SPRING SEMESTER 2016-17
- GENERAL ANTHROPOLOGY
- LINGUISTIC ANTHROPOLOGY
- SOCIAL-CULTURAL ANTHROPOLOGY
- COLL Topics Courses taught by Anthropology Faculty:
- CMCL Classes that have converted to ANTH
A107 Becoming Human: Evolution
A107 carries CASE N&M credit
This course is an introduction to the interdisciplinary field of human evolution, or paleoanthropology. Paleoanthropologists use a wide range of scientific methods to answer one main question: what does it mean to be human? In our quest to understand humanity and its evolutionary roots, we will discuss unique aspects of human bodies, brains, and behaviors, and investigate how and why we became such quirky animals.
We will begin with the basics on how evolution works, reviewing heredity, adaptation, and the scientific method. After learning about how scientists gather and evaluate various sources of evidence, we will begin studying our closest living relatives—the primates—and focus on what primates can tell us about ourselves and our evolutionary past. For the second half of the class, we will review the fossil evidence left behind by our ancestors, the hominins (like Lucy!). We will discuss the environmental context of our evolutionary past and learn about lifestyles which were essential to our species’ survival: walking upright, tool-making, social cooperation, language, and more. Finally, we will discuss what it is to be human in modern contexts, and link the incredible bio-cultural diversity of our species, Homo sapiens, back to its roots.
This course consists of visually aided lectures, discussions, and hands-on activities or ‘dry labs,’ where students get to directly interact with fossil casts and artifacts (stone tools), our primary sources of information on human evolution. The goal of labs and assignments is for students to explore and examine different types of paleoanthropological evidence, and evaluate their merits and weaknesses for themselves. Students will be graded on short, weekly activities, which will be administered either in class or online via Canvas, and written essays and projects throughout the semester.
A122 Interpersonal Communication (There are 18 sections. Please check on-line Robinson for rooms and times)
Interpersonal Communication (ANTH-A122) introduces the study of communication, culture, identity, and power. We study how people use everyday conversation to create the world they live in.
We discuss such real-world topics as:
• Power and roles in a college fraternity
• Facebook, YouTube, and text messaging
• Male and female communication styles
• Clothing, smoking, and cars in high school
• Saying hello around the world
• Slang and swearing
• Language on athletic teams
• Communication in deaf communities
• The language of law school classes
• And more!
ANTH-A122 looks across cultures at communicative practices ranging from North Africa to North America, from 17th-century Quakers to a contemporary Deaf church, and from grade school students to college undergraduates. We also examine the language used every day by Indiana University students, including slang, verbal play, gendered language, and the academic language of business and law schools.
Past students have said that this course changed the way they view the world, allowing them to see patterns in their conversations and lives that they had never before considered.
ANTH-A122 Interpersonal Communication classes are a lively mix of discussion, small group activities, informal student presentations, lecture, and multimedia examples. Together we will read excerpts from real experts and learn to use communication and performance theory to analyze others' interpersonal interactions. Along the way, you will better understand how your own interactions with friends, family, teammates, and others are connected to broader questions of power and social identity. We will also learn to do original, project-based research to describe and analyze everyday life. Past projects have studied such “real life” interactions as friends hanging out in a residence hall, a Bible study group, a sorority meeting, a pre-game meeting with a sports coach, and a dinner with family. As you learn how communication impacts your life and the lives of others, you’ll also practice critical thinking, research, writing, and presentation skills that prepare you for more advanced coursework in many disciplines.
A200 Bike Racing, Doping & Intl Sport
In recent years the international sport of bike racing has come under scrutiny for the ubiquity of performance enhancing drugs. However, doping is only one aspect of a 130 year cultural history of bike racing which has been used to further political agendas, challenge racism and as a tool of colonialism. This course will examine the cultures and institutions of professional bike racing from its early beginnings through its attempt to recover from the Lance Armstrong scandal in 2013. The course will primarily focus on Western Europe, but will also include material on the United States and Latin America. Students will be able to see the ways cyclesport is a culture unto itself but also reflects specific national cultures and embodies historic moments.
A208 Sex, Drugs, & Rock N Roll
Do you feel like a punk? Do you wonder what an ‘ethical slut’ is? Are hallucinogens illegal because they open the mind and somebody prefers to leave it closed? In short: Are you interested in the subversive culture that surrounds Sex, Drugs, and Rock-n-Roll? If so, you should take this course. In it we try to answer these and other provocative questions by proposing to take them on as legitimate academic inquiry. First, we introduce ourselves to various theoretical perspectives that shed light on the reasons for and inherent contradictions within forms of cultural expression and social practice that claim to be subversive but often run the risk of “selling out.” Second, we divide the remainder of the course into three broad sections - (1) Sex (2) Drugs and (3) Rock-n-Roll – in order to examine in detail particular kinds of subversive subcultures in their cultural and historical context. This includes various edgy rock subcultures like punk, extreme metal, rave, and goth. It also includes expressive subcultures that grow up around illicit substances (i.e. club cultures/hallucinogenic subcultures) and anti-normative sexual practices like modern polygamy/polyamory, homosexuality, alternatives to mainstream pornography, and BDSM.
