reader (available at ___)
Requirements:
Field Paper: Asian American Foodways in Urbana and Champaign
Short Reaction and Synthesis Papers
Journal/Scrapbook
*THIS COURSE FULFILLS THE U.S. MINORITY CULTURES GEN. ED. REQ.
323 ECONOMIC ANTHROPOLOGY. (3 hrs. or 1 unit)
Professor Mahir Saul (m-saul@uiuc.edu)
Office: 309J Davenport Hall, PH: 244-2502
Economic anthropology deals with economic activity in its social and cultural matrix. The course will start with an overview of the field, with a sample of its core literature, and then will move on to its current concerns. It will cover themes such as the gift, gender roles, the representations of work, trade and markets, and the impact of colonialism. There will be an emphasis on the divers approaches within the discipline.
TEXTS:
S. Narotzky, New Directions in Economic Anthropology
M. Sahlins, Stone Age Economics.
Arjun Appadurai, The Social Life of Things
S. Gudeman, A. Rivera, Conversations in Columbia
J. Parry, M. Bloch, Money and the Morality of Exchange
Jane I. Guyer, Money Matters: Instability, Values, and Social Payments in the Modern History of West African Communities
339 ANTHROPOLOGICAL THEORY IN CONTEMPORARY PERSPECTIVE. (3hrs. or 3/4 or l unit)
Professor F. K. Lehman (f-lehman@uiuc.edu)
Office: 209H Davenport Hall, PH: 333-8423
An exploration of current theory in social-cultural anthropology, with emphasis on examining theories in the light of contemporary ideas about theoretical adequacy and argumentation designed especially for anthropology concentrators and anthropology graduate students. Midterm and final exam. Required paper.
TEXTS:
Harris, M., The Rise of Anthropological Theory. Crowell.
Kuhn, T., The Structure of Scientific Revolutions. Chicago, 1969.
352 THEORY AND METHOD OF LITHIC ANALYSIS (3 hrs)
Professor Stanley Ambrose (ambrose@uiuc.edu)
Office: 381 Davenport Hall, PH: 244-3504
Stones and bones modified and transported by prehistoric humans are two of the main classes of archaeological evidence of prehistoric human behavior. In order to integrate these classes of data into archaeological analyses and for informed anthropological interpretations one must have a clear understanding of physical properties of stone and bone raw materials, and of principles and techniques of artifact manufacture. This course will involve lectures, readings, discussions and practical laboratory exercises on a variety of aspects of lithic analysis, including identification, classification, description, measurement and statistical and graphic presentation of data. The conceptual emphasis will be on the use of lithic analysis to test anthropological models of human behavior.
Grading and evaluation of student performance will be based on two practical exams, and the accuracy, completeness and organization of the laboratory and lecture notebook. Readings will be assigned on a weekly basis.
TEXT: Whittaker, John C. (1994) Flintknapping. Understanding and Making Stone Tools. University of Texas Press, Austin. 341 pp.
Inizan, M.L., H. Roche and J. Tixier (1992) Technology of Knapped Stone. CREP: Meudon, France.
A manual of lithic analysis and typology will be required.
366 WORK/CLASS/GENDER/ETHNICITY (4 hrs. or 1 unit)
Professor William Kelleher (wkellehe@uiuc.edu)
Office 391 Davenport Hall; PH: 244-3516
In recent years the concept of class has come under scrutiny. Changes in the global division of labor, the ethnicization, feminization and "third worlding" of manufacturing industry, and the importance of consumption in fashioning late capitalist identities have led social scientists to question class's utility in both the past and the present. This course examines those debates. It looks at some of the reinterpretations of 19th century labor history and the theories that undergird them. We will look at classical theories of class (Marx and Weber) and more recent theories which emphasize cultural struggle as well as class struggle. Most of the course will be directed to ethnographic readings that attempt to come to grips with contemporary capitalist dynamics. We'll discuss the rise of sweatshops in global capitalism, and we'll go on-line to research the movements, particularly the student movements, against this proliferating late capitalist form of organization. We'll address the "development" controversy, and there will be a coursepack with readings on the theoretical and moral dilemmas posed by it (Das, Ferguson, Nussbaum, Sen etc.) that will be read in addition to the following list:
TEXTS:
Patrick Joyce, ed. Class. Oxford University Press, 1995..
Elizabeth A. Povinelli, Labor's Lot: The Power, HIstory, and Culture of Aboriginal Action. The university of Chicago Press, 1993.
