Course Information &amp; Faculty Office Hours

This course provides an introduction to linguistic anthropology, focusing on language as a means to understand self and society; demonstrating the role of language in the development of a person’s concept of self and in the creation and maintenance of society and culture; emphasizing language use within community as key to the analysis of cultural practices. We examine how talk and gestures actually work in different cultural contexts, look at problems of cross-cultural communication, and explore difficulties among people who speak the same language, especially when differences of class, age, gender, sexual orientation, and/or ethnicity are involved.

Texts include the following books plus articles on e-reserve:

Thomas, Linda and Shan Wareing et al. 2004. Language, Society and Power. 2^nd Edition. London and New York: Routledge.

Bauer, Laurie and Peter Trudgill (eds.) 1998. Language Myths. London and New York: Penguin.

Schaller, Susan 1991. A Man Without Words. Berkeley: University of California Press.

*THIS COURSE FULFILLS THE SOCIAL PERSPECTIVES AND COMPARITIVE CULTURAL STUDIES GEN ED. REQ.

105 WORLD ARCHAEOLOGY (3 hrs) M/W/F 10:00

Dr. Andrew Bauer

This course discusses the basic philosophy and methods of archaeology, and provides an introductory survey of archaeological excavations and discoveries in the Near East, Africa, Asia, Europe, and the Americas, with an emphasis on understanding how social and cultural change happened in the unwritten periods of human history. Beginning nearly six million years ago, topics will range from the evolution of humans through the development of early complex societies, including the construction of the ziggurats in Mesopotamia, the building of the pyramids in Egypt, and the great mound-building traditions of the Americas. This course is planned for non-Anthropology majors and is meant to appeal to students who have always had an interest in archaeology and the past.

Textbook

World Prehistory and Archaeology: Pathways Through Time. Michael Chazan (Second Edition). Pearson.

*THIS COURSE FULFILLS THE HUMANITIES AND ARTS GEN. ED. REQ.

143 BIOLOGICAL BASES OF HUMAN BEHAVIOR. (3 hrs.) ONLINE

Dr.Amy Lu Office: 396A Davenport Hall

luamy@illinois.edu

Anthropology is a social science and a life science, and as such, is the study of human society and humanity. Biological anthropology looks at human society through the lens of evolutionary biology. However, as biology and culture interact with one another, we will not be exploring purely biological explanations to why we do what we do. Sometimes physiology, like your hormone concentrations, impacts the range or type of behaviors you do. More important is that we understand how our biology is part of our make-up and cannot be understood independent of culture. So instead, we will focus on the four phases of becoming an anthropologist: learning the scientific method; evolutionary theory and ethology; context and variation; and the interaction between biology and culture. An understanding of science, the scientific method, and the naturally-occurring world naturally lead itself to evolutionary theory and ethology, which is a framework for how to ask and interpret scientific questions. Context and variation will help us understand why people are different, and the interaction between biology and culture will get at deeply-held cultural beliefs as well as the ways in which culture is not as mutable, and biology as immutable, as we tend to assume.

The organization of the course is designed to facilitate your learning to think like an anthropologist by working through these broad topics and case studies within them. Weekly discussion sections with undergraduate mentors will teach you the skills needed to perform your course assignments, from academic integrity issues to finding appropriate sources online, from the scientific method to peer review. Then, the content of the course and its assignments are all conducted online. By the end of this course, you should be able to apply your skill set to any anthropology course, and courses in many other social and life sciences.

*THIS COURSE FULFILLS THE NATURAL SCIENCES & TECHNOLOGY REQUIREMENT

180 THE ARCHAEOLOGY OF DEATH (3 hrs) M/W/F 2:00

Dr. Helaine Silverman Office: 295 Davenport Hall PH: 333-3616

helaine@illinois.edu

Death is the greatest of the life crises and since time immemorial all human societies have devised ways to cope with and explain it. Anthropologists and archaeologists take a keen professional interest in mortuary customs because of the information this culture-specific behavior can provide about the living society. This course is a broad introduction to the theories, concepts and methodologies of the anthropological and archaeological study of death. The course emphasizes comparative case studies of mortuary behavior from around the world and over the centuries and millennia into the present day. The course is well illustrated by images shown on powerpoint and is enriched by films, film clips, and excerpts from television shows that deal with issues about death -- from serious to funny. The professor encourages discussion in the classroom. There are three or four in-class exams (multiple choice, true-false, matching). All readings are on e-reserve or compass2g.

*THIS COURSE FULFILLS THE CULTURAL STUDIES/WESTERN/COMPARATIVE CULTURE AND SOCIAL SCIENCES REQUIREMENT.

184 ASIAN AMERCIAN CULTURES ( 3HRS) M/W/F 12:00

TBA

This course introduces the ethnographic literature on Asian American communities and experiences. By giving students a solid background on the history, demography, and politics of Asian Americans, this course will provide students with the critical skills necessary to understand and appreciate the cultures and social dynamics of the various groups.

*THIS COURSE FULFILLS THE CULTURAL STUDIES/NON-WESTERN/U.S. MINORITY CULTURE AND SOCIAL SCIENCES REQUIREMENT.

185 THE GLOBAL PACIFIC (3HRS) M/W 1-2:20

Dr. Vicente Diaz

vmdiaz@illinois.edu

This class introduces the peoples and cultures of the Pacific Island region, with special attention to broad questions of cultural survival and revival under social and political forces of neocolonization and globalization. Topics to cover will include historical and geographic overviews, traditional and contemporary art and cultural work, literature, film and video production, intellectual work and scholarship, and expressions of diasporic identity. Films, videos and museum tours will augment lectures and readings.

*THIS COURSE FULFILLS THE CULTURAL STUDIES/NON-WESTERN/U.S. MINORITY CULTURE REQUIREMENT.

209 FOOD, CULTURE, AND SOCIETY (3 HRS) Tu/Th 2-3:20

TBA

“As American as apple pie! “

“Let’s have a coffee break.”

“I can’t eat any more – I have to fit into a bikini this summer.”

“What? A Thanksgiving dinner without turkey? Impossible! “

“You have not eaten French haute cuisine? Oh you poor thing!”

“You can’t be friends with them – they eat dogs!”

These statements illustrate how food is an intrinsic part of our everyday life. Furthermore, they demonstrate how food goes beyond providing nutrition and biological sustenance. Food is a symbolic and material medium for establishing social relationships, creating meanings and sustaining practices that revolve around family, kinship, religion, gender, class, ethnic, national and other collective identities. It marks banal routines and important life events. Food influences how we see ourselves in relation to others. It is a vehicle for creating intimacy between and for discriminating against people.

The course introduces students to the anthropological and sociological study of food in order to better understand how food practices, culinary cultures and dietary rules are embedded in our individual and collective memories, desires, and everyday struggles. Some of the themes to be explored in this class include: cookbooks and cooking shows; diet and gender; ethnic foods; haute cuisine and class inequalities; religion and food taboos; cannibalism, fast-food: globalization; and world hunger.

220 INTRODUCTION TO ARCHAEOLOGY (3 hrs) M/W 11:00

Dr. Christopher Fennell Office: 196 Davenport Hall

cfennell@illinois.edu

This course provides an introduction to theory and methods in archaeological research, data collection, and analysis. The objective is to familiarize the student with the strategies that are employed in the investigation of archaeological remains and how these strategies further the aims of an anthropological archaeology. Grades will be based on two in-class exams, two section quizzes, and weekly assignments.

