Department of Anthropology


Undergraduate Course Listings


Spring Semester 2001


This internal catalog is updated regularly. Continue to check the Department bulletin board outside 232 Kroeber for changes (in Bold highlights). For independent study courses, graduate students get CCNs from the Graduate Office; and all undergraduates should fill out and return a signed application with the Undergraduate Office (209 Kroeber) to obtain the CCN.

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ANTHRO 1: INTRODUCTION TO PHYSICAL ANTHROPOLOGY
L. Hager 4 units, TTh: 2-3:30, 155 Dwinelle


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 section per week.


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
J. Habu and K. Lightfoot 4 units, MWF: 9-10, 145 Dwinelle


An introduction to the methods, goals, and theoretical concepts of archaeology. The course outlines how archaeologists make interpretations using the cultural materials of past human societies. Topics include the history of archaeology; developing a research design; field methods; laboratory analyses; chronology; and reconstructing past economic and social organizations. Examples of survey, excavation and analytical techniques will be presented as part of the class. See http://mactia.berkeley.edu


Prerequisites: None.

Requirements: Two midterm exams and a final exam required. No term papers. Participation in the discussion sections is mandatory. Archaeological problems will be assigned as part of the discussion sections.

Required texts:
Sharer, Robert and Wendy Ashmore, 1993 Archaeology: Discovering Our Past. Mayfield Publishing Co., Palo Alto, California.
Fagon, B., Quest for the Past. Waveland.


ANTHRO 3: INTRODUCTION TO SOCIAL and CULTURAL ANTHROPOLOGY
N. Scheper-Hughes 4 units, TTh: 11-12:30, Wheeler Auditorium


Anthropology confronts the challenges of culture and difference in the contemporary social world. The special mandate of the field is to discover new and less harmful ways of perceiving, understanding, and therefore of validating the different experiences, histories, values, and lifeways of people and communities from all parts of the world. Without the ability to understand and to respond practically and sensitively to where other people are "coming from", old prejudices and conflicts will continue to pop up like gargoyles when we least expect them and be joined by new biases conceived in the same unhelpful, even hate-filled ways.This course is designed to celebrate the difference, creativity, and inventiveness expressed through culture, ethnicity, gender, sexuality, and personality. But it will also deal with the destructive aspects of culture and social life: the effects of class, caste, ethnic, racial, and gender hierarchies in both simple and complex societies.

In the past, anthropology was concerned primarily with the careful description (ethnography) of small-scale, non-literate, materially "simple" communities and with "exotic" people [headhunters, sorcerers and cannibals!] who are as "different" from "us" as possible. The "us" was always presumed to be "white", "male", "western", and "heterosexual". More recently, the distinctions between "us" and "them" have blurred as people from formerly colonized societies and from oppressed, marginalized, and socially excluded groups have come into their own and begun to take their places as leaders in government and as intellectuals in universities. Today we sit down together, face to face, using anthropology as a mirror to reflect back and forth more truthful images of our complex social and cultural selves, all of us, in certain ways different, exotic, and alien to each another.

Anthropologists study social identity and human action through the comparative method based on close observation and participation in the daily lives of people in a particular locale or setting. Despite the many criticisms and assaults on this deceptively simple method, fieldwork has survived the transition from the study of small-scale to complex, industrial societies and fieldwork remains the defining contribution of our intellectual tool-kit as anthropologists. Long term immersion in "the field" allows the anthropologist to "discover unanticipated aspects of culture and human behavior. As anthropologists learn what it means to be a woman or a man or a child under a very different set of historical and social circumstances, their writings are able to reveal the remarkable in the familiar and the familiar in the strange.

This course will introduce the beginning student to the primary domains of cultural anthropology: culture; kinship and social organization; belief and values; politics, economics, and law; conformity, deviance, and personality; gender and sexuality; family life and parenting' sickness and healing; resistance and social change. It will introduce the student to some of the founding mothers and fathers of the discipline and to the evolution of key concepts and theoretical approaches. Finally, it will ask the student to employ some to the methods of the anthropologist--observation, participation, and interview--in class projects and essays.