George Lipsitz, The Possessive Investment in Whiteness: How White People Profit from Identity Politics. Temple University Press, 1998.
Aiwa Ong, Flexible Citizenship: The Cultural Logics of >Transnationality. Duke University Press, 1999.
Lisa Rofel, Other Modernities: Gendered Yearnings in China After Socialism. University of California
Press, 1999.
Ryan Bishop and Lillian S. Robinson, Night Market: Sexual Cultures and the Thai Economic Miracle.
Routledge, 1998.
Mary Beth Mills, Thai Women in the Global Labor Force: Consuming Desires, Contested Selves. Rutgers University Press, 1999.
Paul Willlis, Learning to Labor: How Working Class Kids Get Working Class Jobs. Columbia University
Press, 1977.
Gary Lee Downey, The Machine in Me: An Anthropologist Sits Among Computer Engineers. Routledge, 1998.
David Lloyd & Paul Thomas Culture and the State. Routledge 1998.
376 ARCHAEOLOGY OF THE MAYA AND AZTECS (3 hrs or 1 unit)
Professor David Grove (d-grove@uiuc.edu)
Office: 386B Davenport Hall, PH: 333-8381
This course discusses the archaeology of Classic and Postclassic southern Mesoamerica (Maya) and Postclassic central Mexico (Aztec). Excavation data recovered at sites in those areas is used to reconstruct political and social organization, ideology, subsistence activities, and inter-regional interactions. The archaeological data are also compared to statements in Maya hieroglyphic texts and colonial period documents concerning the Maya and Aztecs. Each student may be asked to become the class "specialist" on a particular archaeological site and to contribute their knowledge about that site in class discussions. Two exams and a term paper will be required.
TEXTS:
THE ANCIENT MAYA (5th ed.) by Robert Sharer
ECONOMIES AND POLITIES IN THE AZTEC REALM by Mary Hodge and Michael Smith
379 MEDICAL ANTHROPOLOGY: The Culture of Health and Illness (3 hrs. or 3/4 or l Unit)
Professor Martin Manalansan (manalans@uiuc.edu)
Office: 309C Davenport Hall, PH: 244-3500
The aim of this course is to provide a broad picture of the ways by which culturally diverse human societies have coped with disease and illness and maintained and promoted health over time and in different environments. Some of the subjects which are discussed in the course are: disease ecology and human adaptation; nutrition, reproduction, and health; systems of medical ideas; curing traditions and the role of the curers; great medical systems of India and China; food ways; the culture of Western biomedicine; and the influence of culture change and development upon health. Undergraduates read and write a review of one additional book dealing with medicine in a non-Western culture and graduate students do a paper based upon several such readings. There is usually a mid-term and a final exam.
TEXTS: To be announced.
385 ANTHROPOLOGY OF EDUCATION (3hrs)
Professor Jacquetta Hill (j-hill@uiuc.edu)
Office: 210a Ed. Bldg, PH: 333-8512
In the Spring semester of 2000 a cognitive approach to anthropology of education will be taken. The first third of the course will focus on new directions in the field resulting from recent developments in cognitive theories of knowledge acquisition and use, with special emphasis on nonschool and nonformal settings. The second third of the course will focus on the influences from activity theory on understanding culture acquisition, transmission, and situated use of culture, with special emphasis on apprencticeship. The final sessions will consider, critically, ethnographies of schools and contemporary critical theories of schooling. Ethnographic case materials will be drawn from a full range of societies and subsocieties, including highland minority populations of Southeast Asia, and contemporary Thailand and Japan. Three essay reports will be written: one on a field observation of situated event schemas; the second on a critical "rereading" of classic ethnographies from the literature on anthropology of education, for example, by Fortes or Firth, or Mead or Spindler & Spindler, etc. The final essay will be on a topic of each student's choice that draws on the work in the course.
Professor Olga Soffer (o-soffer@uiuc.edu)
Office: 309H Davenport Hall; PH: 333-2100
This is a comprehensive course covering about a million years of European prehistory from initial colonization to the spread of farming communities across Europe. It focuses on culture history, on processual issues of cultural integration and culture change, as well as on post-processual issues of agency and meaning. The class will be run as a seminar where lectures on general topics will be combined with weekly student presentations on the specific regional archaeological records of their chosen area.
Prerequisites - open to graduate students in the department as well as to advanced undergraduates who have successfully completed Anth. 102,103, 220, and 240 (or consent of the instructor).