230 SOCIALCULTURAL ANTHROPOLOGY (3 hrs) Tu/Th 11:00

Dr. Alejandro Lugo Office: 396C Davenport Hall

a-lugo@illinois.edu

This course is an advanced introduction to the subfield of socio-cultural anthropology. In this class we will examine the encounter between the anthropologist and the people he or she studies and the many ways anthropologists produce knowledge through such concepts as culture, structure, gender, power, symbol, borders, and political economy. More specifically, the students will read ethnographic texts that speak to human social life from a cross-cultural perspective. The class will cover the kind of ethnography and theory that has shaped sociocultural anthropology in the last two decades. Ultimately in this class, we will examine how anthropologists produce socially useful knowledge about the multicultural and global world we currently live in at the beginning of the new millennium.

241 HUMAN VARIATION AND RACE (3 hrs) M/W/F 9:00

Dr. Lyle Konigsberg 309H Davenport Hall

lylyk@illinois.edu

Because the study of human variation and race is founded on an understanding of population and quantitative genetics, this course will take a broad survey of these two areas as they relate to humans. The course will examine the effects of evolutionary forces on modern human variation as well as touch on some diachronic studies of human variation in the past. The necessary algebra, Mendelian genetics, and probability theory will be reviewed as a foundation for understanding evolutionary forces. A modicum of calculus will be used, but this material will be presented conceptually and will require no prior experience. Grading is based on three non-cumulative exams, an oral presentation based on reading from "Online Mendelian Inheritance in Man" (OMIM), and brief problem sets.

243 SOCIALITY OF THE GREAT APES (3 HRS) M/W 10-11:20

Dr. Rebecca Stumpf Office: 189 Davenport Hall

This course examines the biology and behavior of our closest living relatives, the great apes. Beginning with an overview of the taxonomic relationship between the great apes and humans, we will then cover the locomotion, morphology, feeding ecology, social organization, mating patterns, and behavior of chimpanzees, bonobos, gorillas, and orangutans. Course material focuses on topics such as social cooperation, mating strategies, inter-and intrasexual social interactions, infanticide, tool use, diet, food sharing, reproductive behavior, cognition and conservation. We will evaluate the appropriateness of the great apes as models for understanding human behavior and evolution.

Prerequisites: Anth. 102, 143, 240 or an equivalent course in animal behavior

246 FORENSIC SCIENCE 3 HRS. Tu/Th 11-12:20

Dr. Ripan Malhi Office: 209F Davenport Hall

malhi@illinois.edu

Forensic science is the application of science to the law and encompasses a wide variety of scientific disciplines. This course reviews the history and theory underlying methods used in forensic science. Topics to be discussed include the courtroom, the units of a crime laboratory, methods of securing and investigating a crime scene and the analysis of evidence collected from a crime scene including blood, hair, fingerprints and human skeletal remains.

262(HONORS) WOMEN’S LIVES (3 HRS) TU/TH 9:20-11

Dr. Alma Gottlieb 396C Davenport Hall

ajgottli@illinois.edu

Why isn't Miss America ever fat?
Do women everywhere view menstruation as a curse?
Why do some African girls eagerly anticipate "circumcision"?
Do all women see childbirth as an illness to be medicated?
Can lesbians be (good) mothers?

This course explores these and related questions, investigating how women around the world experience their lives and their bodies through the life cycle. We’ll inquire how not only social roles but also images, uses, and meanings of the bodies that all women inhabit are shaped in deep, though often invisible, ways by culture. We do this by comparing women's experiences of their bodies in the contemporary U.S. with those of women elsewhere around the world. Through readings, films, guest speakers, and hands-on interviewing, the course teaches anthropological methods in introducing you to the gendered body.

Readings will include a selection of articles on e-reserve as well as the following books (tentative list):

Karen Houppert, The Curse: Confronting the Last Unmentionable Taboo: Menstruation

Susan Bordo, Unbearable Weight: Feminism, Western Culture, and the Body

Colleen Ballerino Cohen, Richard Wilk, and Beverly Stoeltje, eds., Beauty Queens on the Global Stage

Robbie Davis-Floyd and Carolyn Sargent, eds., Childbirth and Authoritative Knowledge

Bettina Shell-Duncan and Ylva Hernlund, eds., Female “Circumcision”: Culture, Controversy, and Change

Ellen Lewin, Lesbian Mothers

*Gen Ed category fulfilled: Social & Behavioral Sciences: Social Sciences

Note: This course is restricted to students enrolled in the Campus Honors Program (CHP). After the first week of the semester, anyone else interested in the course may contact the Campus Honors Program and the instructor to be added to the waiting list, if places remain available.

266 AFRICAN FILM AND SOCIETY 3 HRS M/W 2-4

Dr. Mahir Saul Office: 309J Davenport Hall

Feature movies produced in African countries is the subject matter of this course. Many of these have won awards in international festivals and competitions. One movie will be screened every week to discuss contemporary issues in Africa, film topics, the current art and literature climate in Africa. Readings will be assigned on Africa, the countries where the films were made, and the themes they deal with. Attendance is extremely important. Weekly quizzes, midterm and final.

*THIS COURSE FULFILLS THE GEN. ED REQUIREMENT FOR CULTURAL STUDIES/NON-WEST/U.S. MINORITY CULTURES.

280 PERSONAL ANTHROPOLOGY 3 HRS Tu/Th 1:30-3

Dr. Alma Gottlieb Office: 398C Davenport Hall

ajgottli@illinois.edu

Isn’t anthropology about other people?

Certainly.

But along the way, anthropologists also learn much about themselves. And in learning about themselves, they also learn more about others, and learn how to learn more about others. It’s a conundrum that forms much of the basis for the “reflexive turn” in anthropology . . . and forms the basis for this course.

In ANTH 280, you’ll discover how anthropology can give you a new perspective on your own life. You’ll see connections you’ve never seen before, perceive hidden forces that have combined to shape who you are. Your gender . . . racial and ethnic background . . . religion . . . socioeconomic class . . . sexual orientation . . . language -- all these identity markers (and many more) come from somewhere, have a history beyond your birth. Through a series of “personal ethnography” exercises, you’ll gain insight into your own identity, your cultural background, the broader world in which you live -- and how these are all in constant conversation.

The seminar format of this course allows us an individualized approach: all assignments are project- and writing-based. As you read about contemporary North America and elsewhere, you’ll conduct fieldwork exercises in your own life, then write short papers on these auto-ethnography exercises. Concepts of time, assumptions about gender, experiences of race and class, preferences for food, choices about clothes, the privileges to which we do and don’t have access, and our place in the global economy are all grist for the ethnographic mill.

343 BEHAVIOR AND BIOLOGY OF WOMEN (3 HRS) M/W 1-2:20

Dr. Rebecca Stumpf Office: 189 Davenport Hall

In this course, we will explore female biology and behavior in a broad evolutionary context. We will examine how women's development, physiology, anatomy, reproduction, and behavior are informed by evolutionary theory. Topics include development, sexuality, pregnancy, birth and lactation, menopause and aging. We will also explore female life history strategies, behavioral sex differences, and male and female reproductive strategies. Examples and comparisons are drawn from traditional and modern human societies as well as non-human primates.