A211 Is it Safe to Eat? Fraud, Poison and the Safety of Our Foods
Have you ever wondered what a hot dog is made of, or if “Frankenfoods” are really dangerous to eat? This course will deal with social, political, and scientific factors that play into what makes people afraid of their food. Topics will include things like GMO foods, organic foods, frauds, and poisons. There is no prerequisite for this class, but high school level biology would be helpful.
X371 Undergrad Teaching Practicum
This course is approved for S/F grading
Anthropology X371 allows advanced undergraduate students the opportunity to work closely with anthropology faculty for preparing and implementing course materials in other undergraduate courses. Interns may develop materials, oversee laboratory activities, lead discussions, maintain educational collections, or moderate online work. They may keep labs open to accommodate student’s work, assist the instructor in creating active learning projects and exercises, assist students in understanding new material, or help them with projects. Students are not required to have taken the course for which they intern, however, in most cases having taken the class is an asset. Students may concurrently enroll in the class they are assisting. Students in X371 do not assist in grading. However undergraduate interns may be asked to keep attendance records, or other records for individual students that don’t involve evaluation. Open to junior or senior Anthropology majors with consent of instructor. May be repeated up to 6 credit hours, but taken only for 3 credit hours in any one semester.
X476 Museum Practicum for Undergraduates
The Museum Practicum (1-4 cr.) provides students with the opportunity to gain hands-on work experience in museums while earning academic credit through Indiana University's Department of Anthropology. Practica require prior agreement and must be arranged with supervising museum personnel and the course instructor, Professor Jason Jackson, Director of the Mathers Museum of World Cultures (email@example.com, 812-856-1868).
Practica may be arranged at any museum. If you wish to arrange a practicum at a museum other than the Mathers Museum of World Cultures, you must obtain written permission from a designated supervisor at that institution. General guidelines require that you and your supervisor agree upon the number of credit hours to be awarded, the number of hours to be worked per week, and the specific work schedule. Your designated supervisor will be responsible for assessing your performance and assigning a grade. Please bring a copy of the supervisor's statement of permission to Professor Jackson when you request authorization to enroll. (It may also be forwarded directly to Professor Jackson from your supervisor.) Students interested in arranging practica at the Mathers Museum should visit http://www.mathers.indiana.edu/museumprac.html - for detailed information regarding a specific practicum. Practica may involve collections research, curation, conservation, education/programs, the museum store, exhibits, and photography.
To apply for a practicum at the Mathers Museum, please review the information on the website, then contact the appropriate departmental supervisor (noted at the top of each listing) to request an application and arrange an interview. Acceptance of students is limited. The required number of practicum hours worked per week at the Mathers Museum varies according to the number of credit hours of A408 the student is enrolled in, and the semester of enrollment.
Intensive Writing Class
The term “heritage” has many meanings. It may refer to ethnicity, genotype, or wealth passed between generations. On a broad scale it may refer to the history of a nation, e.g. American Heritage or even to the history of humankind, e.g. World Heritage. Each usage carries its own set of assumptions and significance, depending on cultural and historical context. Heritage may bring people together, as when people find distant relatives or ancestors through such programs as “Ancestry.com” or “birthparentfinder.com/.”Heritage is often a source of pride and an important component of identity. But heritage can also be the basis of racism, oppression, and prejudice and frequently figures in explanations of national aggression and warfare. Heritage management, heritage preservation, and heritage symbols all figure in political as well as social worlds.
In this class we will examine the uses of heritage from an anthropological perspective, with a special emphasis on the interpretation of archaeological cultures. Despite this focus, the four traditional anthropological subfields (cultural, linguistic, biological, and archaeological anthropologies), supplemented by some new subfields (such as food studies and gender studies) will be brought into assignments, readings, and discussion. This is not an archaeology class; students with a focus in any subfield should find the class useful.
This is a seminar; students will be evaluated on participation, and should expect to read 50-100 pages per week, and write a 20 page research paper. Readings and discussion will routinely include contemporary media. The goal of the class is to familiarize students with the way that an anthropological approach can be applied to understanding “real world” problems and the search for solutions. As a capstone, the class will endeavor to strengthen students’ ability to make use of their academic knowledge in new contexts and enhance their inclination to become “lifelong learners.”
A399 Honors Tutorial
X490 Individual Readings in Anthropology
X478 Field Study in Anthropology
X477 Fieldwork in Anthropology
Sept (4668, 29771, 29787, 29769)
These courses provide opportunities for students to work on independent projects, create their own courses, and combine fieldwork, lab work, or other kinds of research in creative ways, under faculty supervision.
