Courses: Spring 2004

 

UNDERGRADUATE COURSES

GRADUATE COURSES

Many graduate courses are open to qualified undergraduates.

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UNDERGRADUATE COURSES

ANTHRO 1: INTRODUCTION TO PHYSICAL ANTHROPOLOGY
T. Deacon 4 units TuTh 9:30-11 150 Wheeler Auditorium
I. Nengo and P. Billings

Three hours of lecture and one hour of discussion per week. An introduction to human evolution. Evolution of human physical, physiological, and behavioral adaptations. Includes: intro to evolutionary theory from molecular biology to behavior; primate behavior and adaptations; human fossil ancestry; intro to brain function and evolution; problems of nature and nurture, biology, and culture. See Anthropology 1 course web site.
Prerequisites: none

ANTHRO 2AC: INTRODUCTION TO ARCHAEOLOGY
K. Lightfoot 4 units MWF 9-10 145 Dwinelle

This class satisfies the American Cultures requirement.

Anthro 2 is an introduction to the methods, goals, and theoretical concepts of archaeology. The field of archaeology is broadly concerned with material culture (combined with textual information when available) that can be employed to generate interpretations about past human societies. The monumental challenge of this social science is to interpret past societies using a fragmentary, but nonetheless complex, data base the material remains of the archaeological record (artifacts, features, ecofacts, sites, etc.) In this course we will examine the current theories and methods employed in the study of the archaeological record. Lecture topics will include the history of archaeology; developing a research design; field methods (survey and excavation); laboratory methods; chronology; and generating interpretations about the past. Case studies of survey, excavation, and analytical techniques will be presented that focus on recent or on-going investigations of archaeological sites in North America, especially from California.
Prerequisites: None
Requirements: Three exams required (two midterms and a final exam). The format of the final and midterm exams is a combination of multiple choice, identification, and essay questions. No term papers. Participation in weekly discussion sections is mandatory. Each student is responsible for signing up for a discussion section listed in the Schedule of Classes. The final grade will be based on participation in the discussion section, the two midterm exams, and the final exam.
Required texts:
1) Wendy Ashmore and Robert Sharer, 2003. Discovering Our Past: A Brief Introduction to Archaeology. (4th Edition). Mayfield Publishing Co., Mountain View, California.
2) A course Reader will also be required.

ANTHRO 3: INTRODUCTION TO SOCIAL & CULTURAL ANTHROPOLOGY
N. Scheper-Hughes 4 units TuTh 2-3:30 150 Wheeler Auditorium

Cultural Anthropology is concerned with culture, society, and human difference in the contemporary world. The field challenges students to consider the myriad ways in which humans make sense of the world and construct designs for living. While in the past cultural anthropology was primarily concerned with the careful description of small-scale, non-literate, technologically "simple" communities and with "exotic" peoples (including headhunters, sorcerers, and cannibals) today those earlier and smug Victorian distinctions between "us" and "them" have proven to be pathetically inadequate. People from formerly colonized societies and from oppressed, marginalized, and socially excluded groups now speak for themselves and contest Euro-centric versions of their history and society as well as "our" own. Today we use the tools of anthropology as a mirror to reflect more complex images of other peoples and of ourselves with the understanding that we are all in some ways different, exotic, and alien—that is strangers—to each another. This course will introduce the student to the primary domains of cultural anthropology: culture, kinship and social organization; religion, belief and rituals; gender and sexuality; social exchange and economics; sickness and healing; power and political relations; conformity, deviance, madness, and social control; variations in family life and parenting; poverty, hunger and scarcity; resistance, social movements, and social and political change. The course will also introduce the student to some of the key historical figures in 20th century anthropology and to the development of key concepts, theoretical approaches, and to major controversies in the field. Finally, it will ask the student to employ some of the methods of the anthropologist—disciplined observation, participant-observation, and key informant interviewing—in two class projects. While this course is designed to celebrate the difference, creativity, and inventiveness of human cultures, it will also examine the negative and destructive aspects of cultural and social institutions. In particular, we will deal with the pernicious effects of class, caste, ethnic, racial, and gender and sexual hierarchies in global and in local contexts.

ANTHRO 84: SOPHOMORE SEMINAR: “UNIVERSAL KNOWLEDGE: DISCIPLINES, UNIVERSITIES AND MUSEUMS”
R. Joyce 1 unit Th 2-3 101, 2251 college

The disciplines gathered to form universities today may seem long-established, but they actually have distinct histories, some—like that of the discipline of anthropology—relatively short. This seminar will explore institutions that preceded and gave rise to the modern university, with special attention to the role object collections played in the formation of closely related disciplines (such as archaeology, ethnography, and art history) and institutions (including laboratories, museums, and universities). We will examine what research is in the modern university, who does it, and how anthropological research differs from that of other disciplines. We will explore how new technologies are affecting research and what might be the future of object-based research rooted in anthropology.

This seminar will require leading discussion on at least one article, and participating in weekly discussions. Several class sessions will involve meeting at campus museums and touring them together.
Required text: Glenys Patterson, The University of Ancient Greece to the 20th Century.

ANTHRO C100: HUMAN PALEONTOLOGY
T. White 5 units TuTh 2-3:30 141 Giannini

Cross-listed with Integrative Biology C185.

Students taking this class for the Anthropology major are required to enroll under Anthropology.

A detailed investigation of the fossil record for human evolution. Concepts of stratigraphy, geochronology, evolutionary theory, taxonomy, paleoenvironmental analysis, taphonomy, paleolithic archaeology, and phylogenetic reconstruction will be introduced. The history of fossil hominid discoveries and the current status of interpretations of the fossil hominid record will be presented.
One laboratory section per week is required. The times will be determined first week of classes. One textbook, two midterm examinations, and a final examination are required.

ANTHRO 101: GENETIC ANTHROPOLOGY: HUMAN VARIATION IN AN EVOLUTIONARY PERSPECTIVE
P. Billings 4 units F 2-5 130 Wheeler

Genetic thinking and its methods can rightly be claimed to have revolutionized anthropology. Many aspects of human life, its relation to other life forms and historical analyses have been affected by developments in molecular genetics. With extensive and in-depth readings, utilizing an interactive, highly participatory seminar style format, this course will explore some of the philosophical and conceptual implications of genetic anthropology. First, we will consider what scientific revolutions look like. Then we review 20th century genetics to see if it meets the criteria for a “revolution”. Next we will discuss how genetic methods enlighten discussions of groups, cultures and archaeology. Finally we will consider possible limitations of this biologically informed, analytic model particularly as we consider the concept of “human nature”. Enrollment will be limited to 40 upper division students who have either had an introduction to biological anthropology or genetics. To pass, students must attend class regularly, complete all the readings, lead a class discussion, pass a midterm exam and produce a research style paper on a topic acceptable to the instructor.