399AB Politics of the Past 3 hrs Wed 3-6pm

Dr. Andrew Bauer

This course is a seminar designed to explore the "past" as a resource that has been used for a variety of political ends. It will start by establishing the importance of historical narratives to cultural framings of the world and to rationalizations for actions and practices (e.g., identity formations, nationalism, colonialism, etc.). The course will then use a series of case studies to explore how the past can be, and has been, culturally constituted for political ends. Questions the class will address through these case studies will include the following: who speaks for the past? who are the actors in historical narratives? in what circumstances do historical subjects shift from individuals (great "agents" of history) to collectives (nations, cities, cultural groups, etc.)? how have artifacts and other material remains of the past been used to construct historical claims toward political ends? how do some interpretations and narratives become privileged over others? and, how do archaeologists study the politics of the past through material remains?

399E Ethnography of East Asian 3 hrs tu/th 2:30-4

Dr. Nancy Abelmann

nabelman@illinois.edu

Ethnography of contemporary East Asia, will introduce recent ethnographic writing on Japan, the Koreas, and China/s. The ethnographic writings will span many topics but issues of youth, family, class, education, labor, and migration will be central. Book-length works will include Li Zhang's In Search of Paradise (on housing and China’s middle class); Nicole Newendorp’s Uneasy Reunions (on the PRC wives of Hong Kong men); Andrew Kipnis's Governing Educational Desire (on children and education in China); Gabriella Lukacs’ Scripted Affects, Branded Selves (on young woman and trendy dramas in Japan); and Adrienne Lo at al, South Korea's Educational Exodus (on the pre-college study abroad of South Korean youth). Students will conduct original research, including life-histories, on Chinese, Japanese, and Korean international undergraduate students at the University of Illinois.

399ALU MENTORING AND LEADERSHIP IN BIOLOGICAL BASES OF HUMAN BEHAVIOR (3hrs) Th 1-4

Dr.Amy Lu Office: 386A Davenport Hall

luamy@illinois.edu

This course is for advanced undergraduates who will serve as mentors for ANTH 143 students. Mentors will hold two sections a week for ANTH 143 students to provide them with the skills to help them navigate the blended online environment, the scientific material, and the practical aspects of managing this course. Mentors will also meet with Prof. Lu to learn critical thinking, mentoring and leadership skills, debrief on their activities with ANTH 143 students, and devise ways to improve the students’ relationship to the course material.

Instructor permission is required

399VD AMERICA IN THE WORLD 3 or 4 HRS. Wed 5-8pm

Dr. Virginia Dominguez Office: 193 Davenport Hall

vdomingu@illinois.edu

This course considers theories and approaches that illuminate the lure and rejection of "America" in the late twentieth and early twenty-first centuries.

Do you sometimes ask yourself why “they” hate “us” and have in mind much of the world outside the U.S.? Have you ever heard Americans ask that? How do you respond? And what about its corollary? Do you sometimes ask yourself why “they” love “us” and have in mind much of the world outside the U.S.? Have you ever heard Americans ask that? How do you respond?

In this course we will look at long-standing anthropological approaches to peoplehood, selfhood, otherness, and the histories in which they are embedded to put these questions in perspective. We will focus on "anti-Americanism" and pro-Americanism in the world, the forms they take, their presence in various parts of the globe, and the historical, political, cultural, economic, and social contexts in which they have arisen.

411 METHODS OF CULTURAL ANTHROPOLOGY. (3or 4 hrs) M/W 4:00-5:20

Dr. Mahir Saul Office: 309J Davenport Hall

Fieldwork distinguishes anthropology from other social and humanistic disciplines as a central activity that generates the information which leads to descriptive presentation or analysis and theory. This course surveys the ways in which anthropologists have gone about this crucial phase of their research, stressing the connection between premises, theoretical outlook, domains of interest, political context, and fieldwork methods and techniques. The purpose of the course is to prepare students to conduct their own independent research. We will consider a broad range of ways anthropologists have engaged in empirical investigation, from the common participant observation and note taking, interviewing, census/survey techniques, to the less common archival research, film or print media exploration, and the recent trends in digital or internet oriented projects. The course builds up toward a unit on successful research project design and proposal writing. Student will develop a mini ethnographic project and present it as a term paper.

425 ANTHROPOLOGY OF EDUCATION. (2 OR 4 HRS) M/W 3-4:20

Dr. Adrienne Lo Office: 383 Davenport Hall

This seminar considers how sociocultural anthropology has approached the study of education. We will read not only ethnographies of schooling, but also works which consider how schooling is implicated in modernist projects of social improvement, the politics of cultural pluralism in nation states, and the spread of neoliberalism. By taking a broad perspective on the goals, ambitions, and underlying rationales of education, this course argues that the institution of the school must be understood in a historical context and in relation to discourses of power, culture, and social inequality.

441 HUMAN GENETICS (3 or 4 HRS) TU/TH 12:30-2:00

Dr. Ripan Malhi Office: 209F Davenport Hall

malhi@illinois.edu

This course surveys the patterns of genetic variation within and between human populations and explores the evolutionary forces that have contributed to these patterns. We will examine the architecture of the human genome and technologies used to detect genetic variation in the genome. We will discuss evolutionary models that can be used to explain the patterns we identify. We will use evolutionary models in combination with archaeological, linguistic, and other cultural information to infer the population history of our species. How the human genome is used to detect inherited components of disease will be discussed. In addition, we will consider the ethical and social implications of genomic research with humans

459 THE ANCIENT MAYA (3 hrs) Tues 3:00-6:00

Dr. Lisa Lucero Office: 191 Davenport Hall

ljlucero@illinois.edu

The ancient Maya are famous for their hieroglyphs, large pyramid temples, ceramics with vibrant painted scenes, royal tombs and iconography; however, these features only reflect a small portion of ancient Maya society. In this course we focus on all levels of Maya society to understand how they lived and survived in a challenging setting‹the semitropics. Excavation data, iconography, and inscriptions are used to reconstruct political and social organization, ideology, subsistence activities, and inter-regional interactions.

472 BORDER, LATINA, LATINO CUTLURES (3 OR 4 HRS) W 2-5pm

Dr. Alejandro Lugo Office: 396C Davenport Hall

a-lugo@illinois.edu

This course explores and examines the production of U.S. Latina/Latino identities as instances of international, cultural, and historical border crossings. More specifically, we will analyze the ways in which Mexican American/Chicana/o, Cuban American, Dominican American, Indigenous “Latinos”, and Puerto Rican identities, as well as other Latino identities, have been shaped by colonial relations vis-à-vis Spain and by post(colonial) conditions vis-à-vis the United States. We will also address these colonial/postcolonial conditions through a border analysis of immigration and citizenship rights of Mexicans, the Commonwealth status of Puerto Rico, and post Cold War U.S.-Cuba relations. Finally, we will examine how these global, historical, and cultural processes influence or help better understand the formation and transformation of identities among Latinas and Latinos in the Midwest.

