Courses: Spring 2003

 

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 11-12:30 Wheeler Auditorium

This course examines humans within an evolutionary context. We study human biology in order to understand ourselves as part of the natural world. We consider the history of evolutionary thought before and after Darwin; modern evolutionary theory; the mechanisms that produce change in organisms; human genetics; human variation and adaptation; our closest living relatives, the nonhuman primates; and the evolution of the primate order with special reference to the human fossil record as evidence of our evolutionary history. We will examine the interrrelations of biology, behavior and culture as these shape our lives. There will be three hours of lecture and one hour of discussion per week. See Anthropology 1 course web site.
Prerequisites: none
Requirements: There will be two midterm examinations, one five-page paper, and a final exam. Participation in the discussion section is mandatory.
Required texts: Introduction to Physical Anthropology, R. Jurmain, H. Nelson. L. Kilgore and W. Trevathan, 8th edition (2000); Wadsworth, Belmont, CA.
Biological Anthropology: An Introductory Reader, Michael A. Park, 2nd edition (2000), Mayfield Publishing, Mountain View, CA.

ANTHRO 2: INTRODUCTION TO ARCHAEOLOGY
R. Joyce 4 units TuTh 3:30-5 145 Dwinelle

This course will provide students with an overview of the methods, techniques, theories and goals of anthropological archaeologists today.

No introductory course on archaeology can be comprehensive. Most take either a topical approach (surveying topics that are explored through archaeology) or a historical approach (reviewing world prehistory). This course is topical, and is aimed at students who are interested in learning how archaeologists attempt to understand a variety of anthropological issues through the material remains of past people: social relations, including gender, power, and kinship; economic practices, including subsistence, craft production, and trade; political structures, from families to states; and experiences that enrich human life and thought, from music to visual arts, from religion to science, are all subjects of study for anthropological archaeology. We will also discuss how archaeology plays a role in contemporary sociopolitics, contributing to global tourism and the production of national and factional identities.

Archaeology is distinguished by its concern with how material remains, including texts, can be used to address such questions about past human life, making inferences about the experience of people who are no longer alive through the fragmentary traces of their existence.
Requirements: Participatory lectures will explore the tools archaeologists use in their examination of anthropological issues through material culture. Small group discussions and five writing exercises, part of sections at which attendance is required, will engage current theories and controversies in the field. Midterm and final examinations will provide opportunities to link methods and theories mastered in participatory lectures and sections.
Required texts:
Discovering Our Past: A Brief Introduction to Archaeology (Wendy Ashmore and Robert Sharer)
Death by Theory: A Tale of Mystery and Archaeological Theory (Adrian Praetzellis)
Indiana Jones in the 21st Century (K. Anne Pyburn and Rosemary A. Joyce; will be available on course website)

ANTHRO 3: INTRODUCTION TO SOCIAL & CULTURAL ANTHROPOLOGY
N. Graburn 4 units TuTh 9:30-11 Wheeler Auditorium

This course will use the recent work of the Berkeley faculty and others to illuminate contemporary trends in socio-cultural anthropology. It introduces a comparative framework for understanding a range of ways of life, including urban, peasant, horticultural, pastoralist and hunter-gatherer societies. However, our emphasis will be contemporary complex societies and their recent changes and social problems, including Japan, China, USA, South Africa, Mexico, India and Russia, and post-colonial peoples of Africa and the Pacific. The course will focus on anthropological research ethics and methods, and issues of gender, social-political change, and the globalizing socio-cultural system. Videos and slides as well as guest speakers will supplement the case studies. Adjuncts to the course include weekly section meetings with exciting young GSIs (teaching assistants), and essential Black Lightning Notes.
Requirements: Grades will be based on one ungraded (but compulsory) genealogy assignment, one in-class midterm exam (30%), and a short research assignment in the Bay Area* (30%), and a final exam (40%). Overall grades may be raised or lowered up to 5% for discussion section attendance and participation.
Possible texts: (all paperback)
A. Rubel and P. Rosman The Tapestry of Culture Boston: McGraw-Hill (1997)
L. Gill Precarious Dependencies (Aymara, domestics in Bolivia)
M. Shostack Nisa (African hunter-gatherers, a woman's biography)
M. Hamabata (Business families in Japan, by a Jaanese-American)
S. Plattner High Art Down Home (The "Art World" in the U.S.)
N. Frey Pilgrim Stories (Contemporary European pilgrim/trekkers/cyclists)
(see her website http://onfootinspain.com)
and a Course Reader containing articles and chapter written by Berkeley anthropology faculty.

ANTHRO 84: SOPHOMORE SEMINAR: "HAS FEMINISM CHANGED SCIENCE?"
M. Conkey 1 unit M 1-2 2547 Bowditch

In this seminar, we will consider the question, "has feminism changed science?" from two perspectives: first, we will try to take the question at face value and review several fields of science, ranging from anthropology/archaeology to physics, and see if, and in what ways, the practice of the field have been influenced by feminist critiques of science, and feminist issues; second, we will approach this question as an example of the anthropology or social studies of science and technology. Thus, students will get a sense both of how anthropologists study science and scientific practices, as well as what changes and influences the feminist critiques of science have had on some specific disciplines.
Text: Londa Schiebinger, Has feminism changed science? Harvard University Press.
Plus a Reader.

ANTHRO 84: SOPHOMORE SEMINAR: "OBJECTS OF KNOWLEDGE: HOW UNIVERSITIES CAME TO BE WHAT THEY ARE TODAY"
R. Joyce 1 unit W 3-4 122 Latimer

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.

ANTHRO C103: INTRODUCTION TO HUMAN OSTEOLOGY
T. White 6 units MW 18 Hearst Gym

Cross listed as IB C142. Students taking this class for the Anthropology major are required to enroll under Anthropology. This course is Instructor Approval Only. In order to apply for admittance to the class, you must come to the first lecture. NO EXCEPTIONS. Selection will be made at that time.

An extraordinarily difficult, demanding, intensive, and rigorous introduction to the human skeleton. Identification of all elements of the human skeleton will be stressed. Aging, sexing, individuation, stature, reconstruction, demography from skeletal samples will be introduced. Paleopathological diagnosis, skeletal reconstruction, cleaning and curation will be taught. Metric analysis of skeletal material will be undertaken and computerization of skeletal data will be introduced.
Prerequisites: Anthropology 1 or IB 1 or consent of the instructor.
Requirements: Three hours of lecture and six hours of lab per week (better plan on 20 hours of lab per week to keep up).

