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Anthropology
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Anthropology Courses
- Courses: Summer 2004
- SESSION A
SESSION C
FIELD STUDIES
- Session A May 24-July 2
| Anthro 2: Introduction to Archaeology | ||
| Hall,Mark | ||
Thanks to Hollywood, Indiana Jones and Lara Croft are probably the two most well known archaeologists. But what is archaeology, and what do archaeologists really do? And is their life always full of excitement and adventure? Anthropology 2 will help you answer these two questions. The course will provide an introduction to the methods, goals, and theoetical concepts of archaeology. Archaeology attempts to reconstruct the life ways of past human societies through studying their material culture and when available, texts. This social science has a monumental challenge -- interpreting past societies from their material remains (artifacts, ecofacts, features, ruins, and sites). In this course we will examine the current theories and methods employed by archaeologists in their study of the material remains recovered in the course of excavation. Lectures will cover the history of archaeology; developing a research design; field methods (survey and excavation); laboratory methods; chronology; and generating interpretations about the past. Case studies will be used to illustrate many of these topics; many will draw on recent or on-going investigations of archeological sites in Europe and East Asia. This course is intended for Anthropology majors and non-majors. There are no previous course requirements. Required Text: Archaeology. C. Renfrew and P. Bahn; Thames and Hudson, London and New York.. |
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| Anthro 1: Introduction to Physical Anthropology | ||
| Nengo,Isaiah | ||
Anthropology is the study of humans from a comparative perspective. 4 major subdisciplines together make up anthropology: linguistics, social, archaeology, and physical anthropology. This introductory course on physical anthropology deals with the biological aspects of humanity. The goal is to provide students with a basic grasp of methods and theory in the biological approaches to understanding human differences and similarities Required Text: Introduction to Physical Anthropology. R. Jurmain, H. Nelson, L. Kilgore and W. Trevathan, 9th edition, 2002; Wadsworth, Belmont, CA. |
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| Anthro 3: Introduction to Socio-Cultural Anthropology | ||
| Erwin,K | ||
Anthropology is the study of what it means to be human; this introduction to socio-cultural anthropology acquaints students to this diversity of the human condition, as well as to the various means through which social and cultural anthropologists have attempted to understand and make sense of cultural differences. Our aim is not only to understand "others", but also ourselves, as products of particular social, historical, political, and cultural processes. Thus, we will read about and discuss the beliefs, practices, lifestyles, and social conditions of peoples both around the world, and around the corner. The course is comparative and wide-ranging, and will include examples from rural, urban, and modern industrial and postindustrial societies, ranging from the Middle East, Asia, Africa, and the Americas. These examples, and our approach to learning about them, are intended to emphasize the development of analytical thinking skills that help us question our own assumptions about what is "natural" (or "human nature"), and what is a product of human action and social processes. We will consider, in particular, the political economic structures that shape peoples lives, and the processes of culture change, as well as the ways in which people make sense of, and give meaning to, their lives. |
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| Anthro 119: Special Topics in Med. Anthro: "Medicine & Morality: Cultural Perspectives on Illness and Health" | ||
| Davis,E | ||
Anthropology has historically sustained a rich dialogue with psychology and medicine about human experience and behavior: emotion, cognition, and health, but also suffering, deviance, and disease. Grounded in specific cultural and historical contexts, anthropology has explored the interplay between socio-cultural diversity in the experience and the meaning of illness, and the variously argued assumption of a universal biological human organism. Maintaining an anthropological focus on the social relations of power in which illness (and experience in general) is entangled and fostered, this course attempts to move beyond that perspective, emphasizing the influence of morality in the production of illness and in the sciences of health. This eight-week course will be divided into four thematic sections: Section two (Pathology in and of Culture) treats a set of classic psychoanalytic and ethno-psychiatric texts that