TEXTS:
Gamble, C. The Paleoithic Societies of Europe, 1999
Whittle A. Europe in the Neocithic, 1996
Additional readings on reserve in the Department Library
398F THE ANTHROPOLOGY HUMAN MOVEMENT
Professor Brenda Farnell (bfarnell@uiuc.edu)
Office: 209E Davenport Hall; PH: 244-9226
What are people doing when they dance? Why do we make gestures when we talk? What do priests and ballet dancers have in common? What is "body language"? These questions draw attention to the ways in which people use body movement as a resource for meaning- making in diverse cultural contexts. In this course we examine a range of theoretical approaches to "dynamic embodiment" in socio-cultural anthropology and explore systematic connections between cultural concepts of the body, movement and space.
Required Texts include:
Williams, D. 1997. Readings in the Anthropology of Human Movement #1: The Study of Dances.
Farnell, B. ed. 1995. Human Action Signs In Cultural Context.
Williams, D. 1996. Signs of Human Action. (Special Issue of Visual Anthropology).
Plus coursepak of readings
398G/PSYCH 396JD INFANTS AND YOUNG CHILDREN IN CROSS-CULTURAL PERSPECTIVES.
Professor Judy DeLoache (jdeloach@s.psych.uiuc.edu)
Office: 621 Psychology Bldg.; PH: 333-1529
Professor Alma Gottlieb (ajgottli@uiuc.edu)
Office: 386C Davenport Hall; PH: 244-3515
*What is a "baby"--is the concept universally valid, and understood in the same way?
*How has Dr. Spock's advice to new parents changed from the first edition of his parenting manual to the most recent seventh edition, and why?
*Is the common North American pattern for babies to sleep in cribs a universal practice?
*Why do mothers in northeastern Brazil sometimes let their sick infants die without seeking available medical care?
*How is it that many healthy infants in Kenya sit on their own at four months while most healthy Western infants cannot achieve this skill before six months?
*Why do Beng mothers in Cote d'Ivoire decorate their babies with jewelry and facial paint twice a day?
*Why do some Guatemalan parents keep their infants inside a dark house as much as possible during the first few months of their lives?
This course will explore questions such as these by investigating the cultural construction of infancy and young childhood. Although few anthropologists explore the subject, we suggest that it is ripe for the anthropological gaze. While infants may appear to be the most biologically rooted of all creatures, there is much to their lives that is shaped by cultural practices, and both the development and experiences of babies themselves are surprisingly variable cross-culturally. An anthropological approach to infancy ought to enrich our understanding of the human experience. For their part, psychologists have long investigated infants' and young children's experiences, developing sophisticated new research techniques for documenting even the youngest infants' perceptions and experiences. Yet the scope of this research is restricted, as most studies have focused on middle-class, white, American children. In this course, we hope to combine the best of the two disciplines: the anthropological focus on the cultural construction of personhood, and the psychological emphasis on infancy and young childhood as a venerable subject worthy of study. We will emphasize the first year of life but in some cases will also consider toddlers and older children.
In studying infant development and socialization patterns, we will constantly inquire: What is universal, what is near-universal, and what is indisputably variable? Furthermore, at all points in the course, we will try to maintain a balance among three perspectives: those of the infant her/himself; those of parents and other caretakers; and relevant cultural and historical factors that shape both these. Specific topics we will explore in a cross-cultural setting include:
-Prenatal development, pregnant women's attitudes and behavior toward the fetus, culturally accepted ideologies concerning the fetus, and culturally shaped childbirth practices
-Infant mortality, infanticide, and selective abortion
-Social and emotional development of infants
-Cognitive development of infants
-Physical development of infants (including feeding, safety, health, sleeping, and toilet training)
-Motor development of infants
-Atypical development of infants (e.g. mental retardation, autism, Down's syndrome).
-Socialization styles and values
Assignments
In addition to the class readings, students will select a society to investigate independently throughout the semester. The available data will form the basis of several short papers to be written for the, culminating in a Dr. Spock-style manual of parenting appropriate for that society.
TEXTS:
Course readings will probably include selections from the following books, in addition to a collection of journal articles:
Barry Hewlett, Intimate Fathers: The Nature and Context of Aka Pygmy Paternal Infant Care
Robert LeVine, et al., Child Care and Culture: Lessons from Africa
Vanessa Maher, ed., The Anthropology of Breast-feeding: Natural Law or Social Construct
Barbara Rogoff, Apprenticeship in Thinking: Cognitive Development in Social Context
Nancy Scheper-Hughes, Death without Weeping: The Violence of Everyday Life in Brazil
Prerequisites
Since we aim for a balance of students from different departments, you MUST seek the permission of one of the instructors of the course before (pre-)registering.