ANTHRO 105: PRIMATE EVOLUTION
I. Nengo 4 units MW 12-2 102 Moffitt

The diversity and adaptation of living and fossil primates will be surveyed. We will track the evolutionary history of primates, with an emphasis on the origins of the basic characteristics that define humans such as grasping hands, binocular vision, color vision, tool making, and intelligence. The strengths and limitations of using primate models to explain modern human behavior will be examined.

ANTHRO 112: SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: “THE HUMAN BRAIN”
T. Deacon 4 units W 2-5 155 Kroeber

Introduction to comparative mammalian functional neuroanatomy with a specific focus on the evolution and special characteristics of the human brain. Survey of the history of debate concerning the evolution of brain size, intelligence, language, speech, innateness and modularity of functions, and their potential linkages with fossil and archeological records; as well as relevant advances in molecular, developmental, and functional imaging that impact the study of brain evolution. Periodic lab sessions integrated into the course will introduce students to basic features of gross and microscopic comparative and developmental neuroanatomy of vertebrates. Readings will include both texts and selected primary papers.
Prerequisite: Anthro 1 (taken after 2002) and/or college level introduction to evolutionary biology and to vertebrate physiology. An introductory psychology course including basic neuroanatomy is also strongly recommended.

ANTHRO 121C: HISTORICAL ARTIFACT IDENTIFICATION AND ANALYSIS
L. Wilkie 4 units MW 10-12 115 Kroeber

Learn to work with historical artifacts from the stage of recovery through the stages of analysis and interpretation. The focus is on the analysis of materials (i.e. ceramic, glass, metal, bone, shell artifacts) recovered from historic sites. Skills acquired include how to identify, date, record, illustrate, photograph, catalog, and interpret historical archaeological materials through a combination of lectures, lab exercises, and a research paper.
Prerequisites: 121A or 121B recommended and consent of instructor.

ANTHRO 128-1: SPECIAL TOPICS IN ARCHAEOLOGY: “INTRODUCTION TO MUSEUM METHODS”
R. Joyce and I. Jacknis 4 units TuTh 3:30-5 101, 2251 College

This course will introduce participants to the fundamentals of contemporary museum practices. It is intended for two groups of students: individuals who may be thinking of conducting research in museums, and may benefit from an understanding of the way these institutions work and individuals who may be thinking of museum work as a post-graduate career. The course will include both discussion of museum concepts, and practical application of these concepts through real-world exercises. Evaluation will be based on completion of four short written exercises and an object-handling workshop.

ANTHRO 128-2: SPECIAL TOPICS IN ARCHAEOLOGY: “HOUSEHOLD ARCHAEOLOGY”
J. Lopiparo 4 units TuTh, 12:30-2 210 Wheeler

From evolutionary and systems theories to post-processual approaches to archaeology, households have become the focus of intensive study as the "basic unit of analysis" for models of social organization. Despite significant differences in definitions and conceptualizations of households, all of these studies emphasize the importance of studying social organization from multiple scales of analysis. This class explores the questions: why study the archaeology of households? How do we define households and how can we identify and study them archaeologically? What research questions, strategies, and methodologies does the archaeological investigation of households entail? How does the study of households contribute to multiscalar approaches to studying social organization? Why is this important? What are the causes and effects of changing scales of analysis?

We begin with the development of households studies in the social sciences in general, and in archaeology in particular. From evolutionary theory to Marxist anthropology to feminist studies to practice theory, this class considers the influence of these theoretical orientations on the identification and conceptualization of households as an object as study, and on the research questions, methodologies and conclusions drawn from these conceptualizations. We examine the many ways that households have been defined within these theoretical orientations, and consider the changing definitions of - and relationships among - houses, households, kinship, families, activity areas, daily practices, house societies, communities, and landscapes.
Prerequisites: Anthro 2. Familiarity with archaeological theory is helpful but not required. 

ANTHRO 128M: SPECIAL TOPICS IN ARCHAEOLOGY/METHOD: “PRACTICE IN THE 6th -GRADE ARCHAEOLOGICAL AFTERSCHOOL PROGRAM”
M. Conkey and R. Tringham, 4 units W 9-11 101, 2251 College

Note: This course meets the method requirement for the anthropology major.

This course is designed to provide an opportunity for undergraduates to work with 6th graders in exploring the world of archaeology and multimedia technology. The students of this course will be expected to mentor the children in the activities of a newly-established after-school program in Roosevelt Middle School, Oakland. This program is sponsored and funded by a collaborative venture of the Interactive University of U.C. Berkeley, the Oakland Unified School District, and the UC Links Program of UCOP. The program is directed by Professor Ruth Tringham and managed by Amy Ramsay for the Archaeological Research Facility and Dept. of Anthropology.

The after-school program is designed to bring the archaeological experience to 6th graders through the medium of multimedia technology—multimedia authoring, WWWeb browsing, Virtual Reality Interactive games, etc. This program is voluntary for the 6th graders, and is being carried out under the auspices of the newly established "Village Center" at Roosevelt School which seeks to encourage the community as well as children in the after school activities.

The activities of the after-school program are devised by the students in collaboration with the children and teachers. These activities will focus on the interpretation of archaeological materials rather than the "grand picture" of the past; it will focus on giving archaeology some immediacy in the children's lives by encouraging them to think of themselves in relation to their local history and cultural heritage. The activities will take the form of devising Virtually Real experience, games and stories through multimedia authoring, as well as "real" role-playing games and scenes around archaeological themes: excavation and the partial remains of food, fire, learning, shelter, play, family etc.
Prerequisites: This course will feed into and from a number of undergraduate courses in archaeology and anthropology, including the Introduction to Archaeology, and upper division courses on method and theory. It will also introduce students to issues of pedagogy and public archaeology. Students from other fields are welcome to participate. Bilingual students are strongly encouraged to apply. A course in the Introduction to Archaeology (Anthro 2) or its equivalent and the permission of the instructor (through interview held the first day of classes) are the only prerequisites. Access to an email and Internet account are essential since an important component of the course will be frequent consultation of the Course WWWebsite.
Previous participation in Multimedia Authoring for Archaeology classes will help but is not essential. Students who have not had any multimedia technology background will be assisted in catching up through self-paced tutorials held in the Multimedia Authoring Center for Teaching in Anthropology (MACTIA) in 2224 Piedmont.
Course requirements: This course is essentially a practical research/service-learning course. Participation in the Roosevelt School after-school program (approx. 2-3 hrs one afternoon each week) is a required part of the course. Each student will be part of the course term project to evaluate the introduction of multimedia authoring and the archaeological experience to 6th-graders through this after-school program. You will be expected to keep a running log/diary of your observations. Instructions in making these observations and making evaluations will be given during the course.