provide models for understanding the relationship between social structures and cultural forms, on the one hand, and pathology in individuals, on the other. These texts begin to provide a basis for considering the social role of morality in the production and evaluation of illness that will be explored later in the course. Section three (The Patient and the Person) deals with the development of modern medicine as a cultural form of knowledge and power, one that has played an important role in creating, qualifying, and restricting the rights and capacities of people who come into its orbit as patients. The readings in this section provide perspectives on power in the relationships between social forms of morality and modern legal-medical institutions. This in turn will enable us to appreciate and challenge the knowledge about illness these institutions make available for us. Section four (Diagnosis and Analysis: Case Studies) presents a number of case studies on illness, drawn from contemporary ethnographies and memoirs. These case studies question the basis for diagnosis as a method of anthropological analysis. Course requirements: Active participation in class discussions, which will form part of each class meeting, is an essential component of this course. Two short papers (7-10 pp) addressing the course readings will also be required. |
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| Anthro 144: Social & Cultural Change: "Globalization and Social Movements in a Digital Age" | ||
| Juris,J | ||
This course explores the multiple interconnections among globalization, new technologies and grassroots movements for political, social and cultural change. Globalization involves the increasing travel of people, goods, information and ideologies around the world through transnational networks. Anthropologists are particularly interested in how such flows are produced, negotiated, resisted and transformed by social actors in specific locales. Although globalization represents a powerful force for economic and social change, it also generates complex patterns of resistance. These include the defense of indigenous, labor and environmental rights, the assertion of local political and cultural autonomy, the construction of global activist networks, and the staging of non-violent civil disobedience against multilateral institutions, such as the World Bank, IMF and WTO. Meanwhile, new technologies have profoundly transformed contemporary social movements, favoring the emergence of flexible, decentralized organizational forms, innovative networking practices, and independent media activism. During the first part of the semester we will consider various approaches to the study of globalization from economic, political, social and cultural perspectives. What is globalization? How has it been understood within various disciplines? The second part of the course examines several concrete topics, including immigration, work, consumption, tourism, and mass media. What can anthropology contribute to the study of globalization, and how are traditional ethnographic methods transformed? We will then further explore the impact of economic globalization, including issues surrounding development, neoliberalism and transnational corporations. How have global political and economic processes affected local communities, cultural identity and environmental sustainability? Next, we will consider the emergence of grassroots social movements in opposition to corporate globalization, including indigenous, environmental and fair trade activism, transnational anti-globalization networks and the new anti-capitalism. What kinds of resistances do global processes generate, and what new oppositional practices and ideologies are emerging? Finally, the course concludes by exploring the emergence of new information technologies, such as the Internet. What is the relationship between new technologies and globalization? How have new technologies transformed community, identity and contemporary social movement activity? This course provides an anthropological perspective, but is designed for students from a variety of related fields. |
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| Anthro 160: Forms of Folklore | ||
| Agozzino | ||
This course is intended as an introduction to the major and minor forms of folklore and to the basic methodologies and theoretical approaches of Folkloristics. We shall examine several genres, including games, jokes, customs, superstitions, folk music and songs, as well as narrative forms, with special emphasis on contemporary legends. There will be midterm and final examinations, and students will undertake a collection and project. No prerequisites. Required Texts: Jan H. Brunvand's, The Study of American Folklore (1997); also by Brunvand, Encyclopedia of Urban Legends (2002); and Alan Dundes' International Folkloristics: Classic Contributions by the Founders of Folklore (1999).