499ALO AMERICAN UNIVERSITY MEETS THE PACIFIC CENTRAL (4 HRS) Tu 9-12

Dr. Adrienne Lo Office: 383 Davenport Hall

This course is a seminar associated with the American University Meets the Pacific University research project. Enrollment by permission of the instructors only.

499: Methods and Social Justice (4 hrs) Fridays 9-12

Dr. Gilberto Rosas Office: 389 Davenport Hall

Grosas2@illinois.edu

How do anthropologists and other scholars imagine the relationship between field research, the politics of knowledge production, and questions of justice? How does these and related questions inform fieldwork methods? What are the stakes of these questions in claims of objectivity, in the critique of science, and in relativist positions? Do collaborative projects resolve such tensions? At core, this course will question how we understand politics. It is suggested our methods will vary accordingly. The course involves significant and innovative ethnographic research at Urbana High School and the local community on questions of the perseverance and marginalization of Latino High School students.

499 HUMAN SKELETAL BIOLOGY (4HRS) M/W/F 11:00

Dr. Lyle Konigsberg Office: 309H

lylek@illinois.edu

Human skeletal and dental remains form the basis for research in both bioarchaeology and forensic anthropology. This course will examine the bases for making inferences about individual skeletons and past populations, with particular emphasis placed on paleodemography, reconstruction of diet, paleopathology, and biological distance analysis. Grading is based on two non-cumulative exams, problem sets, and a research paper.

512 LANGUAGE AND CULTURE (4 HRS) WED 5-8PM

Dr. Brenda Farnell Office: 209E Davenport Hall

A graduate core course in linguistic anthropology with particular attention to language in culture. Examines the historical development of the field and its debates and develops analytical skills needed in contemporary ethnographic research. Strongly recommended for all socio-cultural and linguistic anthropology doctoral students.

Required Texts:

Duranti, Alessandro (ed.) 2009. Linguistic Anthropology: A Reader (2nd Ed.) Wiley Blackwell.

Blount, Ben G. (ed.) 1995. Language, Culture and Society: A Book of Readings. (2nd Ed.). Waveland Press.

Jordan, Christine and Kevin Tuite (eds.) 2006. Language Culture and Society: Key Topics in Linguistic Anthropology. Cambridge University Press.

Kulick, Don 2008 [1992]. Language Shift and Cultural Reproduction. Cambridge University Press.

515IA ILLINOIS ANTHROPOLOGY ( 1/2 UNIT) MONDAY 12:00

Professor Andrew Orta Office: 382 Davenport Hall

aorta@illinois.edu

This course is the second semester of a sequence initiated with ANTH 515 BM Social Theory/Ethnography. As a complement to the preceding semester’s focus on the historical and philosophical foundations of particular orientations within our discipline, and the intellectual genealogies and historical and political contexts out of which contemporary social theory has emerged, our task this semester will be to examine these theoretical roots (and contemporary shoots) through the disciplinary practice of ethnography. We will examine a set of classic and contemporary works as these reflect specific theoretical orientations in our field, and as these help to shape emerging theoretical orientations. We will also consider the extent to which ethnographies may exceed any immediate theoretical paradigm and offer something of an archive available to rereadings from other theoretical vantage points. Students joining the class for Spring semester should consult with the instructor.

515GR: States and Governance (4 HRS) MONDAYS 2-5PM

Dr. Gilberto Rosas Office: 389 Davenport Hall

Grosas2@illinois.edu

Inspired by Michel Foucault’s observation that it is impossible to have a theory of the subject without a theory of sovereignty, this seminar explores criminalities, pathologies, and violence in relation to the anthropology of the state and related questions of governance. The seminar thus appreciates “states” doubly: as the rich interior world of the psyche, be it hailed, discursively produced, or some other formulation; and as the “the state,” a corpus of discourses and practices, which multiple founders of discursively in the social sciences, including anthropology and other disciplines, as well as other political and intellectual formations have long questioned and complicated. Thus, we will explore often-competing theories of culture, power, and subject formation, through ethnographies, in anthropology and beyond. Influential theories of states and governance, including political economy, sovereignty, biopolitics, Empire and other post or anti-statist approaches, will be explored from the complex intersections of race, class, gender, and sexuality. These axes will be taken as sites of alternative knowledge’s and possibly powerful new potentialities.

A few of the cross-cutting problems that will be explored in the course are: 1) How does each thinker approach questions of rule, governance, and the state 2) Which authors have a theory of ideology or misrecognition and which do not? 3) How does each thinker conceptualize “the subject” and/or “subjectivity”? 5) How do they imagine the state and related forms of power and governance in social life? 6) How is each apprehension of power territorialized? 6) Can these theorists’ ideas be applied or revised? 7) Do they offer alternatives either theoretically, in terms of new projects, or other phenomena?

FALL 2012 MUSEUM STUDIES

MUSE 200 INTRODUCTION TO MUSEUMS (3 HRS)

Dr. Susan Frankenberg Office: 309A Davenport Hall PH: 244-1984

sfranken@illnois.edu MWF, 11:00-11:50

A broad introduction to the museum world, this course focuses on what a museum is, what differentiates types of museums, and how museums function. It examines museums in terms of their educational, curatorial, exhibition, public relations and research missions; organizational and administrative structures; ethical, moral and legal obligations; and sources of funding. This survey of museums and museum work also stresses the roles of museums in creating knowledge, sharing information and participating in communities. The class is taught in a lecture-discussion format, and includes readings from a required textbook and articles posted on e-reserve, during-class mini-field trips around campus, and two independent visits to a local museum outside of class time. Grading is based on four assignments and two exams. There are three guided exercises (website comparison, collections policy comparison, and exhibit report) and a short reflective research paper. The exams consist of an in-class midterm, and a non-cumulative final given during the official final exam period.

MUSE 330 LEARNING IN MUSUEMS (3 HRS) M/W 10-11:30

Instructor Ann Lacy, Director of Education Spurlock Museum PH: 244-3900

Prerequisite: MUSE 200

How do people, ideas and artifacts connect in museums? This course examines the highly varied responsibilities of professionals in the field of Museum Education, addressing how current learning theories inform standards of best practice in program development, assessment and research. Topics include trends in interpretation and museum ethics, including accountability and inclusion; and national and international museum education projects related to community service, museum-school collaboration, advanced technology in informal learning environments, and the challenge of engaging underserved audiences. The class includes weekly lectures and discussions (including guest lecturers), lab sessions at the Spurlock Museum, field trips to area museums, and attendance at museum educational programs or events. Students will observe and gain practical experience in program development, facilitation, documentation and assessment, as well as exploring the Museum Education literature through one required textbook and selected readings on e-reserve. In-museum work outside regularly scheduled class hours is required. Grading is based on weekly reading responses and reflections, team projects for developing an educational exhibit and program/event (including visitor studies and analytical reports), and two written essay exams.