ANTHRO 131: ARCHAEOLOGICAL SCIENCE: PHYSICAL SCIENCE METHODS IN ARCHAEOLOGY
M. Shackley 4 units TuTh 1-4 16 Hearst Gym

This survey and lab course will touch upon a broad range of physical and natural science techniques used in the field and in the analysis of archaeological materials. The emphasis will be on geology and dating methods in archaeology capitalizing on the strengths of the Berkeley campus labs. The aim of the course is to familiarize archaeology students with the physical science methods and technologies currently employed in archaeology, not to become specialists, but to acquaint students with these methods in order to critically evaluate the results. Field and laboratory studies in geology, archaeological chemistry, petrology/petrography, archeological photography, remote sensing, soil science, palynology, a survey of dating methods, archaeological conservation, the historical development of archaeometry, and other aspects of archaeological science will be covered. Laboratory work will be in the Archaeological XRF Lab, Department of Earth and Planetary Science, Department of Anthropology, Hearst Museum of Anthropology, Institute for Human Origins, the Department of Geography.
Prerequisites: successful completion of Anthro. 2. Undergraduate courses in chemistry or geology will be helpful, but not necessary. Permission of instructor. Lab seats are limited, so priority will be given to anthropology majors with junior or senior standing and no method courses.

ANTHRO 138B: FIELD PRODUCTION OF ETHNOGRAPHIC FILM
I. Leimbacher 5 units M 2-6, 122 Wheeler, and W 2-4, 219 Dwinelle

Note: This course meets the method requirement for Anthropology majors.

This class is a collaborative, hands-on experience in ethnographic video production. Students work together in teams to produce short video projects in the Bay Area. Projects will be chosen from proposals submitted by students of 138A. Students share equally the responsibilities of field work, directing, camera, sound recording, and editing. Please note that students will often need to meet with the instructor and/or with their teammates outside of class time.
Prerequisite: Anthro 138A in the preceeding Fall semester.

ANTHRO 139: CONTROLLING PROCESSES
L. Nader 4 units TuTh 11-12:30 295 Haas

This course will discuss key theoretical concepts related to power and control and examine indirect mechanisms and processes by which direct control becomes hidden, voluntary, and unconscious in industrialized societies. Readings will cover language, science and technology, law, politics, religion, medicine, sex, and gender. The manner of thinking about controlling processes emphasizes linkages rather than disciplinary boundaries in the anthropological perspectives.
Prerequisites: There are no prerequisites. Scientists and engineers welcome.

ANTHRO 141: COMPARATIVE SOCIETY
X. Liu 4 units MWF 2-3 60 Evans

Note: This class meets the method requirement for the anthropology major.

What to compare? And how? Given all the changes in the field of anthropology as well as in the contemporary world itself. This class will try to reestablish a comparative basis: instead of working on “patterns of culture,” which was a known method of comparison in the discipline of anthropology, it will focus on the historical experiences of our becoming what we are today. What is to be compared therefore will be the recent footsteps of different possibilities of traveling in history.
Course format: 3 hours of lecture and 1 hour of discussion per week
Prerequisite: None, but one has to prepare for intensive reading.
Required texts:
Sahlins, M. 1985. Islands of History. Chicago.
Mintz, S. W. 1985. Sweetness and Power. Penguin.
Elias, N. [1939]1994. The Civilizing Process. Blackwell.
Comaroff, J. and J. 1997. Of Revelation and Revolution, vol. 2. Chicago.
Desrosières, A. [1993]1998. The Politics of Large Numbers. Harvard.
Harootunian, H. 2000. Overcome by Modernity. Princeton.
Liu, X. 2002. The Otherness of Self. U. of California.

ANTHRO 147C: COMPARATIVE GENDER SYSTEMS: “GLOBALIZATION AND GENDER IN THE ASIA PACIFIC”
A. Ong 4 units TuTh 12:30-2 180 Tan

This course introduces students to an understanding of globalization and its reworking of gender systems, exchanges, desires, and rights in the Asia-Pacific, and beyond. Globalization may be analytically divided into two related global phenomena: novel market-state relations, and accelerated transnationalism. Contemporary capitalism (neoliberalism) involves the reconfiguration of the world economy, with practical consequences for relations between the nation-state, the market, and the transformation or "unbinding" of relations between state and society. Transnationalism refers to the consequential accelerated flows of people, goods, cultures, and politics across national borders occasioned by markets, migrations, criminal syndicates, and translocal organizations. Globalization thus refers to diverse rationalizing, disruptive, and uneven processes that are reordering relations among society, gender, race, class, and identity in our contemporary market civilization. Interconnections, as well as disjunctures between regions, nation-states, and within fragmented national spaces are continually transforming the experience and meaning of modern life.

Because the effects of globalization and transnationalism are situated phenomena, we need to understand how things unfold in particular regional configurations. Perhaps nowhere else in the world are the effects more wide-ranging and contrastive than in the Asia-Pacific (including N. America). In no other region are globalizing strategies, regimes of control, migrations, and modern imageries so conspicuously marked by gender, as well as national, racial, and age differences. Gender is explicitly deployed as a form of kinship, labor, and state control in relation to market forces, and consequently gender difference counts in claims to personal dignity, class membership, and citizenship. Class readings and lectures will emphasize the role of corporations, service industries, and markets in the making and unmaking of gender regimes; in fostering the crisscrossing paths of people, goods, and consuming desires; in promoting self-fashioning among mobile subjects; in gendering national identity; and finally, in the scrambling of conventional links between citizenship and the nation-state by political strategies of feminists at home, and human rights discourses and NGOs affecting women's interests in Asia.
Course requirements: Priority is given to juniors and seniors who are Anthropology majors. Students are expected to have read assigned readings before class, and will be called upon to answer questions. The midterms and finals will be based on readings and class lectures; trial questions well be circulated.
No incompletes will be accepted.

ANTHRO 148: ANTHROPOLOGY OF THE ENVIRONMENT
E. Kohn 4 units W 3-6 205 Dwinelle

What is nature? Does it exist independently of people or is it a social construction? If other people do not share our ideas of nature, what does this say about concepts such as conservation or sustainable development? What does it mean to know nature? Why is it, for example, that so many rain forests dwellers—from Papua New Guinea to the Amazon—use onomatopoeia to capture their experiences in the forest? If such forms of knowing nature are culturally specific how can it be that North American college students can correctly distinguish between bird names and fish names in an Amazonian language that they have never heard?

Because it reveals the culturally specific ways in which people engage with a world that is not fully of their making, Ecological Anthropology constitutes a privileged lens that can bring critical focus to a host of debates in anthropology. The goal of this course is not so much to understand society and culture as adaptations—of some sort or another—to biological exigencies. Nor is it particularly concerned with the environment as a site that holds our interest only because of the way it refracts the all too human worlds of society, culture, and politics. Rather, it is about the entangled relationships between humans and non-humans, how we can find a language to talk about these, and what such relationships might mean for the study of how people actually go about living in the world.

This course aims to approach these and other related questions, not from the philosopher's armchair but rather ethnographically. That is, we will try to understand these debates by examining how different people—from soil researchers, to sub-arctic hunters, to autistic animal scientists—actually go about engaging with the non-human world. And, instead of only asking ourselves what knowing nature means, we will look to them for possible answers.