Requirements: Attendance at lectures and active participation in discussion groups. There will be three class assignments, and in-class midterm, and a final exam.



ANTHRO 24-1: FRESHMAN SEMINAR: "NATIVE MAYA AND AZTEC LITERATURE FROM THE SIXTEENTH CENTURY"
R. Joyce 1 unit, M: 2-3, 347 LeConte


This course will provide an opportunity for interested students to read poetry, mythology, and history written in native languages by Maya and Aztec authors in the sixteenth-century. Using the Roman alphabet introduced by the Spanish, maya and Aztec scribes recorded their own rich oral tradition of spoken poetry, and created new compositions that integrated native texts and oral literature. While some of these texts were recorded for Spanish administrators and missionaries, much was written for indigenous audiences. We will draw on the many excellent modern translations to explore the poetics and literary imagination of the first few generations of Maya and Aztec people living under the new colonial regime.

Requirements: Weekly assignments of texts should be read before class; participation in discussion during class. Each student will be asked to make brief presentations about specific readings. For class April 18 and 25, each student will present the work of one Azted poet to the seminar.

Required texts:
Tedlock, Dennis. Popol Vuh
Leon-Portilla, Miguel. Fifteen Aztec Poets



ANTHRO 24-2: FRESHMAN SEMINAR: "PERSPECTIVES ON IDENTITY"
J. Ogbu 1 unit, F: 2-3, 111 Kroeber


The seminar will cover some current issues on identity--individual, social and cultural. The topic will be examined from different approaches, including anthropological and psychological approaches. Examples will be drawn from studies in the United States and other societies.


ANTHRO 24-3: FRESHMAN SEMINAR: "RITUAL AND TOURISM IN CONTEMPORARY SOCIETY"
N. Graburn 1 unit, Th: 11-12, 205 Wheeler


The course will focus on anthropological approaches to the two main topics: ritual and tourism. Rituals are events and processes found in all the world's societies. They emphasize heightened sensory awareness and special social, temporal and spiritual contexts. Commonly they function to mark the passage of personal and soical time and to make explicit social structures. Tourism is a form of secular ritual involving travel, commonly associated with modernity. The class focuses on the student's own experiences in rites of passage, family and social rituals, and travel experiences, in relation to ideas discussed in class and in the readings.

Requirements: Students will be expected to attend and participate in class, and write a short paper involving their individual research projects.


ANTHRO 24-4: FRESHMAN SEMINAR: "ANTHROPOLOGY OF MARDI GRAS"
L. Wilkie 1 unit, W: 10-11, 210 Dwinelle


Every year, millions of visitors travel to the city of New Orleans to experience the spectacle of Mardi Gras. While the riotous Bouron Street crowds, plastic beads and parades are certainly an important part of contemporary Mardi Gras celebrations, they are a veneer for the gender, race and class conflicts that are negotiated through New Orleans Mardi Gras. This seminar will explore the origins of modern-day Carnival practices, including considerations of French and Anglo Carnival, the origins and practices of Krewes, the material culture of Mardi Gras and the ways that Carnival becomes an arena for contesting and expressing societal tensions.


ANTHRO 112: SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: "HUMAN SEXUALITY IN AN EVOLUTIONARY PERSPECTIVE"
L. Hager 4 units, TTh: 9:30-11 160 Kroeber


This class examines the evolution of human sexuality from biological and cultural perspectives. We examine human sexuality within an evolutionary framework as we consider the modern human body with a view from the present and from the past. We investigate modern humans from around the world to better understand what is meant by modern human sexuality within biological and cultural contexts. We also investigate sexuality in our closest living relatives, the nonhuman primates, to better understand our primate heritage in biology and in behavior. The origins of human sexuality are explored as we consider the hominid fossil record for clues to our past.

Prerequisites: Anthro 1 highly recommended.

Requirements: There will be two midterm exams, one five-page paper, and a final exam.