MUSE500 CORE PROBLEMS MUSEUM THEORY AND PRACTICE (4 hrs) M/W/F 11-12

Dr. Susan Frankenberg Office: 309A Davenport Hall PH: 244-1984

sfranken@illinois.edu

This required foundational course for graduate students pursuing the Museum Studies Minor is open to any graduate student across campus interested in museums. It addresses the fascinating history and complex development of museums over their 400-year history. The course examines how museums have become important contested cultural, educational and recreational venues by drawing on historical and current theoretical literature and case studies of museums across time and space. Core problems are framed using theory from multiple disciplines of cultural studies, anthropology, sociology, history and education among others; coverage is international. Topics include collections and cabinets in the Renaissance and Enlightenment, museums and revolutions, colonialism, world’s fairs and expositions, nationalism, memory, epistemological shifts and the changing role of museums, culture wars, impacts of institutionalization and professionalization, museums in broader contexts of cultural policy, and representations of museums in media. The course is taught in a lecture-discussion format, with readings are drawn from recent texts plus a variety of articles and chapters on e-reserve. Grading is based on written work, participation in class, and development of a museum project. There are no exams.

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Spring 2013 Course Descriptions

101 INTRODUCTION TO ANTHROPOLOGY (3 hrs)

Professor Lisa Lucero Office: 191 Davenport Hall

ljlucero@illinois.edu

This course introduces the field of anthropology, the study of humankind, and the four major subfields of anthropology: physical anthropology, archaeology, cultural anthropology, and linguistics. The study of humankind attempts to answer questions about where humans came from, how societies live and communicate, and why human cultural groups are both similar and unique. Also, this course introduces to the student how and why anthropologists study humans.

*THIS COURSE FULFILLS THE SOCIAL AND BEHAVIORAL SCIENCES

102 ANTHROPOLOGY: HUMAN ORIGINS AND CULTURE (4 hrs)

Professor John Polk Office: 188 Davenport Hall

jdpolk@illinois.edu

Professor Christopher Fennell Office: 296 Davenport Hall

cfennell@illinois.edu

This class explores the fossil and archaeological evidence for human evolution and the development and dynamics of cultures. We examine the fossil and artifact record of the last several million years in order to develop an understanding of why we are interesting animals and a unique species. The first part of the course considers our biological heritage. We learn the biological bases of human life and carefully evaluate the human fossil record. The second part of the course introduces students to archaeology, the evolution of cultural behavior, and archaeological investigations of cultures in world prehistory and history. Recommended, though not required, to be taken with Anth 103 as a survey of the field of anthropology

*THIS COURSE FULFILLS THE SOCIAL PERSPECTIVES GEN. ED. REQ.

103 ANTHROPOLOGY IN A CHANGING WORLD (3 hrs.)

Professor Andrew Orta Office: 382 Davenport Hall

aorta@illinois.edu

Cultural anthropologists are interested in the social organization of human communities, the social organization of meaning within these communities, and the ways this organization varies across communities and over time. Through the systematic study of other societies, we aim to see the world through the eyes of others – to make the strange familiar and the familiar strange. This course presents an overview of cultural anthropology focusing on the discipline’s central concept: culture. Readings, lectures, written assignments, and exams will expose students to a broad range of societies around the world. For students interested in pursuing further work in cultural anthropology or other social sciences, this course will provide an introduction to terms and concepts useful for continuing work in these fields. For all students the course will present a glimpse of a range of human societies and the contemporary challenges they confront, and encourage a comparative and critical awareness of other societies, of our own, and of the complex connections and histories that link us together.

*THIS COURSE FULFILLS THE SOCIAL AND BEHAVIORAL SCIENCES, WESTERN AND NON-WESTERN GEN. ED. REQ.

105 WORLD ARCHAEOLOGY (3hrs)

Professor Timothy Pauketat Office: 123 Davenport Hall

pauketat@illinois.edu

The course is designed for students who have always had an interest in archaeology but who may not know much about the global past and its relevance today. Archaeology is our only access to well over nine-tenths of human history. We start in the Paleolithic but focus on later people, places, and things--Egyptian pharaohs, European hedges, Asian temples, and America pyramids--trying to find answers to the big questions of human history. Why religion? Why warfare? How did cities develop? Were ancient people like us? The class is built around lectures with in-class and external assignments, quizzes, and 2 exams.

*THIS COURSE FULFILLS THE HIST & PHILOSPH PERSPECTIVE GEN ED. REQ.

157 THE ARCHAEOLOGY OF ILLINOIS (3 HRS)

Professor Timothy Pauketat Office: 123 Davenport Hall

pauketat@illinois.edu

Ancient Illinois and the Midwest have a long and complex history owing to the Nile of the mid-continent and the rich environments along its course. We study its ancient farmers, foragers, mortuary cults, pyramids, and episodes of invention, violence, and political development. Through course lectures and in-class workshops we study all, beginning with the Ice Age and ending with the early historic era. The main theme of the course involves understanding the "prehistory" of the state as the history of real people that matters today. There are 2 multiple choice exams, an on-campus outing, and in-class discussion essays.

*THIS COURSE FULFILLS THE HIST & PHILOSPH PERSPECTIVE GEN ED. REQ.

165 LANGUAGE AND CULTURE NATIVE NORTH AMERICA (3 HRS)

Professor Brenda Farnell Office: 209E Davenport Hall

In this course we ask, "Why is a language so important to the people that use it?" and "How can the study of languages help us to understand cultural worlds that are radically different from our own?" In the process we shall be studying linguistic anthropology, which seeks to interpret the social and cultural practices of people through the many lenses offered by language. We shall search for answers to these questions by studying some of the language practices and cultures of the indigenous peoples in the USA and Canada.

Every language creates and reflects a unique worldview and cultural complex: it shapes the manner in which its speakers formulate their understanding of the world around them, their thinking, their system of philosophy, and how they resolve their problems in dealing with each other and the world. This is just as true of ourselves as English speakers as of Navaho, Apache, Dakota or Kwakiutl speakers, to mention just four of the more than 200 American Indian languages spoken in the USA and Canada today.

The North American Indian is a powerful and complex symbol in American culture. Our additional task will be to examine the invention of the “Indian” by European colonizers and to investigate problems with the

construction and representation of the Indian in contemporary U.S. society.

Texts:

Basso, Keith 1990. Wisdom Sits in Places. Tuscon: University of Arizona Press.

Deloria, Ella. C. 1988. Waterlily. Lincoln: U of Nebraska Press.

Farrer, Claire. 2011. Thunder Rides a Black Horse. 3rd Edition. Waveland Press.

Hinton, Leanne 1994. Flutes of Fire. Essays in California Indian Languages. Berkeley: Heyday Books.

Meek, Barbra. 2010. We Are Our Language: An Ethnography of Language Revitalization in a Northern Athabaskan Community. University of Arizona Press.

*THIS COURSE FULFILLS THE NON-WESTERN CUTLURES(S) GEN ED. REQ.

182 LATIN AMERICAN CULTURES (4HRS)

Instructor Tim Landry Office: 390 Davenport Hall

tlandry2@illinois.edu

This class introduces you to some of the diversity of contemporary Latin American experience. Through the semester we examine the enduring themes that emerged in the earliest encounters of native peoples with the European invaders and the enslaved Africans they brought with them: identity, power, faith and money in Latin America is not just a place on a map, but a complex set of relations. We will read a series of books and articles that describe the continuing consequences of those encounters as they have played out through the twentieth and twentieth-first centuries, from revolutions to free-trade agreements

*THIS COURSE FULFILLS THE SOCIAL AND BEHAVIORAL SCIENCES, AND NON-WESTERN CULTURES GEN. ED. REQ.