398J ETHNOGRAPHY THROUGH LANGUAGE
Professor Janet Dixon Keller (jdkeller@uiuc.edu)
Office 395 Davenport Hall, PH: 333-3529
This is a course in ethnography focusing on how cultural process are revealed in language and speech. We will review a number of ethnographic works that analyze linguistic data (each in a different way) to illustrate socio-cultural processes and advance theoretical frameworks. Although the class focuses on language, the intent is not to privilege this aspect of human symbolic capacities but rather to illustrate its potential as a resource for anthropologists studying matters well beyond the strict domain of linguistics. In part language is a rich arena for study because of its many connections with nonverbal realms of expression including gesture, visual imagery, music and emotion. We will touch on these complementary relations.
Language is increasingly used as a tool for ethnographers to grasp the concepts and practices of "culture." What this does is place the methods once the hallmark of linguistic anthropology in a broader arena. This class emphasizes connections between language and culture as we explore topics such as the conceptual difficulties and cultural entailments of translation, the ethical dilemmas in things as simple as spelling!, the connections of language and power, the centrality of dialect for identity, reflexes of local cosmologies in syntax, landscape and place names as mnemonics for historical/cultural memory, the art of speaking and the process of childhood socialization, the verbal shaping of grief.
Guest participants will include Peggy Miller (Speech Communications & Psychology), Brenda Farnell and Clark Cunningham.
Texts will be drawn from:
Feld, Steven, Sense and Sentiment: Birds, Weeping, Poetics and Song in Kaluli Expression. 2nd Edition. 1990.
Witherspoon, Gary, Language and Art in the Navajo Universe 1977.
Basso, Keith, Wisdom Sits in Places: Landscape and Language Among the Western Apache. 1996.
Briggs, Charles, Competence in Performance: The Creativity of Tradition in Mexicano Verbal Art. 1988.
Errington, J. Joseph, Shifting Languages: Interaction and Identity in Javanese Indonesia. 1998.
Kulick, Don, Language Shift and Cultural Reproduction: Socialization, Self and Syncretism in a Papua New Guinea Village. 1992.
Lindstrom, Lamont, Knowledge and Power in a South Pacific Society. 1990.
398K PROBLEMS IN SKELETAL BIOLOGY.
Professor Linda Klepinger (klepinge@uiuc.edu)
Office: 209G Davenport Hall; PH: 244-3513
PLEASE CONTACT THE INSTRUCTOR FOR A COMPLETE DESCRIPTION AND SYLLABUS.
398L: THE EVOLUTION OF PRIMATE LIFE HISTORIES (3 hrs.)
Professor Steve Leigh (s-leigh@uiuc.edu)
Office: 393 Davenport Hall, PH. 244-3503
The course investigates primate (including human) life histories. We examine why primates appear to have prolonged life courses. We begin with investigations of the foundations of life history theory (demography andquantitative genetics). Detailed comparative study of primate life history adaptations comprise the remainder of the course. Students will be required to engage in computer-intensive analyses of demographic and allometric data.
Evaluation is based on written exercises and a final project.
Required text: Stearns, SC (1992) The Evolution of Life Histories. Oxford, Oxford Univ. Press.
Recommended text: Periera, M and Fairbanks, L (1993) Juvenile Primates. Oxford, Oxford Univ. Press.
Additional readings will be assigned throughout the semester.
398T ANTHROPOLOGICAL VOICES: PERSPECTIVES ON RACE, ETHNICITY, GENDER & CLASS (4 hrs. or 1 unit)
Professor Arlene Torres (a-torres@uiuc.edu)
Office: 383 Davenport Hall; PH: 244-3511
This course will examine the relationship between social analysts and their subjects by focusing on personal narratives. We will explore how ethnographic accounts are shaped by the position(s) of the ethnographer and the subject. Particular emphasis will be given to how these narratives may or may not represent alternative ways of conveying and understanding ideas about race, ethnicity, class and gender.