The Honors Tutorial (3 cr.) involves research and writing, culminating in an Honors Thesis. Individual Readings in Anthropology (1-4 cr.) allows the student to work with a particular professor on a specific topic chosen by the student and agreed to by the professor. Field Study in Anthropology (3-8 cr.) gives the student a chance to earn academic credit for work "in the field."
P200 Intro to Archaeology
For most of human existence, there were no written texts. In order to understand this major part of the human past, archaeologists learn to “read” history by examining material remains and combining a variety of techniques, methodologies and theories. Through an examination of important archaeological places around the world we will review those methodologies as well as explore what kind of knowledge archaeologists can generate. We will investigate how archaeological methods and theories help us answer questions like: how pyramids and mummies help us understand Egyptian religion, how we know where the Vikings sailed; what Stonehenge had to do with ancient ideas about life and death, or why human sacrifice was practiced around the world. We will also consider the role the present plays in understanding the past, and alternately, how the past informs the present. Our textbook, “Strung Out on Archaeology” will take us through archaeological principles using, Mardi Gras, parades and beads as our primary example. In lab sections you will learn how archaeologists work by conducting an analysis on ancient materials from people who lived about a thousand years ago in Indiana. Your analysis will help us learn more about the history of Indiana before European settlement.
Format: there will be illustrated lectures, films, demonstrations and hands on lab exercises. Evaluations will be based on multiple choice midterm and final exams and weekly in class lab projects. There will be 2 short at home assignments where you will for the first analyze some modern garbage and in the second write up an archaeology of a campus zombie apocalypse!
P314 Early Prehistory of Africa
AFRICA is the birthplace of humanity, and the only continent where we can study a complete archaeological record from the very beginnings of stone technology.
Over 2.5 million years ago in Africa proto-humans discovered how to fracture stone and create sharp-edged tools. With this initial invention, a trail of our ancestors' litter and refuse began to accumulate on ancient African landscapes. Archaeologists have been able to study these stone tools and other traces of behavior as clues to the evolution of our species and the emergence of modern human ways of life. This course is called the "Earlier" Prehistory of Africa because it focuses on human origins and evolution in Africa during the Stone Age. We will explore:
Human Origins Archaeology: After an introduction to the continent and brief overview of the evolution of early hominin species, we will study case studies of the major early archaeological sites, and learn
how archaeologists use information from many different sources (primate behavior, carnivore studies, experiments) to learn about how Early Stone Age ways of life developed from the Oldowan through Acheulian times.
Rise of Humanity: We can recognize the beginnings of modern human biology and behavior very early in Africa. We will explore what Middle Stone Age and Later Stone Age sites reveal about ancient strategies for survival, and our evolution and cultural development as a species.
P361 Prehistory of Midwestern U.S.
This course examines the archaeologically developed histories of people who lived in the Midwest from the Paleo-Indian period through historic times. Long ago the Midwest was the most important place to be—it was the center of some of the most important and interesting cultural developments in pre-Columbian North America. It was in fact, home to North America’s first city and most complex pre-Columbian society. As we will explore, events centered in the Midwest had an impact on history across the continent, and through time. These events will be deciphered though an examination of the interactions of people, artifacts, histories, landscapes, ideologies, cosmologies, and technologies.
There is no text book required for this course. We will utilize readings from diverse sources (which will be posted on Canvas), as well as lecture, class discussion and film to fully develop our understanding of how Midwest prehistory helps us to understand the human experience.
Be prepared to occasionally meet at the Glenn A. Black Laboratory of Archaeology where we will enhance our understandings of past people by handling and considering ancient artifacts as we learn by immersing ourselves in the material culture of past peoples.
P407 Archaeological Curation
Glenn Black Lab Room
Curation refers to the preservation, documentation, and presentation of artifacts or objects in museums. Across the world, there are huge archaeological collections in need of care, rehabilitation, and interpretation. We will look at issues and concerns regarding curating archeological materials, and address current needs for better collections management. You will gain hands-on experience with the materials used in museums, conservation needs of different material types, culturally sensitive and informed curation methods, data management, digitization protocols, and research methods used for archaeological materials. You will get to take on a semester project related to archaeological materials from archaeological sites in the Midwest and do curation assessments that will require you to research and write accession histories, develop storage solutions, and create digital files using scanning and digital photography. You will then consider how to represent collections and materials to researchers and the public. We will also cover topics of legal responsibility for collections under U.S. Department of the Interior guidelines and the Native American Graves Protection and Repatriation Act (NAGPRA). We will look at prospects for the need for curators who have a command of both archaeological materials, and the practical and informatics-based understanding for the future of handling legacy collections. The course is structured so that the first 8 weeks includes intensive in-class workshops followed by scheduled time for supervised work at the Laboratory on your projects.