ANTHRO 158: RELIGION AND ANTHROPOLOGY
M. Ferme 4 units TuTh 12:30-2, 155 Kroeber

A cultural perspective of the relationship between religions, beliefs, practices, and institutions. The first part of the course will focus on the place of religion in the history of anthropology. We will review how key topics in the study of religion--such as magic, totemism, "animism," rites of passage, witchcraft, purity and pollution--opened up larger anthropological debates about comparative systems of thought and classification; theories of agency, consciousness, and misfortune; forms of kinship, marriage, and sociability, and so on. In the second part of the course, we will examine through lectures, readings, and films how people in different cultures construct on a daily basis a religious space and time, how religious principles inform the care of the body (its dress, appearance, size), of food, and of social relations, and the politics of religious beliefs and contestations. Course requirements will include a fieldwork-based term paper, three or four one-page written analyses of assigned readings, and an exam. Readings will include books and articles in a course reader.

ANTHRO 162: TOPICS IN FOLKLORE: “THE PSYCHOANALYTIC APPROACH TO FOLKLORE”
A. Dundes 4 units TuTh 2-3:30 150 GSPP

This course is a specialized one designed to acquaint students with the psychoanalytic approach to folklore. It is assumed that students already have some knowledge of folklore genres and folklore scholarship. Anthropology 160, The Forms of Folklore, or some equivalent folklore course is therefore a prerequisite. Anyone without the necessary knowledge of folklore must obtain the instructor's consent before enrolling in the course. An extensive prior knowledge of psychoanalytic theory, though desirable, is not required. There will be a midterm, a final exam, and a term paper involving original research.

ANTHRO 166: LANGUAGE IN SOCIETY
A. Yurchak 4 units TuTh 12:30-2 155 Kroeber

CANCELLED.

ANTHRO 171: JAPAN
N. Graburn 4 units TuTh 9:30-11 170 Barrows

This course focuses on the anthropology of contemporary Japan. Topics will cover the changes in Japan since World War II, both at the macro-level—industry, employment, economy, immigration, popular culture—and at the personal level—life-cycle, marriage, travel and morals. Historical and pre-modern Japan will only be covered as they bear on today’s Japanese culture and on the anthropological interpretation of Japan.
Prof. Graburn does research on the internationalization of today’s Japan at the grass-roots level—tourism, multicultural education, immigration, undocumented workers, mixed marriages, and so on.
Reading: The class will read a series of classic and recent books, which may include:
Ruth Benedict Chrysanthemum and the Sword (1946)
Eyal Ben-Ari (ed.) Unwrapping Japan, (1990)
Buruma, Ian, Inventing Japan, 1853-1964 (2003)
Denoon, Donald (ed) Multicultural Japan palaeolithic to postmodern. (2001)
M. Hamabata Crested Kimono, (1990)
Sepp Linhart (ed.) The Culture of Japan as Seen through Its Leisure (1998)
J. W. Treat (ed.) Contemporary Japan and Popular Culture (1996)
M. Weiner Japan’s Minorities (1997)
Optional reading:
M. Ivy, Discourses of the Vanishing (1995)
Susan Long (ed.) Lives in Motion: Circles of Self and Community in Japan (1999)
B. Moeran, Folk Art Potters of Japan, Beyond the Anthropology of Aesthetics (1997)
E. Ohnuki-Tierney Rice as Self (1993)
There will also be a reader with short articles and chapters already available at Copy Central, 2560 Bancroft Way, No. 53.
Requirements: The assignments will include essay-type midterm and final exam, and one independent research project. The regular lectures will be supplemented guest speakers, and by videos such as Buddha in the Land of Kami, The Japanese Version, Tampopo, Japanese Women and Overstay (about illegal workers).

ANTHRO 172AC: TOPICS IN AMERICAN CULTURES: “PERSPECTIVES ON AMERICAN IDENTITY”
A. Davies 4 units Tu 3:30-6:30 219 Dwinelle

This course is designed to introduce students to various theoretical perspectives on identity and to examine the intersection between individual perceptions of the self and the social construction of various collective identities defined through race, place, culture, nationality and ethnicity. In this course we will look at the ways in which social, economic and political forces have shaped the representation and experience of different groups in America including but not limited to European Americans, Indian Americans, Chinese Americans, and West-Indian Americans.

The course will address material on African American identity, multi-racialism and the experience of West Indian immigrants to explore how “Blackness” is constructed and experienced in multiple ways. Immigration, transnationalism and hybridity will be explored through an examination of the complex multiplicity of identities in and between immigrant Asian American communities. The social and historical construction of Whiteness will provide a comparative perspective on questions of race, racism, and belonging. The course will consider the comparative experience of American identity across race, ethnic and cultural groups. Issues of representation and conflict will be explored through films and documentaries which are considered and integral part of the course.

We will examine how racial and cultural identities are constructed from both ‘within’ and ‘without’ and how they are constituted to mobilize political and social action. How are different groups received in the United States and how has this changed over time? Drawing on anthropological and sociological accounts, histories, autobiography and film the course will consider identities both individual and collective. The course is designed to give students a broader understanding of the complex nature of identities that will illuminate their personal history and stimulate a stronger understanding of the history, place and position of other cultural and ethnic groups in America.

Students will be encouraged to consider the following questions;
How is race both fixed and fluid in the US?
What is the relationship between immigration, assimilation and identity?
Is whiteness an ethnic identity as well as a racial category?
Does everyone have an ethnic identity?
How is difference central to identity?
What are some of the tensions between defining your own individual or group identity and having it defined for you by others?
How are identities negotiated and imposed between groups and individuals?
Why has there been a shift from a discourse of ethnicity to one of identity?
How are local identities shaped by national and transnational forces?

ANTHRO 179: ETHNOGRAPHY OF THE MAYA
W. Hanks 4 units TuTh 2-3:30 155 Kroeber

This course introduces students to the anthropological study of Maya people in Southern Mexico, Guatemala and Belice. Necessarily selective, the course focuses on certain parts of the Maya region, emphasizing selected themes and problems. In the first half of the semester we will explore regional history in the double sense of the development of Maya studies, and the historical transformations of Maya societies. These two themes will be traced through studies of the Classic Maya, the Spanish conquest and colonization, indigenous resistance and rebellion and recent pan Maya activism. The Yucatan is one of the best studied parts of the Maya region, and will provide a case study through which to critically explore the models, methods and practices of ethnography. In the latter half of the semester, we will examine in detail aspects of contemporary Yucatecan ethnography, based on research over the past two decades by myself and others. In this phase, our focus will be the constitution of lived space and the role of shamanic practice in relation to the body, the domestic sphere and agricultural production.

The course will be a combination of lectures and discussion, with a midterm in week 8 and a final paper (max 25 pp.) to be turned in during exam week. Class attendance and careful readings are obligatory and will count towards the grade. There are no prerequisites. Reading knowledge of Spanish helpful but not required/

For course syllabus and reserve readings, go to:
http://eres.berkeley.edu/coursepage.asp?cid=280

ANTHRO 183: ANTHROPOLOGY OF AFRICA
D. Moore 4 units MW 12-2 88 Dwinelle

CANCELLED.