Required texts:
Understanding Human Sexuality, J. Shibley Hyde and J.D. DeLamater, 7th edition, (2000), McGraw-Hill; Boston.
Women in Human Evolution, L. D. Hager, editor, (1997), Routledge: London.
Course Reader (TBA)


ADDED CLASS CCN: 02602
ANTHRO 112-2: MEDICAL ANTHROPOLOGY TOPICS: "IDENTITY IN THE GENOMIC WORLD"
P. Billings 4 units, TTh: 3:30-5 205 Dwinelle


Note: The exam group for this class has changed to group 3 so there is no conflict with the Commencement ceremony.

The study of DNA has produced formulations of human identity. One involves DNA sequences that are highly variable. Assessment of several of these areas can produce a unique genetic fingerprint. Another arises from the typing of many or possibly all human genes by a genetic microchip or similar method. This information, possibly developed as early as conception, then accompanies the individual throughout life and afterwards. In this seminar, we will familiarize ourselves with the technologies used and then explore their impacts on the individual and on sex, birth, development, medicine, death and other key contexts that shape identity and the individual. If fully applied, the information contained within the human genome will substantially alter human identity.


ANTHRO: 119-1: SPECIAL TOPICS IN MEDICAL ANTHROPOLOGY: "HEALTH, HEALING AND THE BODY IN ASIAN CULTURES"
K. Erwin 4 units, MW: 10-12, 247 Cory


This course explores the cultural beliefs and practices associated with medicine (healing), health, and the body in Asian cultures. After introducing students to alternative concepts of health and the body fundamental to traditional Chinese medicine (TMC) and Ayurveda (India) in particular, the course will explore a series of topics and issues aimed at understanding how historical, economic, social, and cultural processes shape the lived experience of health and healing in various Asian contexts. Specific topics include: clinical encounters (with both Asian and Western medicine in Asian societies); the role of the physician/healer; experiences of illness and healing; shamanism; religion and healing; childbirth; aging; death; cultural conceptions of gender and the body; sexuality; psychiatry/mental health; medical pluralism; spirit possession; TMC in transnational contexts; and the role of globalization / modernity in both the revival and transformation of "traditional" healing practices and beliefs. The scope of ethnographic examples covered in readings and course materials will include East (China, Japan, Korea), South (India, Sri lanka), and Southeast Asia (Malaysia, Indonesia, Singapore). However, due to the expertise of the instructor, East Asian, and particularly Chinese, examples will receive particular emphasis.


ANTHRO: 119-2: SPECIAL TOPICS IN MEDICAL ANTHROPOLOGY: "MEDICINE, MAGIC AND HEALING"
P. Reynolds 4 units, MW: 2-4, 102 Stanley


Note: The exam group for this class has changed to group 1 so there is no conflict with the Commencement ceremony.

Placing itself within the field of critical medical anthropology, the course examines three areas in which medicine, magic and healing are given expression and in which they are employed to achieve certain effects. Medicine is broadly viewed as the science and art dealing with the maintenance of health; magic as an extraordinary power or influence seemingly from a supernatural source that is believed to affect natural forces; and healing as attempts to make sound or whole or to restore to health. Ideas that inhere in medicine, magic and healing often intertwine yet the power of their influences over treatment and care vary in accord with the nature of the ailment and the context. The course will focus on notions of illness and well-being as they affect (and are affected by) prescriptions for the care of self, descriptions of social relationships, and subscriptions to ways in which the aftermath of conflict can be ameliorated. We shall look, for example, at Michel Foucault's thoughts about the care of the self in Ancient Greece and at current attempts to restore the ailing body by making use of technologies like organ transplantation. In terms of social relations, we shall consider one of Africa's ancient healing systems, the one that John Janzen calls ngoma, and modern moves to professionalize healers who operate within the system. Under the aegis of conflict, we shall consider how ideas of care and cure influence institutional forms established to deal with the consequences. Modern institutions like Truth Commissions and the International Court of Justice incorporate sets of ideas to do with the character of memory and ideals of forgiveness, reconciliation and justice. Given the power vested in them, the decisions made in accordance with these ideas and ideals can change the trajectories of many people's lives.