This course makes an excellent complement to ANTH-P 361. Prehistory of the Midwestern. U.S. because you will be able to get first hand experience working with materials that you learn about in the Midwest course.The class meets at the Glenn A. Black Laboratory of Archaeology at 423 N. Fess Ave. in Bloomington on Thursday afternoons from 2:30–4:45 pm.
B200 is an introductory course in biological anthropology, which is concerned with biological variation among contemporary humans, the place of humans in the natural world, and the evolutionary history of our species, Homo sapiens. It broadly considers the question of what it means to be a human from a biological and scientific perspective. This large endeavor requires diverse approaches: biological anthropologists study genetics, the fossil record of human evolution, non-human primates (the order of mammals to which humans are most closely related), and the biology of contemporary human populations. All of these are linked by evolutionary theory, which provides us with a way of understanding why and how human populations vary and why and how our species and its ancestors have changed over time. Evolutionary theory stresses the importance of the environment as the driving force that leads to biological change, and thus we will focus on human adaptations - both those that characterize Homo sapiens, and those that contribute to biological variation among our species.
First we will do an overview of evolutionary theory and basic genetics, leading up to the modern synthesis of Darwin's ideas and Mendelian genetics. We will then turn to an examination of human biological variation, including the concept of race, genetic adaptations and variation that derives from physiological plasticity. Next we will consider humans in relation to members of the primate order. We will finish with a review of the fossil record that documents the natural history of our species. The focus will be on the emergence of the key adaptations that characterize Homo sapiens: bipedalism and the large brain.
B301 Laboratory in Bioanthropology
This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.
B310 Bioanthropology: A History of Ideas
Intensive Writing Section
This is a course in the history of physical anthropology. We will discuss the emergence of this field as an academic discipline, emphasizing the careers of prominent scholars and their contributions to theory. This is also an intensive writing course. We will stress writing in a style appropriate to journals in anthropology and other social and biological sciences. You will write four short 5-8 page essays and a final paper. The final paper is a longer biography of a physical anthropologist active in the first half of the twentieth century. You will present this project orally to the remainder of the class during our final three weeks of class.
B370 Human Variation
This course explores the variation within and between human populations and individuals in anatomy, physiology, genetics, and behavior. Topics covered include biological concepts of race, and evolutionary processes acting on humans in the past, present and future to shape our body, genes and behavior. We will explore current hypotheses regarding human variation in a multitude of traits including skin color, body shape, blood type, response to stress, disease resistance, IQ, violent behavior, and sexual orientation, as well as explore the nature/nurture debate. Also discussed are the implications of anthropological data and theories for current and future human biological and social problems. The topics of this course involve profound questions facing our society, and revolve around quickly evolving science and technology. All course readings will be available online. Grades will be based on a midterm and a final exam, several short writing assignments, and a final project. This course carries CASE N&M credit.
B400 Evolution of Human Cognition
This seminar will explore questions surrounding the origin and evolution of important aspects of human cognition and behavior. Theoretical perspectives that apply an evolutionary perspective to understanding human behavior will be discussed and critically evaluated. These have historically been controversial, as have the research programs that they inspire. This class will explore how evolutionary perspectives have informed an understanding of where our behavior comes from, why we behave the way we do, and to what extent our behavior is or has been modifiable. We will also discuss what this research might mean, if anything, for society. Topics to be addressed will include: the history of attempts to apply an evolutionary perspective to human behavior, the concept of inclusive fitness, evolutionary models of altruism, human sexual behavior and mating strategies from an evolutionary perspective, modularity in cognition, mental disease from an evolutionary perspective, human brain evolution and evolutionary models used to explain it (e.g., language, sociality, dietary shifts, and other behavioral adaptations), archaeological evidence of human behavioral evolution, the importance of cultural evolution, and the complex interplay between evolved predispositions and learned behavior over evolutionary time. We will also explore the ideas of emergence and “complex adaptive systems” as applied to human behavior. Participants will have the opportunity to take an active role in influencing the direction of the seminar towards areas of their particular interest. The goal of the seminar will be to integrate research from many fields of inquiry. There are no prerequisites, other than an interest in understanding evolutionary perspectives on human behavior. The course is limited to upper level undergraduates and graduate students, or permission from the instructor.
B400 Mortuary Practices
This course is a seminar in the anthropology of mortuary ritual and the disposal of the dead. We will concentrate equally on ethnographic accounts of the great variety of mortuary practices and on applications of this body of information to interpreting the archeological record. Grades are based on class participation (50%), and on a final paper (50%).
A seminar depends on consistent, thoughtful participation each week from each person. You must come to class prepared to discuss the material we are reading. If participating in discussion is difficult for you, it will help to make notes in advance on issues you wish to raise. Each of you will be responsible for discussing sources that the other seminar members have not read. When we do individual reading assignments, each person will prepare a written summary of the item he or she has presented for distribution to other seminar participants. You will find that your colleagues in the seminar are quite helpful in finding resources for your research. Expect approximately 100 pages of reading per week. We will develop each-read and all-read assignments as the semester progresses and as each of you develops a topic for a research paper.