ANTHRO 189-1: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY: “ANTHROPOLOGY OF FOOD”
S. Brandes and C. Hastorf 4 units MWF 10-11 155 Kroeber

Food is necessary to stay alive, yet it is never consumed without being transformed by a social meaning and setting. Food is the backbone of society. Food is the foundation of every economy. Food marks social differences, boundaries, bonds and contradictions. Eating is a continual evolving enactment of gender, family, and community. We will think about how food-sharing creates solidarity, how food scarcity damages the human community and the human spirit. This course will focus on food and focus on a series of key topics within cultural food studies, including taboos, ritual, religion, health, alcohol use, social feasting, civilizing society through food use, and the global politics of food. Through a series of lectures, readings, movies, and projects we will explore the important yet perhaps un-noticed place of food in shaping our place in the world as well as those of all humans, through time.

ANTHRO 189-2: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY: “ANTHROPOLOGY AND DISABILITY”
Devva Kasnit, Russell Shuttleworth 4 units TuTh 11-12:30 210 Wheeler

Anthropology has been underrepresented in the development of interdisciplinary disability studies. Medical anthropology has traditionally chosen to focus its primary analytic lens on the meaning of illness and its amelioration. Anthropology has only minimally addressed variations in cross-cultural concepts of impairment, disability, and accommodation, let alone done so using theoretically grounded consistent definitions of these phenomena. This course will demonstrate the important contributions to be gained from a mutual engagement between anthropology and disability studies. We will engage multiple perspectives on the sociocultural construction of disability and impairment. The experience of disablement raises important issues at the interface of identity, society, and culture. These issues are not always necessarily tied to narratives of cause and cure, but in some cultural contexts can clearly be viewed as social exclusions and their impact. The distinction between disability meanings and illness meanings and their sometime intersection and interaction requires theoretical elaboration. This course will address this distinction as well as engage other unique perspectives in discourse on anthropology and disability.

This class is designed for upper-division undergraduates with some background in anthropology and in disability studies. It will be a lecture/discussion class with a significant amount of reading. Active class participation is expected. Grading will be on the basis of reaction papers, a midterm exam and a final project. Required readings include: Murphy, R. (1987). The body silent. Ingstad, B., & Whyte, S. (editors), (1995). Disability and culture. Barnes, C., Mercer, G., and Shakespeare, T.(1999). Exploring disability: A sociological introduction., AND Stiker, H. (2000). A History of Disability.

ANTHRO H195 A/B: SENIOR HONOR THESIS WRITING GROUP
Staff, 1 unit, W 4-5:30, 115 Kroeber

The seminar will not meet the first week of classes. First meeting is January 28. The writing group is intended for students participating in both semesters of the senior honor thesis year. Enrollment is voluntary, however those who choose to enroll are required to attend and actively participate in the weekly reading, writing, and discussion.
Text: Howard S. Becker, Writing for Social Scientists: How to Start and finish Your Thesis, Book, or Article

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RELATED COURSES IN OTHER DEPARTMENTS

LETTERS AND SCIENCE 127: HERITAGE FUTURES IN A DIGITAL AGE
M. Conkey and R. Tringham and M. Ashley-Lopez, 4 units TuTh 3:30-5 390 Hearst Mining Building

Note: Anthro majors can use this class for an upper-division elective AND Method/OR Area requirements.
It also counts for College requirements as upper-division outside the major.

Three hours lecture plus one required 2-hour lab per week. This course is a cross-disciplinary exploration of Cultural Heritage on a global and local scale through discussion, debate, in-class activities and team-based research projects that involve communication with heritage centers in different parts of the world. The themes of the course will include the global and local management of heritage sites; the creation of heritage sites; the ethnics of archaeologists as stewards of heritage; listening to multiple voices of interest groups; preservation and conservation of heritage; the destruction and looting of heritage; the public presentation through digital media, museums and education. The course discusses the research on cultural heritage in public archaeology, anthropology, historical ecology and preservation, cultural resource management, landscape studies and many other disciplines.

The class will work as six teams, led by the instructors and GSIs, to build a mosaic of six Heritage Futures tied together with a cohesive, data driven website. These six site areas will be chosen from around the world for their cultural and archaeological significance, including a focus on the San Francisco Bay Area to give us an opportunity to engage with real, local heritage issues. Students will be guided to enter into dialogue with students and managers at the heritage sites through instant messaging, email and other digital media.

This course will be taught in a way that demands active participation by students. Traditional “lectures” will rarely be given during the lecture meetings. Instead “information guides” to Internet and library sources and to the broader aspects of heritage issues will be provided on-line in advance. The assignments and activities of this course are focused on inquiry-based learning. That means that assessment of students will be based on their research and contributions to a real research database, rather than traditional tests or exams. The “information guides” will act as the first step in their own inquiries. Students will be guided and coached in their inquiries about heritage by their instructor-coaches in discussion sections.
Prerequisites: There are none, except an email account and regular access to the Internet. Although there is a strong digital and multimedia component to this course, no previous computer knowledge is required. Hands-on and online tutorials for all software will be provided throughout the course.

ARCHITECTURE 139X: INTEGRATED DIGITAL SITE DOCUMENTATION
J. Ristevski, M. Ashley López, 4 units F 9-10 in 15, 2224 Piedmont and then F 10-1 in the Mactia Lab (rooms 12 & 13 in 2224 Piedmont)

This class will meet the method requirement for anthro majors if it is taken this semester. (This is a one-time-only deal).

This course outlines a digital documentation strategy for collecting, processing and integrating digital data from a variety of different media into a dataset that holistically describes a site: its natural environment, its architecture and other cultural artifacts. For architecture students this course will provide a new approach to site documentation using digital techniques. Such techniques will allow for, until now, unforeseen accuracy and detail in the documentation record. These datasets will facilitate new and innovative understandings of the sites they represent. For archaeology students this course is a practical and hands-on overview of cutting-edge digital technology that is being used and developed for the documentation of archaeological sites. By situating a comprehensive digital recording framework into the core of archaeological fieldwork, we will explore the untapped potential this combined methodology offers for working with, interpreting and presenting material culture.

Students will work in groups to develop and implement a digital documentation strategy to comprehensively record a building on campus. Sites other than those predetermined may be used (for example, a site selected for a studio) with permission of the instructors. The course is divided into three broad areas. The first part examines the role of digital documentation and proposes a new methodology that exploits its benefits. The second component deals specifically with the capturing of images and texture through the use of digital photography, QuickTime VR and digital video. The third component examines the collection of accurate geometric data ranging from the use of more traditional technology such as total stations to derive plans and conduct topographic surveys for the formation of a digital elevation model to the use of laser scanning technology to obtain highly accurate and detailed information of landscapes and architecture. Finally the course examines methods for combining this data into a coherent digital dataset through the synthesis of texture/image data and geometric data. The goal of this course is the exposure to a wide range of digital documentation technologies and methods and the development of an understanding of how these various media may work together and form a digital record of the existing environment and how the resulting dataset can form the basis for exploring deeper questions about past and present cultural heritage.