ANTHRO 112: SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: “NONHUMAN PRIMATE REPRODUCTION AND SOCIAL ORGANIZATION
E. Ray 4 units TuTh 2-3:30 101 Morgan (NEW ROOM. Change effective as of 2/4)

Sociality is a fundamental aspect of being a member of the order Primates. This course will examine primate reproduction and sociality from evolutionary and social perspectives. There will be a strong focus upon the evolutionary and physiological dynamics in primate reproduction. Topics will include an overview of primate taxonomy and ecology, life history theory, mating systems and tactics within social groups, as well as differences in the reproductive parameters of male and female nonhuman primates. It will include an overview of the socioendocrinology of nonhuman primates and examine how this affects, and is affected by primate social dynamics. The course will provide a basis for ascertaining the uniqueness and commonality of human reproduction in comparison to our closest evolutionary relatives.

This is an upper division course, and, although this course does not require previous enrollment in Anthropology 106, Primate Social Behavior, students who have not taken Anthro. 106 will find the material in this course, initially, to be more challenging than those students who possess a background in primate social behavior.
Required texts: Primate Sexuality, Alan Dixson; Paperback, Oxford University Press
Recommended texts: The Nonhuman Primates, Agustin Fuentes and Phyllis Dolhinow; Mayfield Publishing

ADDED CLASS CCN 02587
ANTHRO 112-2: SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: "PALEODEMOGRAPHY"
K. Hull 4 units MWF 11-Noon 115 Kroeber

Paleodemography is the study of population growth, decline, and age and sex structure in the past without benefit of written records or census information. Skeletal and genetic information from archaeological samples, coupled with data from modern human populations on factors affecting reproduction and health, contribute to determining rates of population growth, fertility, and mortality in such contexts and understanding the demographic processes potentially represented. Such paleodemographic data, in turn, provide for examination of how population growth and decline may have contributed to culture change in both the long- and short-term.

This course will provide an overview of models of population growth and culture change that have been influential in paleodemography, introduce basic demographic methods for describing and analyzing population structure and rates of change in both the past and present, review demographic data from pre-industrial societies as potential analogs for understanding ancient populations, and examine the integration of biological and non-biological approaches to assessment of population change in the past. Topics covered include models in population biology, the concept of carrying capacity, life history theory, and issues and debates regarding the assessment of population structure from skeletal samples. These methods and perspectives will be brought together in the consideration of paleodemographic case studies from various geographic areas, including examination of Old and New World migrations, the development of complex hunter-gatherers, environmental change and adaptive stress, the origins of agriculture, intensification of subsistence production, the rise of civilizations, and post-Columbian native population decline in the Americas.
Prerequisite: None, but Anthro 1 is recommended.
Required texts: Course reader

ANTHRO 121A: AMERICAN MATERIAL CULTURE
L. Wilkie 4 units MW 10-12 2 Leconte

Material culture as an expression of American socioeconomic, political, religious, gender and ethnic values since the 17th century. Topics include: architecture, domestic artifacts, foodways, healthcare and "pop culture." European, African, Hispanic, Asian and Native American examples will be considered.
Prerequisites: Anthropology 2 recommended.

ANTHRO 122A: ARCHEOLOGY OF THE SOUTHWEST
S. Shackley 4 units W 9-12 127 Dwinelle

See course web site at Anthro_122A

his course will outline the development of native cultures in the American Southwest from Paleo-Indian times (ca. AD 1600). Topics to be covered include: the greater environment, early foraging cultures, the development of agriculture and village life, the emergence and decline of regional alliances, abandonment and reorganization, and changes in social organization, external relations and trade. The course is designed as an advanced upper division seminar for students majoring in Anthropology with an emphasis in archaeology. Prehistory of the American Southwest will be co-taught as a distance learning course by Professor M. Steven Shackley (UCB) and Judith Habicht-Mauche (UCSC), both specialists in the archaeology of the American Southwest. Classes will be held contemporaneously at both campuses and transmitted over UC's fiber optic system (Anth 122 at UCB and Anth 194 A&B at UCSB). The course schedule will follow Berkeley's semester system, which overlaps Santa Cruz's Winter and Spring Quarters.
Students enrolled in this course must have basic familiarity with using e-mail and the Web, including access to Adobe Acrobat 4+, since a variety of course materials will only be available electronically and communication among the professors and the course participants at both campuses will be largely through the internet and e-mail, to include the take-home exams, and the option of submitting the research paper electronically (any version of Microsoft Word is acceptable).
Prerequisites: Anthro 1, 2, and 3 recommended with junior standing.

ANTHRO 124AC: HAWAIIAN ETHNOHISTORY
P. Kirch 4 units TuTh 11-12:30 155 Kroeber

This course satisfies the American Cultures requirement.

Developmental foundations of the twentieth-century multi-cultural society of Hawaii, during the period 1778-1900, explored through an explicitly anthropological perspective. The following ethnic groups are emphasized: Native Hawaiians, British-American whites, Chinese, and Japanese.

ANTHRO 128-1: SPECIAL TOPICS IN ARCHAEOLOGY: “NATIONALISM, COLONIALISM, AND THE POLITICS OF ARCHAEOLOGY”
D. Kojan 4 units TuTh 12:30-2 115 Kroeber

In this class we will examine the ways that archaeological knowledge and data are produced, used, and transformed by different parties and communities in the contemporary world. In particular, we will focus on the relationships between archaeological practice and the political and historical contexts of colonialism and nationalism. We will explore this subject through both a theoretical analysis and an examination of several case studies from around the world.
Prerequisites: There are no prerequisites for the class, however students without some background in anthropological or archaeological theory (Anthropology 2, 3, or 114) should be prepared to do some extra reading at the beginning of the course.
Requirements: The course requirements will include one in-class quiz, one take-home quiz and a final research paper.

ANTHRO 128-2: SPECIAL TOPICS IN ARCHAEOLOGY: “PUBLIC ARCHAEOLOGY”
K. Hull 4 units MWF 9-10 123 Wheeler

Much of professional archaeology today is carried out in the context of federal, state, or local laws mandating the preservation of, or mitigation of impacts to, archaeological sites. This course will provide students with an in-depth introduction to the federal laws and regulations governing cultural resources management (CRM) and Native American repatriation in the United States, discuss the practical and ethnical aspects of carrying out archaeology as a business, and consider the perspectives of various stakeholders potentially served through "public" archaeology in both CRM and museum settings. The necessity for, and challenges of, presenting archaeological data and interpretations to the public will also be discussed. The course will combine lectures, guest lectures, and in-class discussions to provide necessary background, alternate perspectives, and practical experience for archaeologists and those collaborating with archaeologists.
Required texts:
King, Thomas (1998) Cultural Resource Laws and Practice: An Introductory Guide
Thomas, David H. (2000) Skull Wars: Kennewick Man, Archaeology, and the Battle for Native American Identity

ANTHRO 128-3: SPECIAL TOPICS IN ARCHAEOLOGY: “ THEORY AND METHOD IN DEMOGRAPHIC ARCHAEOLOGY”
K. Hull 4 units MWF 11-12 115 Kroeber

Cancelled. See new course taught by Kathleen Hull: Anthropology 112-2: Paleodemography.