Your final paper should aim at a substantial, original review or analysis suitable for submission to an appropriate journal. Please meet individually with me to discuss a topic for the final paper before our third week of classes. A one-page prospectus of your project is due at our last meeting before spring break. Each seminar participant will present a summary of the project at our final class meeting during exam week. Written versions are due the last day of finals week.
Final papers should be prepared in the format of a suitable journal, for example American Anthropologist, International Journal of Osteoarchaeology, or Markers.
B400 Evolutionary Theory
This seminar focuses on the theoretical models that are the foundation for investigating the evolutionary history and adaptations of the human lineage and other primates. Topics include the action of evolutionary forces, concepts of adaptation and human adaptability, species and race concepts, life history theory, and reproductive ecology, among others. Emphasis will be placed on student development of critical thinking and reading skills, especially in the assessment of primary literature, and academic writing skills.
B400 Evolution Human Ecological Footprint
The current environmental crisis did not begin overnight and it likely has roots deep in our evolutionary history. Although the scale of our effects on the biosphere has only recently shown exponential growth, it is worth examining how we got to this point today. In this class, we will explore a series of threshold moments in the history our species that had great implications for the environment. Specifically, we will examine anthropogenic habitat destruction, biodiversity loss, pollution, and climate change over the past 200,000 years based on best available evidence. We will first examine the effects of non-human primates on the environment and environmental changes caused by the hominin lineage up to the origin of our species, we will then explore the effects of hunting and gathering, including the broad spectrum revolution, bushmeat crisis, and ideas of rewilding, and the effects of agriculture, including small-scale agriculture, colonialism, the Green Revolution, and GMOs, and we will end by examining our current industrialized global society. Current environmental issues resulting from exponential population growth and consumption, including a 6th mass extinction and anthropogenic climate change, will be discussed, as will potential future scenarios and solutions for the Anthropocene.
B400 Genetic Method in Anthropology
Enrollment in this course is by permission of the instructor only.
This course meets concurrently with the anthropology graduate course B525. It will cover basic methodologies associated with research investigations that relate genetics to bioanthropology. Principle areas include the theory and practice of Mendelian genetics, human genetics, molecular genetics, and population genetics, with a focus on their role within anthropological genetics. There will be an emphasis on microevolutionary processes that serve to explain current and recent genetic distributions and genetic structure of human populations. This course is organized into both seminar discussions of assigned readings and exercises, some of which will be carried out in class. In addition there may be some wet laboratory work, including opportunities to examine genetic variation among enrolled students (on a voluntary basis). In many cases, class will combine both lecture and seminar formats. Emphasis will be placed on developing a basic knowledge of anthropological genetics that will allow students to understand and evaluate publications in this field. Grades will be based on discussion participation, exercises, short writing assignments, and a final project involving genetic data analysis.
B464 Human Paleontology
Humans are the dominant primate on the planet now, but 20 million years ago our ape ancestors were hardly distinguishable from any of the dozen apes alive then. B464/524, Human Paleontology, aims to survey the fossil record beginning with the earliest primates but focusing on human ancestors from around the time of the great ape die-off around 10 million years ago and to the present. We will begin historically, by examining how scientists came to recognize fossils as ancient animals, and how they learned interpret them. The class will examine the course of human evolution and the evidence paleontologists bring to bear when interpreting morphology of our lineage, and the selective pressures that created it. We will examine the relevant fossils in detail, discuss basic functional anatomy and investigate the inferred behavioral ecology of fossil species. We will also study evolutionary theory, and what it can tell us about why humans evolved and why we're still evolving. In the course of learning the anatomy and chronology of critical fossils, students will learn why humans became bipedal, why we shifted from a principally vegetarian diet to one that includes animals, why we came to have large brains, and what the impact of tools and other technology has had on our bodies. B464 has four required labs and three exams, including a cumulative final exam. B524 students will be required to complete three additional labs and a term paper.
B466 The Primates
This is an upperclass/graduate level seminar targeted at graduate students and advanced biology, anatomy and anthropology undergraduate majors whose research interests include primate ecology, functional anatomy and primate social behavior. We will delve in depth into the evolution of primate feeding strategies, the evolutionary origin of primate morphology, the evolutionary and ecological bases of sociality, evolution of territoriality and primate phylogeny by working our way through J.G. Fleagle's Primate Adaptation and Evolution. Familiarity with primate taxonomy, socioecology and evolutionary theory will be helpful, but these subjects are covered in the text.
L200 Language and Culture
L200 The ability to learn and use language is an essential part of what makes us human. This course provides a general introduction to how anthropologists study language. In it you will examine how the languages that people speak reflect and reshape their cultural traditions, how categories of language are related to categories of thought, and how linguistic variation both reflects and helps shape identity categories such as gender, race, and social class. The work you will do for this course includes a series of problem sets that will provide you with hands-on experience in linguistic anthropological methods and analysis.