Requirements: A mid-term and a final exam; a short essay (2-3 pages) based on relevant current events; and a field project (10-12 pages long).


ANTHRO 122C: ARCHAEOLOGY OF CENTRAL AMERICA
R. Joyce 4 units, TTh: 2-3:30, 159 Mulford


Homeland of the Maya, Mexica (Aztec) and Olmec civilizations, Central America was the site of some of the most complex sociopolitical developments in the Americas prior to European colonization. The goals of this course are a basic knowledge of the pre-European history of the region, an ability to recognize its major prehispanic cultural traditions, and an understanding of how archaeologists build interpretations of these societies, drawing on different kinds of information.



ANTHRO 128-1: SPECIAL TOPICS IN ARCHAEOLOGY: "ARCHAEOLOGY OF THE AFRICAN DIASPORA"
L. Wilkie 4 units, TTh: 11-12:30, 200 Wheeler


Since the 1970s, historical archaeology has provided a new avenue of research into the African-American past. Beginning with the pioneering work of Charles Fairbanks at the University of Florida, African-American Archaeology has come to dominate theoretical and methodological discourses in historical archaeology. This course will provide a survey of the field of African-American archaeology. The relationship between African-American archaeology and other disciplines of African-American studies (particularly those that include material culture studies); the geographic and diachronic diversity of African experiences in the Diaspora; and the politics of archaeological practice; will be among the themes covered in this course.



ANTHRO 128-2: SPECIAL TOPICS IN ARCHAEOLOGY: "PRACTICE IN THE ARCHAEOLOGICAL SIXTH GRADE AFTERSCHOOL PROGRAM"
R. Tringham 4 units, Tu: 9-11, rm. 15, 2224 Piedmont (note change) and (choose one) lab 1 Tu: 3-6 - off campus or lab 2 W: 1:30-4:30 - off campus


NOTE: Meets the Method Requirement for the Anthropology major. See also http://mactia.berkeley.edu

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 will be 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 will be 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.


The students of Anthropology 134B will work in close collaboration with the Graduate Student Section (Anthropology 228B), in which students will be working with the same 6th grade children in an in-class context. This latter course is more constrained by the requirements of the school curriculum in terms of content. We hope in Anthropology 134B to be able to address themes and topics and ways of looking at the past that are not addressed during their in-class participation.


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) are the only prerequisites. . Access to an email and Internet account are essential prerequisites, since an important component of the course will be frequent consultation of the Course WWWebsite.


If you have taken previous Multimedia Authoring for Archaeology classes, this would be greatly to your advantage. Those 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. A small stipend to cover the cost of travel to the Roosevelt School will be provided.


ANTHRO 128-3: SPECIAL TOPICS IN ARCHAEOLOGY: "SOCIAL THEORY IN CONTEMPORARY ARCHAEOLOGY"
S. Silliman 4 units, TTh: 3:30-5, Rm. 101, 2251 College


Note: The exam group for this class has changed to group 3 so there is no conflict with the Commencement ceremony.

The purpose of this course is to review the state of social theory in contemporary archaeology. Broadly speaking, "social theory" is any body of theory that addresses the relations between individuals and between individuals and society. Doing any kind of anthropology or archaeology requires some form of social theory, however implicit it may be. However, most archaeologists with an interest in explicit social theory are those who emphasize concepts such as agency, practice, materiality, class, symbolism, subjectivity, bodies, gender, and sexuality. Such social theories are not the only perspectives in contemporary archaeological practice, but they will comprise the bulk of readings and discussion for this course because of their proliferation over the last 15 years. The goal will be to trace the origin of social theories inside and outside of archaeology, situate them within broader archaeological and anthropological debates, and evaluate their application in particular archaeological case studies. Students will be expected to think and read critically for class discussions and writing assignments.

Prerequisites: Anth 2 or equivalent; Anth 114 or similar history/theory course would be useful.