ANTHRO128-4: SPECIAL TOPICS IN ARCHAEOLOGY: “ARCHAEOLOGY OF HUNTER-GATHERERS”
J. Habu 4 units TuTh 3:30-5 156 Dwinelle

The goal of this course is to provide an overview of hunter-gatherer archaeology. Specifically, the course covers (1) the history of hunter-gatherer archaeology in North America and Britain, (2) long-term changes in hunter-gatherer subsistence, settlement, mortuary/ceremonial practices and crafts/trade, (3) social archaeology of hunter-gatherers including studies of gender, cognition and cultural landscapes, and (4) discussions on the relevance of hunter-gatherer archaeology in contemporary society. The course also exposes students to case studies of both prehistoric and historic hunter-gatherer cultures in various parts of the world, including those of California, the Northwest Coast of North America, the Arctic, Europe, Near East and East Asia. By reviewing these case studies, conditions, causes and consequences of the development of hunter-gatherer cultural complexity are critically examined. By the end of the course, students are expected to have a solid knowledge of various approaches to hunter-gatherer subsistence, settlement society, and understand the importance of hunter-gatherer studies in the context of world archaeology.

ANTHRO 128-5: SPECIAL TOPICS IN ARCHAEOLOGY: “PRACTICE IN THE ARCHAEOLOGICAL 6TH-GRADE AFTERSCHOOL PROGRAM”
K. Lightfoot 4 units W 9-11 2547 Channing (Shorb House)

THIS COURSE MEETS THE METHOD REQUIREMENT FOR MAJORS.

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 of this class 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.
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.
Required texts:
Other People's Children: Cultural Conflict in the Classroom. L. D. Delpit
At Home in the Street: Street Children of Northeast Brazil. T. Hecht
Ordinary Resurrections. J. Kozol
Writing Ethnographic Fieldnotes, R. Emerson et al.
Course Reader. (available at Copy Central)

ANTHRO 128-6: SPECIAL TOPICS IN ARCHAEOLOGY: "LANDSCAPE ARCHAEOLOGY IN THE WESTERN AMERICAS"
M. Goodman 4 units 4 TuTh 3:30-5 130 Wheeler

The traditional focus of archaeology has been sites but archaeologists are increasingly situating the cultures they study within the landscapes that surround these sites. A regional analysis enables the pursuit of complex issues such as shifting patterns of landuse and aspects of the landscape that are socially embedded. Researchers pursuing Landscape Archaeology do not conform to set research agendas for field techniques. Those concerned with social questions may approach the landscape for information into how people express territoriality or how landscape features contribute to social memory or ritual observances. On the other hand, environmental archaeologists and geo-archaeologists may study the landscape for information on climate change or the impact of human action on the natural world.
In our study of Landscape Archaeology, we will explore practical and conceptual issues of landscape archaeology including influential ideas from Europe. We will then look at how these ideas are being applied in the Western Americas. For example, we will consider the construction of sacred landscapes in Peru under the Inka. In Meoamerica, we will see how investigations into prehispanic Maya field systems are influencing interpretations in the region. In California, we will look at social responses to climate change. These and other examples will demonstrate the variety of approaches that fall under Landscape Archaeology.
Required texts:
David Lewis Lentz (Editor). 2000. Imperfect Balance Columbia University Press.
Reader in Landscape Archaeology in the Western Americas.

ANTHRO 131: ARCHAEOLOGICAL SCIENCE: "MICROMORPHOLOGY"
M. Goodman 4 units MW 2-3:30 16 Hearst Gym

The horizons of the archaeological record are always being pushed further by methodological innovations. This course offers hands-on experience with new developments in "high resolution archaeology" through soil micromorphology. This technique takes intact blocks of soil and preserves them so that the deposits they contain can be viewed under the microscope. This technique has revealed clues into the use of a wide range of sites including of Prehistoric barrows in England, Viking house floors, Inka terraces and many others.

In this course, we will first ground ourselves in the matrix of the archaeological record, the soil, so that we are better detectives in differentiating natural and anthropogenic processes. We will then consider application of soil micromorphology to studies of landscape and landuse before considering how the technique is applied to occupation surfaces from archaeological excavations. Students will learn the basics of thin section description and interpretation using a collection of slides from around the world. We will also consider practical aspects of the techniques such as research design, data presentation and how soil micromorphological data contributes to archaeological interpretation. The course includes both lecture and laboratory meetings.
Required texts:
French, Charles. 2002. Geoarchaeology in Action: Studies in Soil Micromorphology and Landscape Evolution. Routledge. ISBN: 0415273099. Paperback.
Jenny, Hans. 1991. Factors of Soil Formation: A System of Quantitative Pedology. Dover Publns. ISBN: 0486681289. Paperback.
Readers on thin section description and case studies.

ANTHRO 134: ANALYSIS OF ARCHAEOLOGICAL RECORD: “ARCHAEOLOGICAL FIELD MAPPING”
D. Ogburn 4 units TuTh 8-9:30 16 Hearst Gym

This class will cover the mapping of cultural features and their surrounding environments as an essential skill for archaeological field work. This course will introduce the student to a variety of instruments that can be used for collecting spacial data and constructing maps, ranging from basic techniques such as tape and compass to high-tech equipment including GPS receivers and electronic distance measurers (total stations). Sub-surface geophysical prospecting will also be covered, with instruction in the use of magnetometers. The lecture component of the course will cover topics including basics of topographic maps, the various uses of maps in archaeological research and publication, the appropriate uses of various techniques, and new technological advances. The lab component involves hands-on experience with various instruments, wherein the students will utilize them outdoors to collect data, then employ various methods to translate those data into finished maps.

ANTHRO 134B: MULTIMEDIA AUTHORING FOR ARCHAEOLOGY: "EUROPEAN ARCHAEOLOGY"
R. Tringham 4 units M 10-11 15, 2224 Piedmont
M 11-1 (lab), W 10-12 (lab) in MACTIA lab, 2224 Piedmont

For more information before Jan 03, contact Michael Ashley-Lopez.

In order to confirm registration for admittance to the class or request to be added, you must come to the first lecture. NO EXCEPTIONS. Confirmation of your admittance to the class will be made at that time.

This course is a different way of learning European Archaeology from the traditional area survey course. It focuses inquiry on two sites at each end of the time spectrum of European prehistory, from which a mosaic of links will be created by the class to other sites, regions and periods. In this process, students will be guided through the themes and sites and narratives that comprise European and Mediterranean archaeology. The medium through which the mosaic is created is primarily a digitally authored one. This is a laboratory course that satisfies either the Methods or the Area requirementfor the Anthropology major in which we explore the multimedia presentation of archaeological data from European and Mediterranean archaeology and its interpretation on CD-ROM and the World Wide Web. The main aim of this course is for students to gain experience in inquiry-based learning about European Archaeology through critiquing existing digital sources (CD-ROMs, on-line databases and WWW-sites) and themselves authoring multimedia presentations and interpretations of archaeological data in the form of interactive hypermedia modules. Students will be divided in two teams, each focusing on one of the two sites that form the basis of a mosaic of European prehistory (mentioned above) and will design modules from real-life archaeological contexts, creating the links to build the mosaic itself. Major themes of the mosaic will be: The continuity of place through domestic architecture.