Note: This course is highly recommended for students considering undertaking a series of archaeological field-schools proposed during the summer of 2004.
Prerequisites: None, Anthro 2 highly recommended.
Requirements: Weekly seminar, lab and fieldwork, practical final projec.

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GRADUATE COURSES

NOTE: Graduate seminars are open to qualified undergraduates at the discretion of the instructor.

ANTHRO C200: HUMAN EVOLUTION
T. White 4 units W 3-5 18 Hearst Gym

Contact Professor White in Integrative Biology for more information.

ANTHRO 219-1: TOPICS IN MEDICAL ANTHROPOLOGY: “HYSTERIA AND TRAUMA"
R. Kliger 4 units Th 12-2 211 Dwinelle

Social theorists of modern memory understand memory to be an intersection for discourse around contemporary definitions of the human. These intersections, between memory and the life sciences, evoke discussions of the biopolitical, the self, sexuality, psychology, culture and history. This course will survey literature that has emerged over the past century on the topic of human memory. Beginning with excerpts from The Book of Memory, we will examine historical changes in understandings of the so-called art of memory, leading to the contemporary assertion of the existence of a politics of self that cannot but include “memoro-politics.” The overarching goal here is to move toward a history of the present in order to make sense of contemporary links between trauma and memory and the making of the modern subject. The intellectual landscape will consist of a focus upon the history of psychiatry and legal psychiatry, including the birth of the expert witness; the historiography of hysteria, posttraumatic stress disorder and traumatic memory, with a view toward understanding the status of such objects and relations in cognitive psychology and neurobiological sciences. Finally, in keeping with an interest in biopower, we will examine modern power and the ethics of a care of the self that entails the will to remember.

ANTHRO 219-2: TOPICS IN MEDICAL ANTHROPOLOGY: “EMBODIED KNOWLEDGE – THE ANTHROPOLOGY OF THE BODY”
N. Scheper-Hughes 4 units M 12-2 88 Haas
and S. Kaufman, UCB-UCSF Medical Anthropology

UCB-UCSF Medical Anthropology - Prof. Nancy Scheper-Hughes (UCB) and Prof. Sharon Kaufman (UCSF).

Critical medical anthropologists approach "the body" as the most proximate site where social truths and social contradictions are played out, as well as the locus of personal and social resistance, creativity, and struggle. The seminar begins by problemetizing the body as a subject for anthropological thinking and practice. While historically biomedicine imagined a universal, unitary, a-historical, biological subject, today medical practitioners are confronted with bodies that refuse to conform to biomedical conceptions of human anatomy, disease, distress, and medical efficacy. The seminar will treat some of the following questions: What is a body? (phenomenological, existential, psychological approaches to embodiment); the body and social (dis)order; bio-politics and biosociality and beyond; bodies in health and dis-ease; bodies and technologies; commodifying and consuming bodies; ethics and the body. This seminar is limited to 15 participants, with preference given to graduate students in the joint UCB-UCSF doctoral program and to graduate students in cultural anthropology.

ANTHRO 220: WESTERN NORTH AMERICA: ISSUES IN SOUTHWEST PREHISTORY
M. Shackley 4 units Tu 10-12, 101, 2251 College

Current archaeological research in the American Southwest is redefining our concept of the adoption of agriculture in North America, our view of historically defined culture areas (Hohokam, Salado, Mogollon, Sinagua, Anasazi) with the probability of complex multi-ethnic communities, and the Southwest's former position as a region defining American archaeological method and theory. The seminar will begin with a historical review of Southwestern archaeology and move on to the current methodological and theoretical issues. The seminar will make use of the extensive Southwestern collection in the Phoebe Hearst Museum of Anthropology.
Prerequisites: Graduate standing in anthropology. Priority given to anthropology majors.
Requirements: Discussion section and term paper.
Textbooks and Readings:
Gummerman, George J. (ed), Themes in Southwest Prehistory. School of American Research.
Fowler, Don D., A Laboratory for Anthropology: Science and Romanticism in the American Southwest, 1846-1930. University of New Mexico Press
Preucel, Robert W. (ed), Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. University of New Mexico Press

ANTHRO 227: HISTORICAL ARCHAEOLOGY RESEARCH
L. Wilkie 4 units MW 10-12 16 Hearst Gym

Learn to work with historical artifacts from the stage of recovery through the stages of analysis and interpretation. The focus is on the analysis of materials (i.e. ceramic, glass, metal, bone, shell artifacts) recovered from historic sites. Skills acquired include how to identify, date, record, illustrate, photograph, catalog, and interpret historical archaeological materials through a combination of lectures, lab exercises, and a research paper.
Prerequisites: Graduate standing with some background in archaeology or consent of instructor.

ANTHRO 229B: ARCHAEOLOGICAL RESEARCH STRATEGIES
M. Conkey and C. Hastorf 4 units W 2-5 101, 2251 College

This graduate seminar is REQUIRED for all first and second-year graduate students in archaeology. It is open to other students in anthropology and in other departments who are interested in the history and theory of archaeological practice. Particular attention in the seminar will be given to the Anglo-American tradition of archaeological practice, although other intellectual regions will be considered, depending upon the areas of student interest and research. In particular we shall focus on the emergence and specification of the so-called "ecological-evolutionary" paradigm: how and why it came to take the form(s) that it did, what issues and approaches were precluded or marginalized, what "gains" it has achieved, and how and why it set the stage for the various "post-processualist" types or archaeology that have emerged recently. There will be regular discussions and extensive reading. Students are expected to attend all classes, to participate and to be prepared. In addition, one major research paper (20-25 pages long) and probably a few debate presentations will be required during the course of the semester.

ANTHRO 230-1: SPECIAL TOPICS IN ARCHAEOLOGY: “ARCHAEOLOGY OF RITUAL AND RELIGION”
R. Joyce and L. Wilkie 4 units Tu 12-2 101, 2251 College

Contemporary archaeology takes ritual and religion as topics that are open to investigation through a broad range of material traces of meaning-filled human action. This seminar takes a comparative approach to this topic, drawing case studies from the archaeology of the recent past as well as the archaeology of chronologically and culturally more distant societies. We will also examine some of the broader theoretical literature used in contemporary archaeologies of ritual and religion.