Required texts (tentative):
1. Marcia-Anne Dobres and John E. Robb, 2000. Agency and Archaeology. Routledge Press.
2. Julian Thomas, 2000. Interpretive Archaeology: A Reader. Leicester University Press.
3. Course reader of select articles and book chapters.


ANTHRO 132: ANALYSIS OF ARCHAEOLOGICAL MATERIALS
P. Kirch 4 units, Tu: 1-4 rm. 16, Hearst Gym and Th: 1-4 LAB rm. 16, Hearst Gym

This course meets the method requirement for majors.

This is an intensive laboratory class consisting of three hours of lecture and three hours of practical laboratory experience each week. The objective of the course is to expose advanced archaeology students to the laboratory procedures and techniques used in the analaysis of a range of excavated materials, including ceramics, lithics, bone and shell artifacts, and faunal materials. Students will gain familiarity with these classes of archaeological materials by working intensively with Oceanic collections in the Hearst Museum. In addition to laboratory exercises, students will be assigned a specific laboratory research project, for which they must develop a research desigh, conduct independent research, and prepare a research paper. This is a emanding course which satisfies the Anthropology major requirement for methodology, and should prove extremely useful to anyone contemplating professional work in archaeology. Preference will be given to juniors and seniors who are declared majors.

Prerequisite: Anthro 2; Anthro 123 or 124A also strongly recommended as background.

Requirements: will include formal laboratory exercises, and the preparation of a research paper based on actual laboratory analysis of materials.



ANTHRO 134B: MULTIMEDIA IN ARCHAEOLOGY: EUROPEAN ARCHAEOLOGY
M. Pluciennik 4 units, M: 9-10, (lecture) in 15, 2224 Piedmont and MW : 10-12 MACTIA LAB, 2224 Piedmont


This course meets the method requirement for majors.

This laboratory course will explore the multimedia presentation of archaeological data and its interpretation of CD-ROM and the World Wide Web. We shall focus on what "faces" of archaeology are expressed through these media. Specific emphasis will be on representations of landscape archaeology of places within the "Old World", contrasting prehistoric, Classical and more recent periods, but also including virtual museums. The main aim of this course is for students to gain experience in authoring multimedia presentations and interpretations of archaeological data in the form of interactive hypermedia modules. Teams will design modules from real-life archaeological contexts, using primary images and other data. Students will gain familiarity with the software and authoring techniques available for use on a Macintosh platform, including Photoshop, Dreamweaver and Bryce. The focus of the class will be on a consideration of the context of multimedia, and its use in representing archaeological landscapes to different audiences. We will examine existing CD-ROMs and WWW sites, again with an emphasis on European subjects and landscapes, to understand what they intend to do, and what unintended effects they achieve.



ANTHRO 136: HISTORY AND THEORY OF ARCHAEOLOGY
S. Silliman 4 units, TTh: 9:30-11 385 LeConte


The course will introduce students to the history of archaeology and the diverse forms that the discipline takes today. Beginning with an overview of the origins of archaeology, the course will lead students through the three schools of thought known as culture historical, processual, and post-processual archaeology. Although post-processual archaeology is the latest phase, the preceding ones were not replaced completely. Instead, the face of contemporary archaeology is a diverse one with archaeologists focusing on issues such as social agency, critical theory, feminism, gender, history, narrative, evolution, ecology, and cognition. Students will read and engage critically with literature on, as well as participate in class discussions about, these topics. In general, the course will focus on the epistemology--the how we know what we know--of these various approaches. The course also will outline the changing relationship of archaeology to other fields such as social anthropology, history, and biology and will explore the issues of indigenous rights, politics, ethics, and public accountability that influence current archaeological practice. The course is designed for advanced undergraduate students, and it will be especially useful for those who want to pursue a graduate degree in archaeology or related discipline.

Prerequisites: Anth 2 or equivalent.