—Exchange as the basis of social change
—The social context of monumental architecture and public art

The team project and individual inquiry within that project will form the main requirements for the course. Other assignments will focus on exploring and constructively critiquing existing digital sources. Students will also gain familiarity through tutorial assignments with the software and authoring techniques available (in addition to basic image manipulation, sound and graphic programs), for example Adobe Photoshop, Macromedia Dreamweaver and Flash, Corel Bryce, as well as Microsoft Powerpoint.
Prerequisites: Final approval by instructor. Access to the Internet and an email account are essential. Some experience with Macintosh computers, especially using basic graphics software is highly recommended but not required. Self-paced tutorials and 'Hands-On-Workshops' held in the Multimedia Authoring Center for Teaching in Anthropology (MACTIA) in 2224 Piedmont will provide training in the use of software and authoring techniques. Anthro 2, (Introduction to Archaeology) or equivalent is also highly recommended.
"Reading":
Required text: Scarre, C. 1998. Exploring Prehistoric Europe. Places in Time. Oxford University Press, Oxford (available at ASUC bookstore)
A CD-ROM (Mac and PC) will be prepared for the class with software tutorials and Internet bookmarks and other readings. Available at the beginning of the class.
Additional readings will be assigned during the course and will generally be available for copying, either from the Anthropology library or in the lab itself.

ANTHRO 136: HISTORY AND THEORY OF ARCHAEOLOGY: “HISTORICAL THEORY AND ARCHAEOLOGY”
M. Conkey and P. Kirch 4 units TuTh 2-3:30 156 Dwinelle

Course cancelled.

ANTHRO 138B: FIELD PRODUCTION OF ETHNOGRAPHIC FILM
I. Leimbacher 4 units WF 12-2 155 Kroeber

THIS COURSE MEETS THE METHOD REQUIREMENT FOR 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 9:30-11 F 0295 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.
Required texts: 1984. Gaorge Orwell, Erich Fromm (1990)
America by Design: Technology and the Rise of Corporate Capitalism. David E. Noble (1979)
A Feeling for the Organism: The Life and Work of Barbara McClinktock. Evelyn Fox Keller, W. H. Freeman (1993)
Brave New World. Aldous Huxley (1998)
Commodify Your Dissent: Salvos from the Baffler. Thomas Frank, Matt Weiland (1997)
Regulating the Poor: The Functions of Public Welfare. Richard A. Cloward. (1993)

ANTHRO 141: COMPARATIVE SOCIETY
M. Ferriera 4 units MWF 2-3 126 Barrows

This course meets the method requirement for majors.

Globalization debates give an urgent new focus to questions of comparative ethnography. How this is so will frame the course, but how is it so for whom? We will look at this question from the point of view of indigenous peoples and other ethnic minorities--the traditional subjects of twentieth century anthropological inquiries. The course focuses on the uses of cross-cultural and historical comparison, and cultural critique in anthropology. Emphasis will be placed on how comparison has led to a greater understanding of evolution, rationality, public culture, globalization, and human rights, among other issues. We will look at how the comparative approach in the discipline has served and continues to serve as a mirror against which our own society can be viewed in relation to others.

ANTHRO 144: SOCIAL AND CULTURAL CHANGE: “CITIZENSHIP IN QUESTION”
A. Ong 4 units TuTh 12:30-2 180 Tan

In recent years, anthropologists have produced different perspectives on citizenship that are neither reduced to narrow legalistic notions nor generalized in broad universalistic terms. This course explores changing notions of citizenshiip in a world of great flux, greater global connectivity, the weakening of the welfare state, the collapse of socialism, increased circulations of people, the rise of ethnic conflicts and nationalisms, and the new contexts of ruling, transnational mediation, and belonging. There are two broad orientations in debates over citizenship toway. On the one hand, the old questions of legal status remain : who counts a a citizens? What are the criteria of membership in a community of citizens? What are the rights, responsibilities and entitlements of citizenship? How are these rights distributed to a variety of groupings within the national space? On the other hand, there are movements towards rethinking belonging in ethnic, cultural and class terms. There is the claim that wealthy mobile individuals experience citizenship-like rights without being citizens of many countries. Human rights regimes working on behalf of refugees and migrant workers seek to secure their basic rights regardless of citizenship. Migrants, womenand minorities are insisting on their rights to be culturally different yet be full citizens of host countries. Diasporic communities shape ethno-cultural identities through travel and Internet connections.

A course about citizenship is fundamentally cocnerned about changing conceptions of power, of relations between states, society, and the marketplace. The new spatialities brought about by globalizing forces have re-arranged social relationships in novel formations, thus calling into question conventional patterns that distribute rights, responsibilities, and privileges. An anthropological approach to such questions about the changing patterns of power relations can make a distinctive contribution to our understanding of the changing meanings and practices of citizenship. We will consider how the concepts of nation, culture and gender among others have historically encouraged and shaped discourses on citizenship, morality, and belonging.

ADDED CLASS CCN: 02692
ANTHRO 148: ANTHROPOLOGY OF THE ENVIRONMENT: "ECOLOGICAL ANTHROPOLOGY"
(cross-listed with ESPM 150)
E. Kohn 4 units TuTh 3-4:30 128 Giannini

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.

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?

The goal of this course is 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 153AC: EDUCATION AND CULTURE
J. Ogbu 4 units MWF 11-12 160 Kroeber

This course is designed to examine formal education from anthropological perspectives. It deals with cultural, social, and psychological factors in education from a cross-cultural point of view. The course is divided into four major sections: 1. overview and background of the field; 2. aims, methods and analytic frameworks; 3. substantive areas of study (e.g., evolution of education; sociocultural organization of schools; institutional linkages, i.e., with the economy, polity, etc.; discontinuities in culture, language, cognition, and motivation and the relevance to educability; minority education; etc.); 4. education and social change. Illustrations of major points in the course will be drawn from ethnographic studies of schooling in the United States but will not be limited to this geographical region. Note that this is not a course on "American educational problems." The overall aim of the course is to familiarize students with the development and nature of anthropology of education. Students more interested in learning how to use anthropological research to solve school problems, rather than how anthropologists go about studying and explaining the processes of education, should not take this class.
Prerequisites: Anthropology 3 is recommended.
Requirements: Two midterm essay-type examinations, each has a value of 25% of the course grade; and a 3-hour final examination of essay type. The final examination will be 50% of the course grade.
Required texts: Education and Culture, a Reader prepared specifically for this course by the instructor. "Anthropology of Education: Contemporary Perspectives," a volume in International Encyclopedia of Education, Pergamon Press, 1994. Selections edited by the instructor.