ANTHRO 230-2: SPECIAL TOPICS IN ARCHAEOLOGY: “DIGITAL PUBLISHING”
R. Tringham 4 units Th 10-12 (extending longer in Mactia) 15, 2224 Piedmont

Digital publishing is already established in archaeology through websites, self-published articles on the Internet, CD-Roms, introductory on-line textbooks, Internet journals, and databases of archaeological materials (raw data, images) that can be accessed through the Internet. Does the future hold the possibility of digital Ph.Ds? Whether you fear the digital future or whether you embrace it, this is a course in which we shall critically explore the rich variety of digital publication – its upsides and downsides. The course is an examination and critical review of the publication and dissemination of archaeological data and interpretation through digital means. This includes an overview of the theory that underlies the construction of knowledge through non-linear hypertexts and hypermedia. We shall also explore ways to guide and facilitate the dissemination of digital archaeological data and research by the construction of dynamic interpretive hypermedia interfaces on the Internet. This course is as much about practice as it is about abstract thinking, so that real world issues of intellectual property, authenticity, licensing etc. as well as the methodology of digital publication will be discussed and practised. We shall experiment as a group in the creation of a collaborative digital narrative (in the broadest sense of the word) - subject to negotiation and consensus- , using the content and tools from our own combined experience of archaeological and multimedia research.
Required reading:
Rosemary A. Joyce, with Robert W. Preucel ... [et al.].2002. The languages of archaeology: dialogue, narrative, and writing. Published: Oxford ; Malden, MA : Blackwell Publishers.
Jay David Bolter. 2001, Writing space : computers, hypertext, and the remediation of print. Published: Mahwah, N.J. : Lawrence Erlbaum Associates, 2001

ANTHRO 240B: FUNDAMENTALS OF ANTHROPOLOGICAL THEORY
L. Nader 5 units TuTh 2-5 221 Kroeber

Advanced survey of the major theoretical and empirical areas of social and cultural anthropology. Enrollment is strictly limited to and required of all Anthropology, and Medical Anthropology graduate students who have not been advanced to candidacy.

ANTHRO 250S: MATERIAL CULTURE
M. Ferme 4 units Th: 4-6 15, 2224 Piedmont

Course description not yet available.

ANTHRO 250V: TOURISM
N. Graburn 4 units M 10-12 15, 2224 Piedmont

This seminar will explore some of the core features of modernity and modernizing forces in the contemporary world. Touristic processes are emblematic of modernity and are a major force in the transnational penetration to hinterlands and the III and IV Worlds. Art may now be created as a measure of modernity, both to express new national identities and as resistance to cultural appropriation. Other art forms are preserved from pre-modernity but used the same way.

This course is intended for students in the social sciences preparing for, carrying out, or writing up research on these topics, including writing field statements. Students will read basic works and circulate summaries each week for discussion. The emphasis in the second part of the term will be on topics of immediate professional interest to the students and the instructor.
Books and journals on reserve include:
J. Coote & S. Shelton, 1992_Anthropology, Art & Aesthetics
Gell, Alfred 1998 Art and Agency: An Anthropological Theory
B. Kirschenblatt-Gimblett. 1998. Destination Culture: Tourism, Museums and Heritage
Harrison, Julia 2003 Being a Tourist: Finding Meaning in Pleasure Travel.
Hitchcock, M. & K. Teague (eds.)2000 Souvenirs: the Material Culture of Tourism
Jeremy MacClancy, 1997 Contesting Art: Art, Politics and Identity
Phillips, R and Steiner, C. 1998. Unwrapping Culture
Patullo, P. 1996. Last Resorts: Caribbean
Sinclair, Thea. 1997. Gender, Work and Tourism
Urry, John. 1997. Consuming Places

In addition we will be reading selections from J. Adler, Ashworth, Appadurai, Bloch, E. Bruner, Clifford, E. Cohen, Dann, Dorst, S. Errington, Handler, A. Horner, Lanfant, Layton. Lowenthal, MacCannell, Myers, Nora, N. Thomas, Pinney, Rojek and Ning Wang
Important journals on reserve in the Anthro. Library, Kroeber Hall, include:
G155 A1 A58 Annals of Tourism Research
G155 A1 T6576 Journal of Travel Research
G191.6 R86 Leisure, Tourism and Recreation Abstracts
Please see instructor for more details.

ANTHRO 250X-1: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “CLASSIC ETHNOGRAPHIES”
L. Nader 4 units Tu 2-5, 221 Kroeber

In this seminar, we will read and discuss over a dozen "classic" ethnographies covering the past 100+ years of anthropology. The purpose of such readings are multiple: 1) to better understand the meanings defining ethnography; 2) to articulate what a theory of ethnography might contain; 3) to formulate the attributes of a "classic"; and
4) to grasp how for over 100 years, ethnographies mark the content and theory of anthropology more generally. 
Requirements: A short 15-20 page paper is required dealing with a) a theory of ethnography or b) with changing ethnographic standards over the past 100 years.

ANTHRO 250X-2: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: CANCELLED

ANTHRO 250X-3: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: CANCELLED

ANTHRO 250X-4: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “ETHNOGRAPHIC APPROACHES TO THE STUDY OF GENDER”
L. Lamphere 4 units Tu 12-2 15, 2224 Piedmont

This course will focus on the field research and textual strategies used by ethnographers working on gender. It will begin with classic ethnographies (such as Malinowski, Mead, Reichard and Parsons) and then examine the more recent ethnographic techniques found in the work of ethnographers such as Gutmann, Abu-Lughod, Lancaster and Sanday.

ANTHRO 250X-5: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “ANTHROPOLOGY OF MODERNITY”
P. Rabinow 4 units W 2-4 118 Barrows

This seminar will read and discuss recent conceptual developments in the human sciences. We will discuss works of Gilles Deleuze, Niklas Luhmann, Peter Solterdijk and Luc Boltanski. The seminar assumes background in European Social thought. Its goal is conceptual clarification and attention to using the concepts as tools of inquiry.

ANTHRO 250X-6: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “BIO POWER”
P. Rabinow 4 units W 4-6 118 Barrows

This seminar will explore the conceptual elaborations of Michel Foucault’s concept of biopower. The recent translation of Foucault 1975-76 course “Society Must be Defended” as well as scattered other texts of Foucault from the conceptual core. The intent of the seminar will be to read and elaborate on historical and anthropological attempts to use the category in inquiry.

ANTHRO 250X-7: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “BODY, TECHNOLOGY, AND DIS-ABILITY”
H. Mialet 4 units F 12-2 102 Barrows

In this course, we will explore the place, the role, and the representation of the
body — of bodies — in processes of knowledge production. We will start with Descartes and his reflection upon the difficult union of the body and mind. We will investigate historical and sociological analyses which focus on the way scientists eliminate the traces of their subjectivity to establish the objectivity of their claims; we will look at the role of the body and tacit knowledge in experimentation; we will interrogate the relations between the body and self; and we will investigate the work of re-distribution of scientific intelligence and the re-incorporation of competencies in collectivities of humans and non-humans. Understanding the practice of science in these terms will help us frame the questions with which we will be concerned over the course of the term: that is, how can one escape the limits of one’s own body to situate oneself in different worlds? How can one rethink the question of “disability” from the point of view of understanding the bodies of others (or one’s “own” body)? To what extent can one exteriorize cognitive competencies normally limited to the heads of a few scientists (such as genius, creativity, expertise, etc.)? Is displacing intelligence from the incorporeal mind to the knowing body just another form of mystification? What becomes of the individual in light of collective bodies composed of humans and non-humans, whether we call them actor-networks (to use Callon and Latour’s terminology) or cyborgs to use Donna Haraway’s. Many of the texts that we will read in this class are canonical in the field of Science and Technology Studies.