TEXT (Required):
Kondo, Dorinne Crafting Selves: Power, Gender and Discourses of Identity in a Japanese Workplace
Gregory, Steven Black Corona: Race and the Politics of Place in an Urban Community
Mintz, Sidney Worker in the Cane: A Puerto Rican Life History
Price, Richard The Convict and the Colonel
Hurston, Zora Neale (1990[1935]) Mules and Men
McClaurin, Irma Women of Belize: Gender and Change in Central America.
Recommended:
Behar, Ruth and Deborah Gordon Women Writing Culture
Selected Readings will also be placed on Reserve.
450F NARRATING AMERICAN INDIAN EXPERIENCE, INSIDERS/OUTSIDERS AND THE SEARCH FOR NATIVE PERSPECTIVES. (This course meets with History 453 Sect. B.)
Professor Brenda Farnell (bfarnell@uiuc.edu)
Office: 209E Davenport Hall; PH: 244-9226
Professor Frederick Hoxie (hoxie@staff.uiuc.edu)
Office: 446F Gregory Hall; PH: 333-8660
This research seminar will examine a variety of approaches taken by anthropologists and historians who seek to understand Native American perspectives on historical and cultural events. Drawing on recent work from Native and non-Native scholars in both disciplines, plus several "classic" texts generated by Native Americans, we will explore the insights to be gained from nontraditional sources such as landscapes, oral traditions, bodily practices and material artifacts plus the creative uses of more familiar texts in reading gendered identities and analyzing American Indian autobiographies. The group will read several common texts and explore a supplementary bibliography.
Required Texts include:
Brown, J. & Vibert. Reading Beyond Words.
Basso, K. Wisdom Sits in Places
Cruikshank, J. Life Lived Like a Story
Plus coursepak of readings.
450G PROBLEMS IN MESOAMERICAN PREHISTORY (1/2 or 1 unit)
Professor David Grove (d-grove@uiuc.edu)
Office: 386B Davenport Hall, PH: 333-8381
The topic will be non-Olmec Formative period Mesoamerica. We will read, research, evaluate, and discuss the archaeological data on Early - Middle - and Late Formative as it relates to the evolution of social complexity and its regional manifestations. A sub-theme will be regional and inter-regional interaction. How do you measure and evaluate the importance of such interactions in the evolution of regional complexity? How useful is the "World Systems" model?
450L THEORY AND ETHNOGRAPHY IN FEMINIST ANTHROPOLOGY
Prof. Alejandro Lugo (a-lugo@uiuc.edu)
Office: 385 Davenport Hall; PH: 333-0823
In this advanced seminar, we will examine feminist anthropological thought from the early 1970s to the present. We will study the many ways in which anthropologists have theorized and represented the lives of both women and men in specific ethnographic texts--all from a feminist perspective. We will investigate how the cultural construction of gender articulates and/or ruptures with class, ethnicity, race, and sexuality in particular ethnographic and historical studies. The ultimate goal of the seminar is to provide graduate students with a solid foundation of the ways anthropologists have contributed to a better understanding of how men and women experience everyday life in different societies, and of the extent to which both participate in socio-political transformations as well as in their own cultural reproduction.
450P HISTORY AND POST COLONIAL STUDIES (same as History 492)
Professor David Prochaska (dprochas@uiuc.edu)
Office: 445C Gregory Hall, PH: 244-2093
This course introduces students to the key works in the field of postcolonial studies, especially in relation to history. Areas of scholarly inquiry perennially viewed as peripheral have emerged as central. First it was the turn of women's history and gender studies. Now, it is colonialism whose historiographical time has come. Postcolonial studies, that postcolonial movement which reexamines the colonial period and its aftermath, situates itself precisely at the intersection where some of the most exciting current work on gender, Marxism, and culture come together. Although theorized, postcolonial studies has yet to be adequately historicized. In this course we accomplish this by combining both historical studies and theory, especially literary theory. We begin by examining the revolutionary works of Frantz Fanon in their historical contexts. Next we engage the so-called "holy trinity" of postcolonial studies: Edward Said, Gayatri Spivak and Homi Bhabha. Women and gender studies feature prominently in the course. We will also devote attention to the Subaltern Studies school of historiography, nationalism, the imbrication of anthropology and colonialism, and visual colonialism.
A special feature of the course this semester will be a three session mini-unit on the work of James Boon (Anthropology, Princeton). Invited to campus by the History/Anthropology program committee and sponsored by the MillerComm, Boon will participate in the course as part of his campus visit.