Required texts (tentative):
1. Matthew Johnson, 1999. Archaeological Theory: An Introduction. Blackwell.
2. Robert W. Preucel and Ian Hodder, 1996. Contemporary Archaeology in Theory: A Reader. Blackwell.
3. Course reader of select articles and book chapters


ANTHRO 138B: FIELD PRODUCTION OF ETHNOGRAPHIC FILM
Staff 5 units, MW: 4-6, 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.

Prerequisites: Anthro 138A from Fall 2000.



ANTHRO 139: CONTROLLING PROCESSES
L. Nader 4 units, TTh: 12:30-2, Wheeler Auditorium


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 C147B: SEXUALITY, CULTURE, AND COLONIALISM: "GENDER, SEXUALITY, AND THE HISTORY OF ANTHROPOLOGICAL KNOWLEDGE"
R. Stein 4 units, TTh: 12:30-2, 102 Stanley


This course will investigate the ways in which issues of gender and sexuality have been treated in anthropological literature since the late nineteenth century. We will consider the ways these concepts have been defined, discussed, and represented at particular moments in the history of Anglo-American anthropology, and consider the relationship of sex and gender to the production and negotiation of anthropological knowledges. Through close readings of ethnographic texts, we will also investigate the ways in which issues of gender and sexuality articulate with class, race, and nation for differently situated communities. We will also compare the major theoretical and methodological approaches to the study of heterosexuality, homosexuality, bisexuality, intersexuality, and transgendered sexuality. Our aim is to develop an understanding of sex and gender in historical perspective and to consider the ways in which these concepts are currently being theorized (and differentiated) in anthropological scholarship.



ANTHRO 149: PSYCHOLOGICAL ANTHROPOLOGY
S. Pandolfo 4 units, TTh: 11-12:30, 277 Cory


The history of psychological anthropology from the culture and personality school through current constructionist approaches to indigenous psychologies. Topics may include ethnopsychiatry, psychoanalysis, psychiatric approaches to possession and altered states, emotion and culture, gender, sexuality, and erotics. The focus will be on the use of psychology in cultural analysis rather than medical approaches. Is cross-cultural psychological analysis possible, and if so, how?


ANTHRO 151: ANTHROPOLOGY OF TOURISM
N. Graburn 4 units, TTh: 3:30-5, 219 Dwinelle


Note: The exam group for this class has changed to group 5 so there is no conflict with the Commencement ceremony.

The course will focus on the two main topics in the study of tourism, in the following order: (1) The cultural, social-structural and psychological aspects of tourism, focusing on its history, meaning, and growth in the Western and Eastern Worlds. We will examine the relationship of tourism to work, life style, pilgrimages, ritual, play, postmodernism and other forms of cultural expression. (2) The social, cultural and economic impacts of tourism on host communities and nations, particularly tourism from the industrial world impinging on the Third and Fourth World. Specific case studies will include ecological, stratificational and ethnic aspects.

The first part of the course will consist mainly of lectures and some videos, with opportunity for student feedback and questions. The second part of the course will consist of lectures, some illustrated by slides and videos; I hope to arrange for guest presentations on the impact and growth of tourism in specific communities, ranging through island cultures, historical cities, and modern nations, by members of those societies and other experts (including students who come from places that are "targets of tourism").

Requirements: There will be two exams and one graded essay assignment. The mid-term will be a take-home exam with short essay questions requiring synthesis and application of the first subject matter. The final will focus mainly on the second subject matter. Those who do very well in the mid-term and the assignment may be allowed to do a term paper in lieu of a final, if they come up with an appropriate subject for research and analysis. Graduate students are especially encouraged to do a term paper.

Required texts (tentative):
MacCannell, D. 1999. The Tourist: a New Theory of the Leisure Class. New York: Schocken. Paperbacks(?), 3rd edition.
Smith, V. (ed). 1989. Hosts and Guests: the Anthropology of Tourism Philadelphia: Univ. of Pennsylvania Press Paperback, 2nd edition.
Kinnaird, V. and D. Hall. (eds.) Tourism: A Gender Analysis Chichester: Wiley.