199JG Introduction to the Anthropology of Democracy and Social Movements (3 hrs)

Professor Jessica Greenberg Office: 389 Davenport Hall 300-0410

jrgreenberg@illinois.edu

This course will ask how and why people organize for political change in the contemporary world. The course covers the intersection and interrelation of political imaginaries, discourses, and institutions through the lens of concrete, everyday practices of activists, advocates and ordinary men and women involved in reimagining the world around them. In particular, we will focus on the communicative and discursive practices which form the architecture of social change. For example, what is the role of global media and new forms of technology for such organizing? How does one build coalitions across different cultural and linguistic traditions? Is there a global ‘youth’ culture that facilitates communication across national boundaries and among young people? Does democracy always mean the same thing, and if not, how do people come to define it? We will consider several case studies of political and social movements through which people advocate for local, national and even global political transformation—including democratic revolution, new forms of decentered, coalition-based politics, movements for minority rights, and nationalist, even violent, populist action. We will ask how people come to conceive of themselves as subjects and agents of change; how ordinary men and women develop a language for articulating new possibilities for how they want to live their lives, and how these visions may have peaceful or violent results.

230 SOCIOCULTURAL ANTHROPOLOGY (3 hrs)

Professor Virginia Dominguez 193 Office Davenport Hall 244-9495

vdomingu@illinois.edu

This is an advanced introduction to the field of social/cultural anthropology, its past and present work, the issues it has long cared about, and the ways in which it relates ideas to the world around us. The course draws on knowledge of the diversity of human societies, experiences, and histories to shed light on people's understandings of the social world, including thinking about world problems, especially those that reflect, promote, hide, or reproduce violence (and not just cultural difference). It emphasizes analytic skills, debated concepts, and ethical implications.

240 BIOLOGICAL ANTHROPOLOGY. (3 hrs.)

Professor Charles Roseman Office: 209G Davenport Hall

croseman@illinois.edu

Biological anthropology is the study of the evolution of humans and other primates. It focuses on questions of the evolutionary origins of humans and primates, human variation, demography, and the evolution of behavior. Biological anthropology is closely allied with evolutionary biology, medicine, and forensics, for which it receives the most recognition. This course serves as a detailed introduction to fundamental issues in biological anthropology. We will begin with a survey of the principles of genetics and evolutionary biology that form the foundation of biological thought using the evolution of human biological diversity to provide examples. We then look at the diversity of primates and the ways in which behavior, demography, and epidemiology are studied. We will close with a survey of the fossil record and the ways in which organismal form is studied.

243 SOCIALITY OF THE GREAT APES (3 hrs)

Professor Rebecca Stumpf Office: 189 Davenport Hall 333-8072

PLEASE SEE THE INSTRUCTOR

Prerequisites: Anth. 102, 143, 240 or an equivalent course in animal behavior.

249 EVOLUTION AND HUMAN DISEASE (3 hrs)

Professor Kate Clancy Office: 187 Davenport Hall 244-1509

kclancy@illinois.edu

In this course we will examine health issues facing humans in our modern environment. We will learn some basic human physiology in the context of biological and cross-cultural variability. Many evolutionary medicine scholars think that many of our modern health problems are a result of a mismatch between our bodies and our current environments; while that is true to some extent we will complicate that with a global perspective on health and an increased appreciation of lifestyle determinants of variation. Pertinent topics include how our reduction in incidence of infectious disease has increased our incidence of autoimmune disease, what constitutes a “normal” menstrual cycle, and how obesity may impact reproductive maturation and childhood socialization. Students must have taken either Anth 143 or Anth 240 (or an equivalent course) to take 249.

270 LINGUISTIC ANTHROPOLOGY (3 HRS) (meets w/ Anth 271)
271 LINGUISTIC ANTHROPOLOGY (ADVANCED COMP. II) (3HRS)
Professor Adrienne Lo Office: 383 Davenport Hall 333-1645

This course introduces students to the field of linguistic anthropology. We will discuss major theories of language and culture, and look at language change; language and gender; and language and identity. Readings will include both ethnographic studies of interaction as well as theoretical pieces on approaches to understanding how language and society are linked.

Prerequisites: None, but ANTH 104 recommended.
**271 satisfies the COMP II REQUIREMENT FOR UNDERGRADUATES

275 THE WORLD OF JEWISH SEPHARAD. (3HRS)

Professor Mahir Saul Office: 309J Davenport Hall 244-3502

This is a course on the society and culture of the Sephardim, a large sector of World Jewry who were expelled by royal decree from Spain at the end of the fifteenth century and settled in various parts of the world. They became a conduit between Christianity and Islam. Focusing on the communities the Sephardim established in the Mediterranean countries and later in America, the course will cover the flourishing cultural life they created in their new lands, their Judeo-Spanish language, literature, music, participation in the economy and in the nineteenth and twentieth centuries the political movements of the emerging nations.

This course satisfies the General Education Criteria for a Hist & Philosoph Perspect, and Non-Western Culture(s) and Western Comparative Cultures

278 CLIMATE CHANGE AND CIVILIZATIONS. (3 hrs)

Professor Lisa Lucero Office: 191 Davenport Hall 300-3007

ljlucero@illinois.edu

This course examines how climate change impacts society at various levels, from communities to political systems, past and present. With the increasing need to understand how climate change and society intersect at present, it increasingly is becoming important that we address critical questions about how lessons from the past can or cannot inform on present needs. The last part of the course focuses on current trends and solutions on how to deal with the consequences of climate change. What are the political and social roadblocks to addressing global climate change? Will we, through technology or other means, overcome the dramatic changes taking place (e.g., melting glaciers, rising sea levels, increasing drought/flooding, and so on)? Students will come away from this course better informed about the current state of climate change and what it portends for our future. Case studies from around the world will be discussed.

399BF1 LANGUAGE IN REAL WORLD ( 3HRS)

Professor Brenda Farnell Office: 209E Davenport Hall, 300-3008

This new Ethnography of the University (EUI) course engages students in multi-media research projects that seek to document reasons why so many students experience our campus as a marginalizing and sometimes hostile environment. This is widespread despite all kinds of ongoing efforts at several levels to address issues of “diversity.” In this course we ask, What kinds of “microaggressions” permeate local discourses? Where do they occur? How do they contribute to the adverse marking of “difference?” Explicit racist, sexist, homophobic and other forms of discriminatory language are, on the whole, no longer acceptable in public discourse, but what kinds of talk and action continue to work against meaningful engagement with difference on our campus?

We will study theories and methods of critical discourse analysis that can help us understand exactly how discourses, actions and spatial arrangements of living and working spaces can work to marginalize, even when this is not the intention. The course will develop student’s abilities to collect, analyze and interpret qualitative data consisting or spoken and gestural interaction and the use of social spaces. The course includes introductory training in multi-media ethnography (how to create a podcast, make a video, and/or build a website).

Students in the class will work collectively to identify research projects that focus on different components of this topic with different populations whose experiences and positioning in the campus community differ (e.g. American Indian, African American, Latino/a, LGBT, Asian American, students with disabilities, international students) as well as “communities of choice” such as sororities, fraternities, student organizations and residence halls). A component of the project will be to advance recommendations and resources for action.