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| Anthro 162AC: Special Topics in Folklore | ||
| Conrad | ||
What is a Fairy Tale? There are many divergent answers to this, but chances are you'd answer by giving an example of a "common" fairy tale, that is, one that is commonly recognized in contemporary U.S. mainstream culture as being a fairy tale, most likely Cinderella or Sleeping Beauty or Snow White. And here begins one of the tasks of this class -- to sort out the complicated sets of interrelationships and relays between traditional folk narrative material, literary fairy tales, and the film and TV adaptations that have entered our purview and shaped our knowledge of these narratives. Any individual fairy tale text exists in a complicated intertextual relationship with all other texts, and the semiotic potency of fairy tales, their polysemous nature, which is part of their enduring popularity, derives from this intertextuality. Themes jump around, and mix and remix, lending themselves to different meanings in different historical and social contexts. In fact, the notion of metamorphosis, so central to any defining characteristic of the fairy tale, can also be seen to be reflected in the shape-shifting quality of the fairy tale structure itself. The semiotic potential in fairy-tale motifs is so well enculturated that we effortlessly understand a fragmentary reference to a "fairy-tale romance" or to a "Cinderella team's victory". And it is this taken-for-granted nature of these allusions, their commonly-accessible meaning, that makes the fairy tale a productive site for cultural analysis. While fairy tales are based on a traditional foundation of narrative themes --motifs that are arranged into tale types -- the specifics of each re-telling are historically and culturally bound, and a comparison of the differences as well as the similarities across tellings and across time and space can reveal complicated discourses on gender and familial relationships, class structure, and sexuality. In fact, the abstracted "once upon a time" and the exaggerated, phantasmagoric settings of the fairy tale open up these discourses, providing an optative, "what if", escapist mood; a metaphorical, distanced discussion of "reality"; as well as an opportunity to reinscribe social boundaries in more blatantly didactic renditions. This class attempts to locate fairy tales in their literary and social contexts, since the stories can carry no meaning outside of the conditions out of which they emerge and in which they circulate but, as Marina Warner has pointed out, [F]airy tales are still rebarbative as historical documents: the transmission problems make them resemble and archaeological site that has been plundered by tomb robbers, who have turned the strata upside down and inside out and thrown it all back again in any old order. Evidence of conditions from past social and economic arrangements co-exist in the tale with the narrator's innovations. So, we need to additionally consider fairy tales historically and comparatively, exploring the theoretical approaches to fairy tale that have emerged from folkloristics, literary theory, and the study of children's literature, and incorporating these readings of the material into analytic frameworks from socio-cultural anthropology as well as cultural studies. The result will be a complex, layered interpretive scheme through which the multiplicity of meanings available in the tales are contextualized within the sociohistorical moment in which they circulated, but also within an historically deep intertextuality. |
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| Anthro N133.1: Archaeological Field Methods: 18th Century French Colonial Louisiana | ||
| Wilkie | ||
The meandering of the Mississippi River has literally wiped away much of Louisiana's early rural French archaeology. A small stretch of riverfront in Pointe Coupee parish provides a rare opportunity to explore early 18th century French life in colonial Louisiana. This field school is part of a larger research project focused on understanding the cultural interactions between the French community of northern Pointe Coupee parish and the indigenous peoples and African peoples of the area. Students will learn methods in field excavation, mapping, archival and laboratory methods. Student Costs (estimates): |
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| Anthro N133.2: Archaeological Field Methods in California Archaeology, Fort Ross | ||
| Lightfoot | May 31-June 25 |
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This course is an introduction to the basic principles of archaeological field methods. The course will be taught off campus at the Fort Ross State Historic Park, a three hour drive north of the Berkeley campus on the scenic Sonoma County coastline. Students will participate in an on-going field research project involving the study of prehistoric and historic Native Californian sites in the nearby hinterland of Fort Ross, a mercantile colony established by the Russians in the early nineteenth century (1812-1841). The research project is a collaborative effort involving participants from the California Department of Parks and Recreation, the Kashaya Pomo tribe, and the University of California, Berkeley. Students will receive training in survey techniques designed to detect archaeological materials in the field; in methods for recording and mapping archaeological materials; and in strategies for recovering archaeological remains through systematic surface collection and limited subsurface testing. The ultimate