On reserve:
Graburn, N.H.H. 1988. Anthropological Research on Contemporary Tourism: Student Paper from Berkeley Special Issue of Kroeber Anthropological Society Papers Nos. 67-68.
Graburn, N.H.H. 1983. "The Anthropology of Tourism" special issue of Annals of Tourism Research. Vol. 10 No. 1

Another short Tourism reader for this course will also be available for later in the term. This collection of articles and the Smith (ed.) volume pertain for the most part to the second half of the course on the impacts of Tourism.

Important journals On Reserve in the Anthropology 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.


ANTHRO 153: EDUCATION AND CULTURE
J. Ogbu 4 units, MWF: 12-1, 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 154: SOCIAL INEQUALITY
G. Berreman 4 units, MWF: 11-12, 155 Kroeber


This course deals with systems of social inequality: power, privilege, poverty, vulnerability and oppression in human societies. Such systems will be described and analyzed both comparatively (i.e., cross culturally) and developmentally (i.e., as they have evolved through time). We will consider social inequality in egalitarian, ranked and stratified societies; in those whose livelihood is based on foraging, horticulture, pastoralism, agriculture and industry; societies inhabiting various parts of the world, in various eras. Kinds of inequality to be investigated include: age, gender, kinship and role, class, status and power, ethnicity, race, caste, estate, servitude, internal and external colonialism, and situationally negotiated status.


ANTHRO 161: NARRATIVE FOLKLORE
A. Dundes 4 units, TTh: 12:30-2:00, 180 Tan


A consideration of folk narrative worldwide (myth, folktale, legend) with special emphasis upon theories and methods of analysis. The course will be in lecture format and there will be a required midterm, final examination, and term paper based upon a particular narrative or problem in folk narrative scholarship. A fair amount of reading will be assigned and the student enrolled will be expected to spend considerable time in researching the topic selected for the term paper. There are no course prerequisites. However, students who have had a previous folklore course will be given preference. Students with no background in folklore may wish to check with the instructor before enrolling in the course.


ANTHRO 162: SPECIAL TOPICS IN FOLKLORE "COMPARATIVE DEMONOLOGY"
U. Valk 4 units, TTh: 2-3:30, 101 Morgan


This course focuses on folk religion and legends and examines the dialogic relationship between church doctrines and folk belief. The approach will be historical and textual, but in some cases contemporary beliefs are analyzed as well. Some demonological treatises of the Middle Ages and Early Modern Times will be considered as a source for folkloristic research. The course consists of five parts. First, a theoretical introduction is given and legend as a folklore genre is outlined. Secondly, the image of the Devil in Estonian folk religion will be studied in comparison with international folklore and the church demonology. Thirdly, some European migratory legends about fairies and witchcraft are analyzed and their transformations in different cultures and historical periods are observed. Fourthly, a phenomenological approach to different folklore traditions is taken and a typology of demonic beings is outlined based on the underlying principles of modeling them in human consciousness (degraded deities, demonized strangers, etc.) Finally, the analysis is broadened to some non-Christian cultures. Buddhist and Hinduist demonologies are studied in order to discuss the relationship between universal and culture-specific traits if folk religions. Some of the lectures will be illustrated with audio-visual materials.


Requirements: book review or short research paper, midterm and final exam.


ANTHRO 170: CHINA: "THE URBAN QUESTION"
X. Liu 4 units, MWF: 1-12, 160 Kroeber


Note: The exam group for this class has changed to group 11 so there is no conflict with the Commencement ceremony.

This class focuses on the economic and political changes taking place in contemporary Chinese society. It begins with an examination of everyday life during the years of the Maoist revolution (1950s-1970s), i.e., to provide a depiction of its forms and norms of social practices, and then turns to a discussion of the impact of the economic reforms beginning in the late 1970s, to look at how these forms and norms were changed or modified, according to whose interests and under what circumstances. What occupies the forefront of our attention is the great transformation that has changed China's social and cultural landscape, both in a literal and a metaphorical sense; while, what lies in the intellectual background of this class concerns the question of how the Chinese experience of revolution and reform may be understood as a unique experiment of human society in becoming modern or modernized. As an anthropological inquiry, this class will also provide for the students a sense of what is going on in the field of anthropology as well as the major concerns of its current theoretical debates.