ANTHRO 158: RELIGION AND ANTHROPOLOGY
M. Ferreira 4 units MWF 10-11 160 Kroeber

Is there a distinct and recognizable sphere of culture that can be defined as "religion"? How does religion as a force shape peoples´ world views and motivate action? In what circumstances does religion become " the opium of the people," facilitating colonial domination? To what extent does the existence of "the sacred" in modernity become the object of worship and the source of power? Why is there a resurgence of shamanism as "archaic techniques of ecstasy" in a situation of globality? This course focuses upon these and other questions and theoretical issues that play themselves out of a sociocultural approach to the study of religion. 

The goals of the course are: (1) to examine the place of religion in the history of anthropological thought; (2) to familiarize ourselves with key topics within the anthropology of religion, such as magic, ritual, and belief; (3) to rethink religion in its relation to culture, power and history; and (4) to acquire a set of conceptual tools for addressing religious resurgence in the contemporary world. There will be an emphasis on indigenous knowledges and practices in North and South America, such as shamanism, prophetism, and magic realism.

ANTHRO 163AC: AMERICAN FOLKLORE
A. Dundes 4 units MWF 12-1 2050 VLSB 

NOTE! The time and room have changed!
This class is now meeting MWF 12-1 in 2050 VLSB. 

This course fulfills the American Culture Requirement.

The course will cover both the materials and scholarship of American folklore. Generally speaking, the course will treat native American folklore first, then Euro-American and Asian-American folklore (including American immigrant traditions), and finally African-American folklore. There will be a midterm, final exam, and a library research paper (of at least 7-10 pages in length). The research may be an in depth investigation of one item of folklore, e.g., a native American myth, a Chicano legend, an African-American folktale, or it may center upon a given folk group, e.g., an analysis of the folklore of cowboys, miners, lumberjacks, athletes, gays, etc. Or the research may combine American folklore with some other discipline, e.g., folklore and history, folklore and literature, folklore and psychology, etc. Students interested in literature, for example, might investigate a particular American author's utilization of folklore in his or her writings (or in one novel or poem).

ANTHRO 172AC: SPECIAL TOPICS IN AMERICAN CULTURES: “MINORITY EDUCATION IN A COMPARATIVE PERSPECTIVE”
J. Ogbu 4 units W 2-5 101 Wurster

The seminar will cover some of the topics of anthropological interest in minority education. The topics will include the relationship between culture and education, language and education, "intelligence" and education, labor market forces, minority status, equal access and affirmative action, and minority perspectives on education. The topics will be drawn from studies and discourse of minority education in the United States as well as other contemporary urban industrial societies.
The course is open to upper division and graduate students.

ANTHRO 180: EUROPEAN SOCIETY
S. Brandes 4 units MWF 9-10 155 Kroeber

This course deals with anthropological contributions to the study of Europe. It incorporates historical as well as ethnographic perspectives and includes studies of rural as well as urban peoples. The focus is on Mediterranean Europe, especially Spain and Portugal, Italy, and Greece. Visual material—slides and films—are an integral part of the curriculum. Topics include, but are not limited to: the changing countryside, regional and ethnic identity, marriage and the family, food and culture, ritual and religion, migration, and gender relations.

ANTHRO 181: THEMES IN THE ANTHROPOLOGY OF THE MIDDLE EAST AND ISLAM: “THE MIDDLE EAST AND ISLAM”
Michalak 4 units TuTh 11-12:30 in 170 Barrows

This class examines the area from Morocco to Central Asia, peopled by Arabs, Persians, Turks, Israelis, and minority groups without nation states. We will examine varieties of Middle Eastern Islam as well as other important other religions of the Middle East, such as Judaism, Christianity, and Zoroastrianism. We will work through various genres, including especially ethnography, with attention to methodologies, ways of knowing, styles of representation, and different theoretical approaches to the interpretation of social and cultural phenomena. The instructor will draw on his research in different parts of the Middle East, including especially North Africa. This course should be of interest to students who are familiar with the region, but also to those who seek an introduction to this important world area.
Prerequisites: none.
Requirements: There will be a midterm, term paper, final, and occasional short assignments. This is an upper division course requiring substantial reading.
Required texts: Gender on the Market: Moroccan Women and the Revoicing of Tradition, by Deborah Kapchan (U of Pennsylvania Press, 1996). Other readings will be assembled in two readers available at a local copy shop.

ANTHRO 189: SPECIAL TOPICS: “ANTHROPOLOGY OF DISABILITY”
Shuttleworth and Kasnitz 4 units TuTh 2-3:30 in 2301 Tolman

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 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 present the anthropology of disability by engaging multiple perspectives on the sociocultural construction of disability and impairment. The disablement experience brings up important issues at the interface of identity, society, and culture. These issues are not always necessarily tied to the narratives of cause and cure with which medical anthropologists are familiar, 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 sometimes intersection and interaction requires theoretical elaboration and this course will address this distinction as well as engage other unique perspectives in discourse on anthropology and disability.
Requirements: 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. Class will meet twice a week, 90 minutes for each class session. Each week we will engage a different topic. Active class participation is expected. Grading will be on the basis of reaction papers, a midterm exam and a final project.
Goals: The general goals of this course are to: 1) present a comprehensive overview of work by anthropologists on disability; 2) critically evaluate anthropological methods and theoretical approaches to the study of disability; 3) to critically evaluate current theory and discourse within disability studies as an important standpoint perspective that can advance anthropological understanding of disability.

GRADUATE COURSES

ANTHRO 219-1: SPECIAL TOPIC IN MEDICAL ANTHROPOLOGY: “ALCOHOL AND CULTURE”
S. Brandes 4 units W 2-4 15, 2224 Piedmont (NEW ROOM. Change effective 1/30/03)

This graduate seminar is devoted specifically to the anthropological study of alcohol consumption and its consequences. Course material concerns both the prescription and prohibition of alcoholic beverages. Some of the main topics to be considered in the course are cross-cultural drinking patterns, gender and drink, changing drinking norms and behavior, and religious and ceremonial aspects of drink. Core readings will be selected from classic works on the topic as well as from recent research carried out around the world.

ADDED CLASS CCN: 02929
ANTHRO 219-2: SPECIAL TOPICS IN MEDICAL ANTHROPOLOGY:"ETHNOGRAPHIC RESEARCH AND FIELD METHODS IN MEDICAL ANTHROPOLOGY"
N. Scheper-Hughes, P. Bourgois, 4 units M 1-3 221 Kroeber, Gifford Room (Note room change as of 3/19/03.)

Additional brown bag lunch meetings will be noon - 1pm (221 Kroeber, Gifford Room) beginning on week 7 (March 17th) through end of the semester for the circulation and discussion of fieldnotes and final reports.