Texts:

Hill, Jane. 2008. The Everyday Language of White Racism. Wiley-Blackwell

399CH FORENSIC ANTHROPOLOGY. (3 HRS)

Professor Cris Hughes Office: 185 Davenport Hall 333-9694

hughesc@illinois.edu

This course focuses on the analysis of human skeletal remains for the medico-legal profession. Topics include the development of the field of forensic anthropology, biological profile analysis, skeletal trauma analysis, interval since death and how far these assessments can be supported through scientific research and practitioner experience. Additional topics include investigation of crime scenes, the legal role of the physical anthropologist as an expert witness and case report preparation. While practical aspects of this field are the primary focus, attention will also be drawn to the incorporation of anthropological and ethical approaches to dealing with death, the handling of human remains, and using human remains for research.

399JD2 Animal Ecologies: Sustainability and Human-Animal Relations (3 HRS)

Professor Jane Desmond Office: 385 Davenport Hall, 244-4470

desmondj@illinois.edu

This new experimental course takes the centrality of animals in human life seriously as a necessary and vital component of any discussion of sustainable ways of living. It brings to bear the conceptual, methodological, and interpretive strengths of the humanities to do so, and is part of the new initiative in Sustainability and the Humanities on campus. Ultimately, the course addresses the question: are current human relations with animals sustainable, and if not, in what ways are they not, and why? What could a more sustainable set of relations look like for the future? The course combines mini-lectures with small-group collaborative work to take a "wicked problems" approach. “Wicked problems” are those that are wickedly difficult to solve because they arise out of interlocking realms of competing needs and a variety of points of view of multiple stakeholders. We will explore large-scale, place-based investigations of human relations with animals on the land, in the air, in the sea, and on the ice. Readings, written responses, class presentations, guest speakers, films, and collaborative exploration and group analyses of issues will be required. Each student will produce or contribute to the production of a final project suitable for public presentation. Upper level standing is recommended, and some background in the social sciences, especially anthropology, or humanities is expected.

399LS NEANDERTHALS (3 HRS)

Professor Laura Shackelford Office: 309C Davenport Hall 265-6741

llshacke@illinois.edu

A detailed investigation of the origin and biological adaptations of late archaic humans and the emergence of modern humans. Explores the practice and validity of using skeletal anatomy to interpret the behavior of past populations using evolutionary and comparative approaches. This course will interpret Neandertal biology and anatomy with particular emphasis on its relevance for theories about the origin and evolution of our species. 3 undergraduate hours. 4 graduate hours. Prerequisite: Anth 240.

399NT MOVING BETWEEN CULTURES (1 HR)

Professor Nicole Tami

tami@illinois.edu

This course provides you with cross-cultural communication tools and critical thinking skills that will enhance your experience abroad, whether you are traveling as part of a program or doing independent research. Through in-class activities, group discussions, and writing exercises, you’ll gather valuable information about your future host community and explore how cultural values shape daily experience. Exploring aspects of American culture will also raise your awareness of your own subject positions, making you more sensitive to the impressions you may inadvertently create while abroad. We’ll discuss options for how to productively manage common challenges, stay safe, and have a successful and fun international experience.

423 ECONOMIC ANTHROPOLOGY (3 or 4 hrs)

Professor Mahir Saul Office: 309J Davenport Hall

Economic anthropology deals with economic activity in its social and cultural matrix. The course will start will an overview of the field, 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 diverse approaches within the discipline.

440 HUMAN PALEONTOLOGY (3 OR 4 HRS)

Professor John Polk Office: 188 Davenport Hall , 333-3676

jdpolk@illinois.edu

Principles of evolution and a survey of human evolution from the early primates through the Pleistocene epoch; emphasis on evolutionary theory as applied to humans and interpretation of the fossil record. 3 undergraduate hours. 3 or 4 graduate hours.

Prerequisite: ANTH 240 or an introductory life sciences course, or consent of instructor.

451 ARCHAEOLOGICAL SURVEYING (3 OR 4 HRS)

Professor Andrew Bauer Office: 386A Davenport Hall; 300-0323

This course will address analytical frameworks for the spatial analysis of social dynamics, techniques for modeling spatial relationships, and methods used in locating, recording, and mapping archaeological sites. It will focus on various strategies for formulating survey plans, interpreting data, and presenting results through work at both the theoretical and applied levels, in the field and the classroom.

452 STONE TOOL TECHNOLOGY ANALYSIS (3 OR 4 HRS)

Professor Stanley Ambrose Office: 381 Davenport Hall 244-3504

ambrose@illinois.edu

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, description, experimental manufacture, illustration, determination of function, metrical measurement, statistical analysis, graphic presentation of data and typological classification systems. The conceptual emphasis will be on the use of lithic analysis of test anthropological models of the evolution of human cognition and behavior.

Grading and evaluation of student performance will be based on participation in class discussions, two practical exams (midterm and final exams), artifact illustrations, and the accuracy, completeness and organization of the laboratory and lecture notebook. Readings will be assigned from the texts and manual of Lithic Analysis and Typology listed below.

Prerequisite: Anthropology 220 or consent of the instructor.

TEXTS: Andrefsky, W. Jr. (2008) Lithic Technology: Measures of production, use and curation. Cambridge University Press.

Inizan, M. -L., M. Reduron-Ballinger, H. Roche and J. Tixier (1999) Technology and Terminology of Knapped Stone. CREP: Nanterre, France. (free on-line PDF)

Manual of Lithic Analysis and Typology (provided as PDF).

456 HUMAN OSTEOLOGY ( 3 OR 4 HRS)

Professor Laura Shackelford Office: 309C Davenport Hall

llshacke@illinois.edu

Identification of isolated and fragmentary skeletal remains, given that this is a prerequisite to all subsequent analyses. In addition to identifying the bones and landmarks of the human skeleton, students will learn about the structure and function of bone, understand the growth and development of the human skeleton and be introduced to analytical techniques used in human osteology including paleopathology, paleodemography and forensics. 3 undergraduate hours, 4 graduate hours. Prerequisite: Anth 102 or Anth 240 or a course in anatomy, physiology or introductory life sciences and consent of the instructor.

488 MODERN EUROPE (4 HRS)

Professor Jessica Greenberg Office: 389 Davenport Hall 300-0410

jrgreenb@illinois.edu

In recent years the Anthropology of Europe has produced exciting and innovative contributions to some of the most central debates in the discipline. At the same time, changing geopolitical relations in the post-Cold-War and postcolonial world have challenged Europe’s once privileged status as the arbiter of political and social modernity. Using ethnographic case studies, film, and primary source material, we will interrogate modern Europe as an ideological, cultural, political, and economic project. We will ask how the ethnography of this contemporary Europe-in-crisis sheds light on key themes in Anthropology, including: labor, value, and neoliberalism; consumption and material culture; immigration and citizenship; the politics of race and gender; secularism; state and governance; and democracy and counter/publics.