459 PROSEMINAR IN BIOLOGICAL ANTHROPOLOGY AND ARCHAEOLOGY.
Professor Paul Garber (p-garber@uiuc.edu)
Office: 309K Davenport Hall, PH: 333-0075
Professor Tim Pauketat (pauketat@uiuc.edu)
Office: 123 Davenport Hall, PH: 244-8818
This course provides a critical overview of biological anthropology and archaeology, focusing on processes and events in biological and behavioral evolution, and long-term social and cultural development. The historical bases of ideas about human evolution and long-term change are examined and discussed in light of contemporary theories and interpretations of critical transformations of the past such as the origins of primates, the origins of humans, the intensification of food production, and the rise of complex societies. The course is divided into two parts: the first part of the course focuses on key issues in biological anthropology including evolution, adaptation, biological influences on behavior, human variation, and the use of nonprimates and nonhuman primates as models for understanding human behavior and biology. The second part of the course focuses on key issues in archaeology including the processual-postprocessual debate, evolutionary versus historical models of change, and the importance of space, scale, and materiality in understanding the human experience. Students are expected to complete the course with the ability to recognize and address significant theoretical problems in biological anthropology and anthropological archaeology.
461 ARCHAEOLOGICAL THEORY (1 Unit)
Professor Susan Gillespie (sgillesp@uiuc.edu )
Office: 386A Davenport Hall; PH: 244-5920
This course examines the epistemological foundations of academic archaeology, focusing on the changing theoretical paradigms that have influenced archaeological interpretations. Course content is based on extensive reading of the literature explicitly focused on theoretical concerns as well as case studies. The content follows a chronological framework emphasizing twentieth-century developments, particularly in American archaeology, in order to assess the major theoretical positions in their historical contexts and to comprehend how ideas emerged in opposition to or support of previous or current concerns. Students are expected to read the assigned books and articles and come to class prepared to discuss the issues they represent.
Although this course is designed for graduate students in anthropological archaeology, students in other subfields and disciplines who are interested in theoretical issues are welcome.
Several textbooks will be required; other required and recommended readings will be placed in the Reading Room.
Grading will be based on class participation, a panel presentation, and take-home exams.
Prerequisite: Graduate Standing or Permission of Instructor. Seniors may petition the instructor for permission to take this course.
468 COLONIALISM AND CULTURE. (1 unit)
Professor Bill Kelleher (wkellehe@uiuc.edu)
Office: 391 Davenport Hall, PH: 244-3516
This course takes the position that the history of colonialism concerns us in our present, that it fashions it and deserves ongoing reinterpretation. It interrogates anthropology's relationship to colonialism and the politics of anthropological representations of it. The course considers contemporary theories of coloniality/postcoloniality and the literature which takes exception to the generalities of those theories. The bulk of the reading will be historicized, ethnographic investigations of colonialism, "postcolonialism," and neocolonialism. We will read theoretically informed works on "development" and "race." Reading requirements are heavy. We will read a variety of relevant theoretical pieces (Fanon, Foucault, Bhabha, Clifford, Hall, Gramsci, Young, Said, Stocking etc.) as we discuss the monographs. A research paper is required. The course is a graduate seminar. At least one course in social and/or cultural theory is a prerequisite for this course. Required Readings include the following books and a coursepack:
1. Marshall Sahlins, Islands of History. University of Chicago Press, 1985.
2. Gananath Obeyesekere, The Apotheosis of Captain Cook: European Mythmaking in the Pacific. Princeton University Press, 1997 edition.
3. Bernard S. Cohn, Colonialism and Its Forms of >Knowledge. Princeton University Press, 1996.
4. David Edwards, Heroes of the Age: Moral Fault Lines on the Afghan Frontier. University of California Press, 1995.
5. James Ferguson, The Anti-Politics Machine: "Development," Depoliticization and Bureaucratic Power in Lesotho. University of Minnesota Press, 1994.
6. Akhil Gupta, Postcolonial Displacements. Duke University Press, 1999.
7. Ann Laura Stoler, Race and the Education of Desire. Duke University Press, 1995.
8. Nicholas Thomas, Colonialism's Culture: Anthropology, Travel and Government. Princeton University Press, 1994.
9. David Scott, Refashioning Futures: Criticism after Postcoloniality. Princeton University Press, 1999.
Recommended:
Ania Loomba, Colonialism/Postcolonialism. Routledge, 1999
Robert Young, Colonial Desire: hybridity in theory, culture and race. Routledge, 1995.
anthro@uiuc.edu
Last updated 10/21/99