Professor Philippe Bourgois <bourgoi@itsa.ucsf.edu>
Room 485K, UCSF Laurel Heights, 3333 California Street, San Francisco
Office Hours: Wednesdays 2-5:30 (call 415-476-7234 for appointment)
Professor Bourgois will be out of the country for the month of March

For syllabus, click syllabus.pdf.*

* A copy of Adobe Acrobat Reader is needed in order to open the PDF files on this site; a free copy can be obtained from the Adobe web site.


"Theorists and methodologists - get to work!"
— C.Wright Mills

"The way to do fieldwork", Margaret Mead wrote, "is to not come up for air until it is over." We would like to simulate the experience of fieldwork during this seminar. This intensive course, required of all medical anthropology graduate students and recommended for all social-cultural anthropology students, will focus on doing (as well as thinking about) ethnographic research. In rather quick order we attempt to cover everything from choosing and defining a problem, research design, proposal writing, and protection of human subjects to the tools and techniques specific to cultural and to medical anthropology in a variety of settings from traditional community-based and "street corner" ethnography to research in clinical and laboratory settings, hospitals, schools, jails, mental asylums and refugee camps to multi-sited ethnography among highly mobile workers in global cities. We will explore questions of epistemology and knowledge, various approaches to the objects of study, the limits of inference and understanding based on experience and empathy, and power dynamics and conflicting loyalties in the production of anthropological knowledge.

While the primary focus is on participant observation, the seminar will also consider interview methods, life-history taking, structured/unstructuredobservations, the use of census material, archives, projective techniques, and visual anthropology in addition to epidemiological, demographic, and phenomenological approaches to understanding how people live and how they die.

In recent years observation (the eye) has been largely replaced by listening/ interviewing (the ear) for complex practical and political reasons. Consequently, field note taking has declined precipitously in the training of anthropologists and in the hierarchy of field activities. But if there is a danger of objectification and the "hostile gaze" with respect to observation, there is a parallel danger of a non-dialogic, inquisitorial interview. There are times, places, and certain population where interviewing is impossible, as when the research subjects are infants, the dying, or the profoundly psychotic (see Franco Basaglia, 1967, "Silence in the Dialogue with the Psychotic") or in contexts where answering direct questions may be seen as a form of cultural betrayal (see Scheper-Hughes, 1987, on fieldwork with Pueblo Indians). In ethnographic fieldwork the body and all its senses are the primary research instruments. Thus, we wish to restore seeing/observing as an invaluable and primary mode of anthropological understanding. And the taking, writing and circulation of observation-based fieldnotes are a central requirement of this seminar.
Requirements:
a) ETHNOGRAPHIC RESEARCH PROJECT. As this is a seminar on the practice of ethnographic fieldwork, every seminar participant is required to select a feasible research topic, to write a short research proposal, and to dedicate one day a week to fieldwork, to produce fieldnotes on a weekly basis, and to complete a ten page research report by the last class meeting on Monday, May 12th.

We are focusing on participant observation research (although you may use additional methods as well) because it is the most difficult aspect of ethnographic fieldwork. Participant observation is often misunderstood, ignored, reviled, or (worse) fetishized. It is often abandoned for interview based research. While there are obvious time and space limitations that prevent the possibility of "moving into" a site during the course of a single semester, those project is central to the seminar and if you know that you will be unable to devote a considerable amount of time to the necessary fieldwork please do not consider taking this course. We will give no incomplete grades for unfinished fieldwork projects. Whatever you have must be handed in on the last day of the seminar. We understand that what is handed in will represent at best a kind of rough work-in-progress and by no means a polished or "finished" piece of work. The emphasis throughout the course is on practice and on process.

b) RESEARCH PROPOSAL. By the third seminar meeting (February 10) all seminar participants must submit a 5-page research proposal that will include a succinct statement of the problem(s) selected; the site(s); the sample, and the methods that will be used including the strategies you will use for gaining entry, generating and gathering the data you will need, analyzing your findings, and for protecting human subjects at all stages of the project.

c) FIELDNOTES. Typed fieldnotes based on handwritten notes are to be handed on a weekly basis after week 7. N.B. - Fieldnotes are fieldnotes and not transcripts of taped interviews.

d) CRITICAL REACTION PAPER. A final requirement is a 6-page critical reaction paper due at the 4th seminar meeting. We want you to chose two ethnographies—one older and classic and one newer, recent —which you will compare in terms of the methods used by each. We include a list of suggested ethnographies, but we will be adding to this list weekly. We encourage you to select an ethnography written by a former (including historical) or a contemporary member of the Berkeley Anthropology Department or from the UCSF Medical Anthropology Program (now Department). If you chose to include a living anthropologist (near or far) you are encouraged to interview the person (face-to-face, or by telephone, fax, or e-mail) about aspects and questions of method. If you can get the person to send you sample copies of their field notes, that would be a wonderful way to begin to analyze how observations and reflections become data and interpretations. You are to produce a short, 6-page paper (approximately three pages on each of the two ethnographies selected) in which you focus on pre- and post-reflexive approaches to fieldwork, to subject-object relations in the field, to the nature of evidence, and other of the themes raised in the seminar. In many cases you will have to be a very intuitive reader as many traditional anthropologists were/are reluctant to discuss their "methods" and prefer to leave vague whether events described were, for example, observed or based on interviews. So you will have to analyze not only what is explicitly said about method, but the "un-said" part as well.
Required text:
In addition to the individually selected ethnographies (list provided on syllabus) there will be a class reader that can be purchased at METRO Publishing on Bancroft Avenue.

ADDED CLASS CCN: 03392
ANTHRO 226: ARCHAEOLOGY OF THE PACIFIC
P. Kirch 4 units M 1-3, 201, 2547 Bowditch (Oceanic Archaeology Lab)

For the spring 2003 seminar, in keeping with current interests in the historiography of archaeology, we will focus on the development of Oceanic archaeology and prehistory, from antiquarian roots in the 19th century to the rise of a professional, academic discipline in the early-to-mid 20th century. Participants will chose either a key historical figure (possibilities include Te Rangi Hiroa, E. W. Gifford, W. C. McKern, R. Linton, K. P. Emory, J. F. G. Stokes, C. Routledge, J. Golson, R. Duff, A. Spoehr, et al.), or a topic (e.g., role of migration theories, rise of the settlement pattern approach, integration of linguistics and archaeology, the problem of establishing chronologies, etc.) as the focus for a seminar presentation and research paper.

ANTHRO 227: HISTORY OF ARCHAEOLOGICAL RESEARCH: "MATERIALS AND TEXTS"
L. Wilkie 4 units Tu 10-12 2547 Bowditch

The challenge most acutely faced by those working on archaeologies of the
recent and text-aided pasts is how to integrate documentary and material data. Too often, documents are used in simplistic, confirmatory ways to identify materials and their uses. In this seminar, we will explore ways to maintain a creative interpretive tension between materials and text. We will spend time looking at analytical approaches to historic materials and focus our reading on method, theory, and case studies in historical archaeology. We will also look at the nature of documentary resources (including oral texts and ethnohistorical sources) and ways that they can be creatively engaged in archaeological research.