499AG NEW AFRICAN IMMIGRANTS IN THE NEW EUROPE. (4HRS)

Professor Alma Gottlieb Office: 386C Davenport Hall 244-3515

ajgottli@illinois.edu

European nations are now closing borders to illegal African immigrants and “repatriating” the thousands of desperate African refugees who swim (or “wash”) ashore on their coasts. At the same time, the EU is, conversely, attempting to craft humane policies that will grant dignity to the increasing numbers of Africans fleeing economic, political, gender-based, and other sources of hardship, seeking a better life in Europe. In this course, we examine the pressing issues facing the new EU as the realities of a multicultural Europe shape the daily lives of all.

We will endeavor to balance out “top-down” and “bottom-up” perspectives inherent in local realities. To gain a sense of the big-picture issues, we begin by considering changing demographic profiles of specific nations across the EU; we then analyze policies of diverse European national governments, and compare those with changing policies of the EU itself. To gain a more nuanced understanding of lived realities, we will read texts based on ethnographic research with specific African immigrant communities across the EU. Case studies will emphasize England, France, Italy, Portugal, and Germany, and other nations as additional scholarship and information become available.

Students will develop a semester-long research project that speaks to their interests.

499 PRIMATE CONSERVATION BIOLOGY AND ECOSYSTEMS HEALTH (4HRS)

Professor Julio Bicca-Marques

jmarques@illinois.edu

According to the International Union for Conservation of Nature (IUCN) about 50% of the >600 primate taxa face the risk of extinction. Major threats include habitat disturbance, hunting, illegal trade, and infectious diseases. Other primates come into conflict with humans (e.g., by raiding crops) or become invasive and compromise the survival of native taxa. Still others may be threatened within their historical ranges, but invasive or problem species outside them. Effective solutions for these diverse conservation issues involve ecological, economic, cultural, and social dimensions. In this course we will explore how biological/taxonomic and cultural/regional differences affect the vulnerability and conservation status of prosimians, New World monkeys, Old World monkeys, and apes, and the applicability of particular conservation strategies and tactics. We will adopt a Conservation Medicine approach by exploring the connection among primate health and conservation, ecosystem health, and human health. Case studies will be used to address topics such as the IUCN Red List criteria, priority setting, and conservation decision-making.

499 ARCHAEOMETRY (4 HRS)

Professor Stanley Ambrose Office: 381 Davenport Hall 244-3504

ambrose@illinois.edu

Archaeometry is the application of instrumental methods from the physical, and natural sciences to address problems in archaeological research. This lecture/lab course will provide a basic introduction to advanced scientific methods used by archaeologists to analyze archaeological materials, including underlying principles of scientific methods and instruments, appropriate techniques for addressing archaeological problems, the strengths, potentials and limitations of techniques, properties of analytical materials, sampling strategies and sampling requirements. Topic covered include chronometric dating, tephrostratigraphy, climatostratigraphy, environmental and dietary reconstruction with elemental and isotopic analysis, determination of chemical and isotopic compositions

of materials for provenience studies, analysis of material properties, biochemical methods of residue identification, bone chemistry and ancient DNA recovery and analysis. The ultimate objective of this course is to provide students with an understanding of the techniques that are appropriate for solving their own problems in archaeological research.

Grading and evaluation of student performance will be based on participation in class discussions, midterm and final exams, and for graduate students, a term project involving an in-class presentation on laboratory analysis of archaeological or modern materials, and a term paper on the research in the format of a report for an scientific/archaeological journal. Readings and supplementary materials will be provided via compass.

Prerequisites: Anth 220 or equivalent, and a very basic understanding of physics and chemistry.

TEXTS:

Pollard, Mark and Carl Heron (2008) Archaeological Chemistry, 2^nd edition. Royal Society of Chemistry, Cambridge. 438 pp. ISBN 0-85404-262-8

Taylor, R.E., and Martin J. Aitken (1997) Chronometric Dating in Archaeology. Plenum Press, New York. 395 pp. ISBN 0-306-45715-6 (out of print - chapters will be provided on Compass)

515IA ILLINOIS ANTHROPOLOGY (2 OR 4 HRS)

Professor Matti Bunzl Office: 386B Davenport Hall

Bunzl@illinois.edu

This course meets once a week to introduce first-year graduate students to the anthropology faculty at the University of Illinois. Students will be required to prepare for the meetings by reading selections of faculty members’ work.

515RR CULTURE CONTINGENCY AND RACE (2 OR 4 HRS)

Professor Gilberto Rosas Office: 393 Davenport Hall 244-4117

grsosas2@illinois.edu

Professor Charles Roseman Office: 209G Davenport Hall 244-3513

croseman@illinois.edu

Early in its development as a professional academic discipline, anthropology took great pains to distinguish race from culture. Race or better “race” was understood as being something vaguely biological and having to do with “blood” and relatedness and yet, biological anthropologists, by and large tried to distance themselves from the term. They preferred to talk about “populations,” which are often simply races in disguise. Social and cultural anthropologists largely concerned themselves with culture. But, rhetorics of culture often smuggle race back into anthropological accounts of human social life and in ways that deny or trivialize racism and racialization.

This course is an attempt to work through these tensions. It will articulate ecumenical critiques of race and culture that bridge a number of perspectives. We begin with a history and examination of basic theoretical concepts about race, culture, and biology and then will work our way through a series of concrete examples about the ways in which notions of race and culture are used in humanistic, social scientific and biological research. Moreover, while biology in general and genetics in particular have no necessary connection to race, The use of genetics toward racializing and racist ends is changing in ways that merit substantial reanalysis.

The ultimate aim of this class is to expose people with a variety of academic backgrounds and aspirations to different ways of thinking about the tangled and contingent history of race and culture. We hope to inspire the construction of new ways of communicating about these important issues and of articulating research questions across disciplines with the aim of producing a coherent anti-racist body of anthropological theory.

515RS NEW PERSPECTIVES ON SEXUAL CONFLICT (2 OR 4 HRS)

Professor Rebecca Stumpf Office: 189 Davenport Hall 244-8027

PLEASE SEE THE INSTRUCTOR

515VC INTERDISCIPLINARY APPROCAHES TO EVIDENCE (2 OR 4 HRS)

Professor Virginia Dominguez Office: 193 Davenport Hall 244-9495

vdomingu@illinois.edu

This graduate course examines the role of ideas and ideologies of evidence in the production of knowledge across the disciplines. Interdisciplinary explorations will concentrate on (1) ideas of evidence, (2) their role in the production and testing of knowledge, (3) a range of sociopolitical sites in which evidence is privileged as an idea, (4) a range of sociopolitical sites in which it does not appear privileged, (5) claims made in terms of "evidence," (6) ideologies of knowledge in terms of evidence and of evidence in terms of knowledge, and (7) the legal range of experience with "evidence," including jurisprudential debates.

Students will explore their own assumptions about evidence in their current and past work as well as in non-work areas of life, and they will explore the consequences different stances on evidence would have in their own dissertation research and writing.

Materials for the course are drawn from selected scholarly debates across a range of disciplines including anthropology, history, feminist psychology, law, statistics, literary theory, psychiatry, political science, sociology, and science studies

518 DISCOURSE CENTERED APPROACHES (4 HRS)

Professor Adrienne Lo Office: 383 Davenport Hall 333-1645

PLEASE SEE THE INSTRUCTOR

555 THE ARCHAEOLOGY OF COMPLEXITY (4 HRS)

Professor Andrew Bauer Office: 386A Davenport Hall 300-0323