L204 Language and (In) Tolerance
This course explores the roles that perceptions of linguistic differences among groups and individuals play in intolerant behavior on the part of some segments of American society, and the corresponding roles that genuine understanding of these differences can play in promoting tolerance and guiding responses to intolerance. The course explores American attitudes toward differences in dialect, with particular attention to African American Vernacular English and its role in American culture. Other topics include American responses to speakers with foreign accents, linguistic aspects of the immigrant experience, the proper functions of bilingual education, the question of an official language for the United States, and the effects of language ideologies on the lives of minority groups in the US who speak non-standard English.
L400 Language Revitalization
This course carries S&H credit
It is now generally agreed that half of the world’s 6,000 languages will go out of use by the end of
the present century. This course investigates the social and cultural conditions that lead to language
shift and explores what can be done to maintain and revitalize threatened minority and indigenous
languages. We work with case studies that show how practical problems are being handled in
diverse linguistic communities. Students select a particular endangered language to focus on in
their own work and report to the class on language revitalization efforts in the community they have
E101 Sustainability and Society
Almost every day we hear news about degradation or pollution of the air, water, soils, forests, and other natural resources on which people and all living things depend for survival. What can we do to help create a sustainable world? We hear little about what can be done to mitigate or reverse these processes. For three decades, the concepts of sustainable development and sustainability have encapsulated these challenges and gained popularity across all sectors of society. This class will examine human-environment interactions at home and abroad, and explore the historical, economic, cultural dimensions that shape challenges and opportunities for ecological, economic and social sustainability. We will take an interdisciplinary perspective to explore these issues.
The course is organized according to three overarching learning goals. First, understanding the history of the sustainability concept and how to define it, and large issues affecting the planet, such as global environmental change and climate change, and the management of global commons. Second, understanding the role of population growth and consumption behavior on different resources, such as water, food, and fisheries, and the challenges and trade-offs of managing resources sustainably. Third, to critically examine different visions and proposed pathways for societal transformation to sustainability, including how we measure progress and wellbeing, and examining how to bridge the gap between conventional and sustainable pathways to development in different parts of the world.
The course is based on lectures and class activities. Assigned readings are required and necessary for participation in class.
E200 Social and Cultural Anthropology
“Social and Cultural Anthropology” explores the classic and contemporary issues, key theoretical concerns and methodological approaches that have shaped sociocultural anthropology as a discipline. The course does so with a focus on the theme of cultural globalization. It particularly considers how human movement and the circulation of popular culture have influenced the expression of sociocultural identity around the globe. The course is comprised of two sections. The first introduces some key concepts and related issues that are central to the discipline. The second considers some ways in which the forces of globalization have come to influence social life around the world. It does so with a focus on ethnography as a means of understanding the effects of cultural globalization on everyday experience, including in such areas as media, subculture, immigration, race, ethnicity, gender and religion. The course includes a final project intended to develop students’ appreciation of ethnographic research.
E300 Photography and Ethnography
Intensive Writing Section
Case A&H credit
In this course we will explore the place of photography in Anthropology, as primary data, as documentation for colonial projects, evidence of fieldwork, as material objects for museum exhibitions, and as works of art. We will discuss the relationship between photography and truth, art photography, ethnographic documentation, and the social and ethical practice of taking pictures. The course emphasizes visual as well as textual approaches to the material; and will include a variety of media including literature, films, Internet sites, exhibitions, and photography with the aim of learning to think critically about the media of representation and communication.
E300 Islam In and out of Africa
This seminar draws on the recent attention given to the so called threat of global Muslim networks in the popular media and in academic and policy making circles. To understand how to respond to these debates, students will be introduced to Muslim thought and practice in sub-Saharan Africa countries through ethnography and will come to understand the major differences between Sunnis and Shiites, Sufis and non-Sufis, and Islamist or reformist movements. In the first part of the course, students will learn about the place of Sufi Islam, to which the majority of West African Muslims belong, within the wider Muslim world. Students will consider debates over everyday, localized, historical practices and calls for reform based on textual interpretations. In particular, we will focus on debates concerning women’s practices, indigenous religions, and relations between Christians and Muslims. In the second part of the course students will be introduced to debates over migration, global Islam, the nation-state, security, and the US led global War on Terror in Europe and the United States. Students will be asked to think critically about how the media, academics, and policy makers frame debates about Islam’s relationship to and potential for war and peace.
E300 Tibet & the West
This course will look in depth at Western constructions of Tibetan culture and people in various sources and media, from Hollywood films, to video games, cartoons, comic books, and more. We will also look at the ways in which, throughout different periods of time and at the hands of different agents, “Tibet” has been constructed, invented, and deconstructed, as a site of identity, oppression, and resistance.