goal of the project is the development of an interpretive trail detailing the culture history of the Kashaya Pomo tribe and their encounters with the Russian colony of Fort Ross. Lectures will also be given on the ethics of collaborative archaeological field research. Students will work with Kashaya Pomo elders and tribal scholars in the development of an interpretative master plan for the trail. NOTE: Students will stay at a field camp in the Fort Ross State Historic Park. Each student will be charged an additional fee of $500 to cover the costs of establishing the field camp, hiring a cook, buying food and supplies, and covering field charges . Prerequisites: Anthro 2 (Introduction to Archaeology) required and permission of instructor. Students must first be approved by the instructor before enrolling. All students must fill out an application form. Application: Deadline April 15, 2004. | ||
| Anthro N133.3: Archaeological Field Methods: Formative Period Archaeology in Honduras | ||
| Joyce | May 31-June 25 |
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Program: This four-week program provides an intensive introduction to field practice in archaeology. The summer session is part of a long-term research project in the Ulua River Valley of northwest Honduras, directed by Rosemary A. Joyce, Professor of Anthropology, and Professor John S. Henderson of Cornell University, under the sponsorship of the Honduran Institute for Anthropology and History. The Ulua River Valley is a 2400 square kilometer area of tropical lowlands that was located on the eastern edge of the world of the Classic Maya (ca. AD 250-1000). The summer excavations will focus on investigation of the Formative period (dating to 1600-800 BC). Emphasis will be on the process of excavation and data recording, but students will also be introduced to research design, mapping, and laboratory analysis of artifacts, especially pottery. In addition to formal instruction in archaeology, the program allows time for an optional weekend excursion to the classic Maya city, Copan, famous for its palaces, temples, royal portraits in stone and written texts (costs for this optional side trip are not included in the summer session costs). Participants will also be able to use free time to explore the Caribbean coast of Honduras or the mountainous areas surrounding the Ulua River's floodplains. This is a physically demanding program involving excavation in conditions of high heat and humidity. Participant living conditions, in a modest hotel, are simple and require an ability to adapt to less primitive facilities than are the norm in the US. Accomodations will be shared with other participants. Honduras is a Spanish-speaking country, and knowledge of Spanish, while not required, is helpful. Background course work in archaeology and the prehistory of Mexico and Central America is helpful but not required. Program costs: Students will enroll in Anthropology N133-3 (section 3 of Anthro N133) through the Berkeley Summer Session, paying the course registration fee and one-time registration fee through the Summer Session office. A separate fee of $900 will be charged for the costs of lodging in Honduras. You will not include this $900 on your Summer Sessions registration form; instead, accepted applicants will be given instructions on how to pay this fee. This lodging cost is for shared double room; arrangements for single rooms are possible with payment of a supplement covering the additional cost. Students considering this course will also have to budget for costs of travel to the field site in Honduras and for meals and optional weekend travel. San Pedro Sula is the site of an international airport, served by a number of airlines, including American, Continental, and Taca, with current airfares quoted at $600-750 from San Francisco. Daily meal costs can be quite modest, from $4 a day, or as much as $20 for dinner at one of the best restaurants in San Pedro Sula on the weekend. Using an estimate of $10/day, food costs should cost around $300 for the session. In addition to the arrival and departure weekends before and after the field school, the scheduled dates include three weekends, one of which can be spent on an optional field trip to the Classic Maya site, Copan (costs not included; allow $100). Optional travel to the Caribbean coast or ecotourism resorts such as the Cusuco rainforest preserve, where quetzal birds can be seen, should be estimated at $50-$100 per weekend. Application: Applications for the program will be accepted through the end of April; selection of students will begin March 15, so early application is advised as enrollment is limited. Accepted applicants should contact Summer Sessions to register after notification of acceptance from Professor Joyce. Applicants who plan to apply for Financial Aid for the summer session will find necessary information in the letter offering a place in the field school. | ||
| Anthro N133.4: Archaeological Field Methods: Jomon Hunter-Gatherers in Japan | ||
| Habu | July 12-August 6 |