ANTHRO 250X-8: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “SECULARITY AND LIBERAL POLITICS"
S. Mahmood 4 units Th 9-12 101, 2251 College

Secularism has often been presented as the domain of “real life” emancipated from the ideological restrictions of religion, as the ground from which the domains of religion, economics, and politics emerge. Yet as many scholars have come to recognize recently, secularism has been part of the historical process by which modern understandings of time, space, knowledge, and subjectivity have been secured, a process that has been critically dependent upon the definition of religion as a species of either non-rational belief, personal experience, or both. Thus to say that a society is secular does not mean that “religion” is banished from its politics, law, and forms of association; rather, religion is admitted into these domains on the condition that it take particular forms (such as personal or spiritual experience). Secularism does not, therefore, only refer to the separation between religion and the state, but condenses a complex variety of affiliations, beliefs, institutional arrangements, and sensibilities that are more cultural than doctrinal, and which have received little analytical attention in the existing literature. Just to give a flavor of the density of the questions involved, consider the range of meanings the terms secularism, secular, and secularity condense in the current literature. Strictly speaking, secularism often refers to the political doctrine of the separation of religion from state and politics; the secular is used at times to refer to a Newtonian epistemology of temporality, space, and causality; and secularity suggests the range of sensibilities and cultural factors that are associated with secular-liberal societies. The general term secularism or secularization therefore refers to a phenomenon that exists at varying degrees of explicitness and conceptual clarity, and this complexity only intensifies when we begin to look at different political cultures across the globe with different histories of secularization.

This course will explore these issues through a focus on the contingent relationship between the various meanings of secularism and the liberal tradition. Insomuch as liberalism has been one of the key channels through which the various meanings of secularism—such as the doctrinal separation of religion and state, and the privilege accorded to notions of individual autonomy and freedom within modern politics—have been institutionalized in various parts of the modern world, this course will examine the contingent relationship between liberalism and secularism as it has unfolded within Western and non-Western societies.
Some of the texts that we will read in this course include:
Talal Asad. 2003. Formations of the Secular: Christianity, Islam, Modernity. Stanford University Press.
William Connolly. 1999. Why I am not a Secularist? Minneapolis: University of Minnesota Press.
John Gray. Liberalism. 1995. Minneapolis: University of Minnesota Press.
Thomas Blom Hansen. 1999. The Saffron Wave: Democracy and Nationalism in Modern India. Princeton University Press.
Janet Jakobsen and Ann Pellegrini. 2003. Love the Sin: Sexual Regulation and the Limits of Religious Tolerance. New York University Press.
Immanuel Kant. 1998. Religion within the Boundaries of Mere Reason and Other Writings. Allen Wood, George di Giovanni, eds. Cambridge University Press.
John Locke. 1966. The Second Treatise on Government. J. Gough, ed. London: Basil Blackwell.
Nikolas Rose. 1998. Inventing Ourselves: Psychology, Power, and Personhood. Cambridge University Press.
Eric Leigh Schmidt. 2000. Hearing Things: Religion, Illusion, and the American Enlightenment. Harvard University Press.
Peter van der Veer. 2003. Imperial Formations: Religion and Modernity in India and Britain. Princeton University Press.

ANTHRO 250X-9: SPECIAL TOPICS IN CULTURAL ANTHROPOLOGY: “CITIZENSHIP”
A. Ong 4 units W 12-2 327 Kroeber

This seminar will sort out shifting concepts of citizenship and rights in contemporary societies. State conceptions of citizenship and governance, and the identities of diverse subjects are becoming recast by contemporary processes of territorialization and deterritorialization, and biotechnology and the biological frontier. Topics such as migration, multiculturalism, neoliberalism, human rights, diaspora, cosmopolitanism, empire, and the genetics now infiltrate and recast the meanings and forms of citizenship. This seminar will explore the crafting of citizenship and belonging in diverse assemblages of space, politics, and ethics.
Requirements: Priority is given to graduate students in Berkeley anthropology. Students are expected to make class presentations and to write a research paper (which can be based on research already under way). No incompletes are accepted.
B. Anderson, Imagined Communities (Verso, 1983)
G. Agamben, Homo Sacre (Stanford, 1998)
G. Shafir, ed., The Citizenship Debates: A Reader (Minn. 1998)
Caldeira, T. City of Walls
P. Cheah and Bruce Robbins, eds., Cosmopolitics: Thinking & Feeling Beyond the Nation (Minn. 1998).
A. Ong, Buddha is Hiding (U. Cal. Press, 2003)
C. Hayden, When Nature Goes Public (Princeton U Press, 2003)
S. Shukla, India Abroad: Diasporic Cultures of Postwar America & England

ANTHRO 290-1: SURVEY OF ANTHROPOLOGICAL RESEARCH
X. Liu 1 unit M 4-6 160 Kroeber

The departmental seminar, which is held on posted Mondays from 4-6 p.m. in 160 Kroeber throughout each semester, presents a range of speakers on current topics in anthropology. Speakers and topics are announced prior to the event on the glassed-in bulletin board opposite the main office (232 Kroeber). All students are invited; however, enrollment is strictly limited to and required of all Anthropology, Medical Anthropology, and Demography graduate students who have not been advanced to candidacy.

ANTHRO 290-2: SURVEY OF ANTHROPOLOGICAL RESEARCH
M. Conkey 1 unit off campus

Course may be repeated for credit. Preparation for and at least one visit with a designated elementary or secondary school, either at the school or in a school’s or group’s visit to the campus, bringing aspects of archaeological information and practice to the classroom, in consultation with the specific school and teacher(s). Designed to put into practice core values of contemporary archaeological practice, as specified in the Code of Ethics of the Society for American Archaeology. Readings, workshops, and some resources are provided, but selecting relevant materials, communication and coordination with teacher of class to be visited, and preparatory meeting with partners in the visit are anticipated. Total input per semester estimated to be 15 hours. Required each term of all in-residence graduate students in the archaeology program. Must be taken on a satisfactory/unsatisfactory basis.

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RELATED COURSES IN OTHER DEPARTMENTS: FOLKLORE

FOLKLORE 250B: FOLKLORE THEORY AND TECHNIQUES
A. Dundes 4 units W 4-6 201 Giannini

This is the second half of a year-long graduate seminar, emphasizing the principal theories and methods of folkloristic analysis.
Prerequisites: Consent of the instructor.

Ph.D. in Anthropology
(Social Cultural / Archaeology)

Ph.D. in Medical Anthropology

Master of Arts in Folklore

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