E300 Textual Ethnography Central Asia & Beyond
While participant observation remains the cornerstone of ethnography, literary, archival, and other written works are increasingly being utilized as primary evidence within the anthropological project. This course will hence offer an overview of scholarly works that trace the intersections between cultural production and the literary imagination. Rather than consider the literary elements of ethnography itself, we will strive to understand the disparate forms of social phenomena—both knowledge and practices—that arise from texts and textual practices. By examining the different theoretical, political, and ethical considerations of using the written word as ethnographic evidence, we will be able to shed light on the anthropological project as a whole. Particular attention will be paid to works based in Central Asia and the greater Islamic world.
E317 Ethnographies of Media Worlds
People are constantly talking about how media has changed the way we communicate, that mass media has radically altered how communities and nations are organized. In this class, we explore the assumptions that equate media and cultural change. What is it about media that has such a powerful effect on culture? This course will examine the challenges that focusing on the mass media – including technologies, production processes, content, and reception – present for studying cultures. The questions we will address include:
1. How do different communications media construct the boundaries of communities and how “community” is defined?
2. How do different media technologies construct or transform class, gender, and other power structures?
E338 Stigma: Culture, Identity & Abject
SB 131, BH 135
11:15am-12:30pm MW, 06:00-09:00pm M
Cultural value systems in every society rely on sets of mutually defining terms -- for example, normal/abnormal, able-bodied/disabled, heterosexual/homosexual, white/non-white -- that largely determine local attitudes of acceptance or ostracism regarding particular categories of persons. Focusing on social stigma allows us to understand how specific cultural value systems affect our most intimate senses of self, contribute to our very notions of personhood, and inform the ways in which we communicate and engage with others in the world.
Stigma theory speaks broadly to the nature of the social relationships that create marked categories of persons, regardless of which particular attributes are devalued. In this class we look both at theory and at particular cases of stigmatized persons (individuals & groups), as attention to the particularities of a given stigma keys us in to the cultural values that create and support it. Since stigmas do (eventually!) change over time, identifying strategies that have been effective in creating such change is a primary focus of the course.
The theoretical centerpiece of this course is Erving Goffman’s 1963 study Stigma: Notes on the Management of Spoiled Identity. We will read this text closely to appreciate Goffman’s insights, and attempt throughout the semester to update them (and the language he uses to convey his points) by applying his model to more recent historical and ethnographic case studies of stigmatized persons & groups. Our focus will be on the range and efficacy of the various strategies available for managing and/or defying stigma.
The role of the expressive arts -- including novels, short stories, films, and performance art -- in the live trajectories of stigmatized persons & groups will be explored as one popular strategy used to disarm the stigmatizing gaze. We focus in particular on artists and activists whose work addresses contemporary cases of stigma. Weekly screenings of landmark films in the fields of American studies, Disability studies, Prison studies, Queer studies, Gender studies, Women’s studies and India studies supplement regular class meetings; viewing these films is a critical part of the course.
E345 China Through Anthropological Eyes
This course is an introduction to the anthropology of modern China and the various cultures subsumed under the name China. We will look broadly at how China has been represented by various actors, including scholars, filmmakers, novelists, and officials. We will ask how these portrayals have been influenced by the history of East-West relations and how they in turn have shaped different understandings of China. The course will focus on the 20th and 21st centuries, with particular attention to the socialist era and recent decades. Course readings and films will encourage students to think critically about the categories and assumptions we bring to the study of China. The course is appropriate for all levels of undergraduates. Prior classes in Chinese studies are helpful but not required.
E383 A World of Work
Intensive Writing Section
How do you become a professional magician? What do you need to know to be a prison security guard? Or a lawyer, doctor or Bollywood movie producer? In this course, we look at the ways people learn how to do their jobs around the world. We explore how people develop the skills and social know-how for different jobs. This course aims to provide a solid foundation on which students can begin to confidently make cross-cultural comparisons of processes of joining a work force. We will focus on the question of how people learn when people are training and joining a workplace what they come to take for granted as cultural knowledge.
E398 Peoples & Cultures of Central Asia
A general anthropological introduction to the societies and cultures of the contemporary Muslim successor states of former Soviet Central Asia and the adjacent areas of Iran and Afghanistan --i.e., western Turkistan. Topics include ecology, ethnohistory and the structure of traditional subsistence strategies (nomadic pastoralism, sedentary farming, and urban mercantilism); social institutions (marriage, family, kinship, gender relations, identities and organization; religious beliefs and practices); and the assessment of socio-economic change and recent political transformations experienced by the peoples of this region under the colonial rules of tsarist and Soviet Russia, and the modern nation states of Iran and Afghanistan. The consequences of the collapse of the former USSR, more recently war on terrorism, volatile sociopolitical conditions and future prospects for the peoples of this region will be also critically examined. No special knowledge of the region on the part of students is presumed. However, a background in general anthropology would be helpful, but not necessary. The course will consist of lectures, discussion of the reading assignments, film and slide presentations.