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This four-week summer program provides an introduction to the field and laboratory methods to the archaeology of prehistoric Jomon hunter-gatherers in Japan. The program starts with a one-week intensive lecture and laboratory training in Berkeley, followed by three weeks of fieldwork in Aomori, northern Japan. Students who live outside of the Bay area and cannot attend the first week session can contact the instructor to work out alternative arrangements. The summer session is part of an ongoing research project directed by the instructor, and it is co-directed by Dr. Mark Hall (Visiting Scholar at the Archaeological Research Facility, UC Berkeley). Laboratory training in Berkeley includes classification and identification of faunal and floral remains, and analyses of pottery and stone tools. Fieldwork in Aomori takes place at the Sannai Maruyama site, a large prehistoric settlement dated to the Early-Middle Jomon period (ca. 3900-2300 B.C.) in collaboration with the Preservation Office of the Sannai Maruyama Site (a branch office of the Board of Education of Aomori Prefecture). Program costs (estimates): Lodging in Japan - $520; Food - $360; Japan Railway Pass for domestic travel - $550; Application: The deadline is March 31 for preferred consideration. (Applications for the program will be accepted through April 15, but early application is advised since enrollment is limited). Contact Professor Habu at habu.berkeley.edu for more information. |
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| Anthro N133.5: Archaeological Field Methods: Mo'orea (French Polynesia) | ||
| Kahn | June 23-August 15 | |
The 2004 Archaeological Field School will be held on the beautiful island of Mo'orea, which neighbors Tahiti. Our field research will be conducted at ancient ceremonial and residential sites in the 'Opunohu Valley. Field research will involve detailed reconnaissance survey and site mapping. A smaller field component will involve test excavations at select ceremonial sites and habitations, and laboratory processing of recovered artifacts and samples. We will work directly with several Tahitian students who will be a part of our field crew. The field school will be taught by Jennifer Kahn and is part of a 5 year long study of settlement pattern variation and social complexity in the 'Opunohu Valley Mo'orea. The first week of the field school will be held in Berkeley and will include an intensive orientation to Eastern Polynesia and the archaeology of the Society Islands and Mo'orea. The class will fly to Tahiti on 6/29 and then transfer to Mo'orea by ferry. Our seven weeks on Mo'orea will be spent training the students in various archaeological techniques (reconnaissance survey, site mapping, excavation, artifact analysis) through intensive hands-on experience. Field survey and mapping will focus on the Amehiti sector of the 'Opunohu Valley, where a high density of prehistoric sites, including ancient temple complexes (marae), agricultural terraces, and house sites, cover the surface with well preserved dry stone architecture. These sites will be located in the dense rainforest, cleared of their vegetation (with the aid of our Tahitian field crew), and mapped in detail. Select test excavations will be carried out at the most impressive site complexes. Laboratory analysis of artifacts and samples recovered in the excavations will be carried out at the UC Berkeley Gump Station on Cook's Bay. Our goal is to give the students an introduction to a range of field activities to provide a balanced view of archaeological research. We will be living in the spectacular coastal locale of Cook's bay in simple shared hotel accommodations with cold water showers. Weekends will be spent visiting other archaeological sites around the island and participating in various local community/cultural events. Costs: In addition to Summer Session registration and fees students will be charged 2725.00$. This fee includes weekly field school costs/supplies and laboratory fees(c. 160$ a week), lodging on Mo'orea (1034$), daily transport to and from the site (140$), most food on Mo'orea (564$). Does not include round trip airfare to Tahiti (approximately $700.00), or costs for the travel visa (30$), expenses while in Berkeley for the first week, or optional weekend activities (e.g. seeing a traditional Tahitian dance show (10$) or eating dinner out at a restaurant (10-20$). Students will also be expected to purchase the assigned textbook and a tape measure and compass (40$). Application Deadline: April 1, 2004. Applications will be accepted through the end of April if there is still room for enrollment, but early application is advised because enrollment is limited. |
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| Anthro 134B: Multi-Media Authoring in Archaeology-- Field Training, Catalhoyuk Turkey and Tambo Colorado, Peru | ||
| Tringham | Part 1: June 12-June 19 Part 2: July 10-26 | |
Students may take part in either or both segments of this course. The course is 4 units whether you do just the Catalhoyuk part or both Catalhoyuk and Tambo Colorado Part 1: Tambo Colorado, Peru: 12-29 June. 2004 See: http://www.mactia.berkeley.edu/fieldschools/index.html Part 2: Catalhoyuk, Turkey: 10-26 July. 2004 Location: Catalhoyuk, near Cumra, Konya, SC Anatolia, Turkey. Ashley-Lopez, M. 2002 Real Webs and Virtual Excavations: A role for digital media recording in archaeological site management. Paper presented at the Virtual World Congress, Mexico City, Mexico. Additional Information: We will provide you with additional information, including health and safety, site etiquette, travel guidelines and site-seeing opportunities in the coming weeks. All team members are required to have health insurance (SHIP is not adequate) and proof of this insurance is required in advance. If you do not have health insurance beyond SHIP, there are options. Costs for Students: |
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Ph.D. in Anthropology
(Social Cultural / Archaeology)
Ph.D. in Medical Anthropology
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