ANTHRO 229B: ARCHAEOLOGICAL RESEARCH STRATEGIES
S. Shackley & R. Tringham 4 units W 2-5 2547 Bowditch

This course is a required pro-seminar for first year graduate students in archaeology. In this semester the focus is on the design and implementation of archaeological research, with an emphasis on strategies for the retrieval and empirical study of material evidence in the field and laboratory. The seminar will also stress the constant interplay between theory and method in the design and implementation of research strategies, which is calculated to compliment your last semester's 229A course in theory.

The seminar is structured to a large degree around the process of developing, writing, submitting, and implementing a research project through the National Science Foundation (NSF). The NSF is the major governmental agency in this country that regularly funds "pure" archaeological research, both at senior and doctoral levels (Dissertation Improvement Grants). Many of you will probably be developing a Dissertation Improvement Grant for NSF at some point during your graduate career, and will probably prepare senior grants after you have received your Ph.D. Thus, it is in your professional interest to learn as early as possible what constitutes a "winning" proposal, one that will be judged positively by your professional peers.

Weekly readings and seminar discussions will explore topics germane for writing your NSF grant proposal, including preparing research designs, undertaking field and laboratory research and developing reasonable budgets. You should identify one or more research problems that you would like to address in a specific region of the world in developing your NSF grant proposal for this class.
Requirements: The requirements for the seminar include the preparation of an NSF grant proposal, participation in class discussions, and the critical review of book chapters and articles that will be assigned to you.

ANTHRO 230-1: SPECIAL TOPICS IN ARCHEOLOGY: "CULTURAL AND NATURAL LANDSCAPES OF HUNTER GATHERS"
J. Habu 4 units M 10-12 2547 Bowditch

The goal of this seminar is to review current theoretical and methodological issues in the archaeological study of hunter-gatherers. Focusing in particular on the issue of long-term change in hunter-gatherer subsistence, settlement and society, the seminar will discuss various factors that are considered to be the conditions, causes and/or consequences of hunter-gatherer cultural complexity, including emergent social inequality. The seminar will also cover topics in social archaeology of hunter-gatherers, including gender, cognition and cultural landscapes. Case studies to be discussed will include those from the Northwest Coast of North America, California, the Arctic, Europe and Asia.

ANTHRO 230-2: SPECIAL TOPICS IN ARCHAEOLOGY: "THE ARCHAEOLOGY OF COLONIALISM"
K. Lightfoot 4 units Tu 2-4 2547 Bowditch

The purpose of this seminar is to explore the diverse range of readings on the archaeology of colonialism that concern indigenous peoples entanglements with Spanish, Russian, French, and British colonial programs. This course is designed to be a continuation of the graduate seminar, "Theory and Method in Culture Contact Studies" (Anthro 230) taught in the fall semester 2002. While the fall semester course focused on the theoretical perspectives and methodological approaches employed in culture contact research, this course will emphasize archaeological case studies. With the passing of the Columbian Quincentenary there has been a renaissance in archaeological field projects examining native peoples encounters with the multi-ethnic colonial communities established by Spain, Russia, France, and Britain in the Americas.
Readings will focus on recent archaeological findings within a diverse range of colonial contexts, including missions (e.g., Franciscan, Jesuit), mercantile colonies, presidio/military communities, ranchos, plantations, and homesteads. Areal coverage will emphasize the Americas, but other regions will be considered depending on the interest of seminar participants. Class discussions will compare and contrast the varied range of colonial policies and practices that were imposed upon native populations, and how indigenous peoples negotiated and mediated these colonial structures through their daily practices. The instructor is especially interested in examining how Native and European encounters were influenced by different kinds of colonial enculturation programs, Native resettlement programs, labor regimes, social mobility within colonial hierarchies, inter-ethnic interactions, demographic parameters, and temporal dimensions of encounters.

Weekly reading assignments will provide the baseline for seminar discussions. All students are expected to read assigned articles and to participate in seminar discussions. Grades will be based on seminar participation, oral paper presentation, and a research paper.

ADDED CLASS CCN: 02941
ANTHRO 230X-1: VARIOUS TOPICS IN CURRENT ARCHAEOLOGICAL ISSUES AND METHODS
T. Deacon 2 units TIME AND LOCATION TBA

Course description not available.

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

Anthropological theory and practice—following the rest of the world—have been undergoing important restructuring in the past decades. The course is organized to reflect this fact. We will begin by looking at recent debates about the nature and purpose of anthropology. This will provide a starting point for reading a series of classic ethnographies in new ways as well as examining some dimensions of the current research agenda in cultural anthropology.

Students will be required to present a series of classroom presentations as well as two papers. 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.

CCN 02944
ANTHRO 250-J: "ETHNOLOGICAL FIELD METHODS: PROPOSAL-WRITING"
A. Ong 4 units, 1-3 pm in 327 Kroeber (A.O.'s office)

This is an elective seminar that can be taken by students in their second year, to coincide with their preparation of a proposal (e.g. a Fulbright, NSF, SSRC, etc.). The seminar will stress research design; proposal architecture and the relationships among theory, method, and evidence; and proper field techniques suitable for gathering relevant evidence. Reading requirements for the seminar would be minimal and the major thrust would be to produce working drafts of research proposals. Much as with dissertation writers' seminar, individual proposals will benefit from peer, as well as (visiting) faculty, critique. An additional benefit of the seminar will be to counter the isolation of individual proposal writing by fomenting a cohort of students who share a common set of research concerns.

In connection with this seminar, we hope to set up a permanent file of successful proposals in Ned Garrett's office. As a matter of course, any student funded for a major dissertation grant will be asked if they are willing to have their proposals in this file. Again, this seminar we believe will help students write stronger, tighter dissertation proposals. It will increase their likelihood of getting funded, and it may even shorten the time taken to prepare for pre-dissertation orals.

ANTHRO 250X-1: SPECIAL TOPICS: "CLASSIC ETHNOGRAPHIES"
L. Nader 4 units W 10-12 129 Barrows

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.