Prerequisite: None.

Required texts:
Walder, A. G. 1986. Communist neo-traditionalism: work and authority in Chinese industry.
Chan, A., R. Madsen, and J. Unger. 1992. Chen Village under Mao and Deng.
Lee, C-K. 1998. Gender and the south China miracle: two worlds of factory women.
Liu, X. 2000. In one's own shadow: an ethnographic account of the condition of post-reform rural China.

Note: a full reading list will be provided for those who wish to pursue a topic further in the field of anthropological studies of China.


ANTHRO 172AC: TOPICS IN AMERICAN CULTURES: "MINORITY EDUCATION IN CONTEMPORARY PERSPECTIVE"
J. Ogbu 4 units, W: 4-6 115 Kroeber

PLEASE NOTE THAT THIS CLASS APPEARS IN THE SCHEDULE OF CLASSES AS ANTHRO 196. THE COURSE SYLLABUS HAS BEEN ACCEPTED BY THE AMERICAN CULTURES COMMITTEE, THEREFORE THE COURSE IDENTITY HAS BEEN CHANGED. THE SAME CCN, 02765, WILL GET YOU IN THE COURSE.

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 188: TOPICS IN AREA STUDIES: "ETHNOGRAPHY OF THE MAYA"
W. Hanks 4 units, MW: 12-2, 2060 VLSB


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.


ANTHRO 189-1: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY: "CULTURES OF COLONIALISM"
R. Stein 4 units, W: 3-6, 2030 VLSB


This course introduces students to the histories and cultures of colonial and postcolonial societies. We will study anthropology¹s historical relationship to imperial power structures and consider the ways in which imperialism has been theorized by anthropologists and cultural theorists of the last few decades. We will also investigate the history of decolonization and study the legacies of colonial power structures and knowledges in the daily lives of formerly colonized people. Finally, we will examine the historical relationship between colonialism and globalization, in an effort to problematize suggestions that transnational circuits of bodies, capital, and culture are "new." This course will pay particular attention to the links between material and symbolic structures of imperialism.



ANTHRO 189-2: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY: "RETHINKING FAMILY AND KINSHIP: NEW ANTHROPOLOGICAL PERSPECTIVES"
K. Erwin 4 units, Th: 9-12 Rm. 101, 2251 College


The core questions in this course are: Who/what counts as family? What constitutes "relatedness"? and, Who decides? These questions are approached by considering the range of scholarship and debates about the meanings of kinship, family, and "family values" in anthropology and in society, particularly over the past 25 years. After briefly reviewing the history of anthropological approaches to kinship in the early 20th C., the course focuses on the critiques and rethinking of kinship and family that have been produced in relation to political and social movements, new reproductive technologies, and new theoretical paradigms in the discipline. Topics will include: the role of culture, ethnicity, technology, politics, and socio-economic forces in shaping definitions and meanings of family; gender, sexuality, marriage, law, and reproduction; adoption and multiracial families; reproductive and medical technologies (include sperm and egg donation; "transplant kin"; and others); immigration and globalization, and others. Students will be evaluated based on class participation, an in-class midterm and a take-home final.

Required texts (tentative):
Margery Wolf; House of Lim
Carol Stack; All Our Kin
Judith Stacey; Brave New Families
Kath Weston; Families We Choose
Helena Ragone and France Winddance Twine (eds.);
Ideologies and technologies of motherhood: race, class, sexuality, nationalism
Marilyn Strathern; Reproducing the future: essays on anthropology, kinship, and the new reproductive technologies

And a course reader including essays by Evans-Pritchard; E. Bott; M. Mead; X. Liu; S. Yanagisako, J. Collier; A. Tsing; J. Borneman; L. Sharp; A. Anagnost; and others.