Required texts:
Argonauts of the Western Pacific, B. Malinowski
Sax and Temperament in Three Primitive Societies, M. Mead
Sorcerers of Dobu: The Social Anthropology of the Dobu Islanders of the Western Pacific, R.F. Fortune
Witchcraft, Oracles, and Magic Among the Azande, Edward Evan
Naven, Gregory Bateson
Political Systems of Highland Burma: A Study of Kachin Social Structure, E.R. Leach
Black Byzantium: The Kingdom of Nupe in Nigeria. S. Nadel
We Eat the Mines and the Mines Eat Us: Dependency and Exploitation in Bolivia, Nash
Encounters With Aging: Mythologies of Menopause in Japan and North America, Mt M. Lock
Nuclear Rites: A Weapons Laboratory at the End of the Cold War, Hugh Gusterson
Audit Cultures: Anthropological Studies in Accountability and the Academy, Marilyn Strathern
Zapotec Science: Farming and Food in the Northern Sierra of Oaxaca, Roberto J. Gonzalez
Harmony Ideology: Justice and Control in a Zapotec Mountain Village, Laura Nader

ANTHRO 250X-2: SPECIAL TOPICS: "CITIES AND CITIZENSHIP"
A. Ong 4 units M 10-12 327 Kroeber

Course cancelled.

ANTHRO 250X-3: SPECIAL TOPICS: "FOUCAULT, MARX AND ANTHROPOLOGY"
X. Liu 4 units F 10-12 2224 Piedmont

Reading is always a reading against a background of other readings. By reflecting upon two important paradigms in our thinking about life and the world, this seminar hopes to grasp a better understanding of divergent theoretical possibilities of our time. Anthropology, its history and dilemma, will serve as an immediate frame of reference for our conversations and discussions.
Reading list:
Giddens, A. Capitalism and Modern Social Theory.
Lukács, G. The Ontology of Social Being: Hegel and Marx.
Taylor, C. Hegel and Modern Society.
Marx, K. The German Ideology.
Marx, K. Economic and Philosophic Manuscript of 1844.
Aderson, P. In the Tracks of Historical Materialism.
Jameson, F. The Prison-House of Language.
Althusser, L. For Marx.
Foucault, M. The Order of Things.
Foucault, M. The History of Sexuality, vol. 3: The Care of the Self.
Hacking, I. The Taming of Chance.
Laclau, E. Hegemony and Socialist Strategy.

ANTHRO 250X-5: SPECIAL TOPICS: "ANTHROPOLOGY OF MODERNITY"
P. Rabinow 4 units W 3-6 115 Kroeber

This seminar will introduce the canon of sciences studies—as presented in the Social Studies of Science Reader—and then proceed to explore ethnographic, anthropological, and philosophic approaches to the study of truth practices.

ANTHRO 250X-6: SPECIAL TOPICS: "THE FASHIONABLE AND THE BEAUTIFUL"
L. Cohen 4 units M 10-12 2523 Tolman

The anthropology of fashion and beauty, heretofore a marginal interest, has exploded as a site of scholarly production at recent national and international conferences. Linking discussions on neoliberalism, globalization, and labor, on pleasure, gender, discipline, and the body, on life and biopolitics, and on aesthetics and ethics, the emergent field has produced a wide array of ethnography and critical analysis, of varying quality. This seminar explores both classic debates and the best of recent work. The goal is to make sense of current conjunctures, in the world and in the academy. The seminar will be divided into two segments, Fashion and Beauty. The organizing question of Fashion is: How do persons and groups, and in particular emerging elites, constitute their selves and their worlds? The organizing question of Beauty is: How are "power" and "nature" legible, on the body, in practice, and in the world?

Participants will present readings weekly and are responsible for a literature
review halfway through the seminar and a final analytical essay at the conclusion. Seminar limited to 12 participants: in the event more than 12 persons wish to enroll, final selection will be made after first week's meeting.
Readings may include selections from the following:
Kant, Critique of judgement; Hegel, Aesthetics; Santayana, The sense of beauty; Althusser, "Ideology and ideological state apparatuses"; Benjamin, "The work of art in the age of mechanical reproduction"; Calinescu, "Baudelaire and the paradox of aesthetic modernity"; Barthes, The fashion system; Hebdige, Subculture, the meaning of style; Bourdieu, Distinction; Appadurai, The social life of things; Foucault, Aesthetics, method, and epistemology; Butler, Bodies that matter; Gilroy, Against race; Scarry, On beauty and being just; Hollander, Seeing through clothes; Blau, Nothing in itself: complexions of fashion; Klein, Eat fat; Lipovetsky, The empire of fashion: dressing modern democracy; Entwistle, The fashioned body; Brydon and Niessen, eds., Consuming fashion; Cohen, Wilk, & Stoeltje, eds., Beauty queens on the global stage; Philip and Gopal, "The beauty contest and the politics of resistance against liberalization"; Crane, Fashion and its social agendas; Arnold, Fashion, desire, and anxiety; Bruzzi and Gibson, eds., Fashion cultures; Jarnow and Dickerson, Inside the fashion business; White and Griffiths, The fashion business; Gandhi, "Truth and beauty"; Tarlo, Clothing matters; Waghorne, The raja's magic clothes; Chakrabarty, Habitations of modernity; b Cohen, India Tonight; Lehmann, Tigersprung: fashion in modernity; Brix, "Modern beauty versus Platonist beauty."

ANTHRO 270B: INTERACTIVE SOCIO-LINGUISTICS: "FUNDAMENTALS OF LANGUAGE IN AN ANTHROPOLOGICAL CONTEXT"
W. Hanks 4 units W 3-6 221 Kroeber, the Gifford Room, (ROOM CHANGE -- Effective 2/12)

This course is an intensive introduction to the study of language as a cultural system and speech as socially embedded communicative practice. It is the core course for students wishing to take further coursework in linguistic anthropology, and is designed for graduate students. Upper level undergraduates may enroll with permission of instructor. There are no special prerequisites. The course will meet once weekly, with roughly 70% of class time devoted to lectures and the remainder to discussion. Grades will be based on oral participation, a short essay in week 8 and a final essay of no more than 20 pages double spaced.

Topics include linguistic structure, its relation to other sign systems, speech acts and "performativity," approaches to "context," varieties of interaction, language in historical research and basic elements of a practice approach to language. Prior background in sociocultural anthropology, semantics/pragmatics, rhetortic, textual criticism or intensive foreign language study would be helpful, but is not required. We will do close readings of Saussure, Austin, Boas, Sapir, Benveniste, Chomsky, Labov, Merleau Ponty, Voloxinov, Bourdieu and Goffman, among others.
Requirements: (i) punctual attendance of all meetings (discussion will be cumulative and it is important to stay abreast of lectures); (ii) reading of all required material and such additional sources as interest individual students; (iii) active engagement in class discussions; (iv) written work: Essay 1 (5-7 pp) 3:00 p.m. Tues. March 6 (turn in at start of class), Final Essay (20 pp) 9:00 a.m. Monday March 13.

There are no prerequisites. If you are uncertain regarding your preparation for the course, speak with the instructor within the first two weeks.

ANTHRO 290: 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: PUBLIC ARCHAEOLOGY
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.

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

Ph.D. in Medical Anthropology

Master of Arts in Folklore

Undergraduate Program

Regular Faculty

Visiting Faculty

Current GSIs

Office Hours

Summer Session 2003

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