Required Texts (some titles may vary):
Liu, Morgan Y Under Solomon’s Throne: Uzbek Visions of Renewal in Osh. (2012)
Schimmel, Annemarie Islam: An Introduction. (1992)
Shahrani, M. Nazif The Kirghiz and Wakhi of Afghanistan: Adaptation to Closed Frontiers and War. (2002)
Zanca, Russell Life in a Muslim Uzbek Village: Cotton Farming After Communism (2011)
E421 Food and Culture
11: 15am-12:30pm TR
In E421 Food and Culture, we will investigate systems of food production, trade, and consumption. We will take a cross-cultural and historical perspective on the development of cooking and cuisine to understand today’s food movements in the U.S., internationally, and globally. We will relate cuisine to modernity, migration, and forms of cultural mixing and remixing. Students will come to understand how people use food--as well as language and symbols about food--in contemporary performances of everyday life. They will do original research on how food communicates values; advances social ends; and expresses individual, group, and national identity, including race, class, and gender.
The course is discussion based and requires original fieldwork at local food-related sites, including restaurants and farmers’ markets. Texts include theory (e.g., Barthes, Levi-Strauss), field-based scholarship (e.g., Counihan, Clark, Robinson), and media and journalism (e.g., Soul Food Junkies, Jiro Dreams of Sushi, Food Inc., magazines, memes, advertisements).
Major projects will include an exam, field-based analysis, and a critical account of food within a communicatively significant system. The successful student will come away with an understanding food’s communicative importance in the U.S. culture as well as cross-culturally and internationally; tools for analyzing food and culture; practice applying theories and methods of anthropology; and original research findings on the significance of food in culture.In addition, each student will identify and complete readings related to each week’s class topics that are also relevant to his/her scholarship and complete those in a timely fashion.
E422 Native American & Indigenous Media
02: 30-03:45pm TR
This class explores the poetics and politics of mediated communication in Native American and other indigenous groups around the globe. First we will consider dominant groups’ representations of colonized peoples, beginning with the first American “best seller” from the 17th century, as well as native responses to those representations. Then we will study the expression of indigenous experience and identity in a range of media, including film, radio, books and the Internet. We explore both the artistic and the politically strategic levels of these mediated works to help us understand the ways indigenous people make use of multiple mediated venues to build community, critique society, and express individual viewpoints. We will explore the effects of both sadness and comedy in the context of history and culture.
E437 Power & Violence in Ethn Perspective
Above Class is a Service Learning Course
Course Description: Different political systems are founded and maintained by varying combinations of overt violence and more subtle workings of ideas and ideologies. Through cross-cultural case studies, we will explore the diverse ways people learn to be human in relation to broader political and economic systems. The course will examine how coercion, persuasion, consensus, and dissent operate in and through the performances of everyday life. In so doing, we will ask: How does domination become internalized, such that people willingly submit to it and actively reproduce it? What are some of the ways that opposition and dissent operate in the everyday lives of ordinary people? What constitutes resistance, and in what ways is it connected to power? In what ways is power bound up with forms of knowledge?
We approach political systems ethnographically – that is, in terms of how people themselves experience, interact with, talk about, and help to shape the wider social orders in which they live. We will be interested in how relations of power are performed, be it in daily interpersonal encounters, in the crafting of collective stories, or through more encompassing orders of authority and discipline. For example, we consider arrangements of bodies in physical space, gender ideologies, economic divisions of labor, ethnic or religious identifications, and cultural displays as sites where individuals may experience, incorporate, or resist broader organizations of power.
We begin the course by looking at how power operates in non-state-based social orders. We then turn to the modern nation-state as a particularly powerful form in which power operates. Topics we may explore include state-based logics; colonial states; the current neoliberalizing world order; and the limits to and excesses of state-based forms of power (for instance, as occurs in genocide or apartheid).
Throughout the semester, we will build a conceptual vocabulary for thinking about the workings of power. We inquire into both material and conceptual dimensions of power. A key goal of the course is to enable students to think with theoretical concepts applicable to a wide range of settings.
This is a service-learning course that includes an ethnographic project that you will carry out at your placement site. Placement sites may include Shalom Community Center, Girls Inc., Monroe County United Ministries, Mother Hubbard’s Cupboard, or Head Start. The required service commitment is 20 hours, to be spread evenly over the course of the semester.
COLL Topics Courses taught by Anthropology Faculty:
C104 People and Animals
In this course, students explore how other cultures have addressed relationships between people and animals, using archaeology, ethnography, historical texts, and literature. We consider how people's interactions with animals are varied and unique across cultures and through time, and how anthropologists specifically have tried to address these issues. Course topics includes food and identity; hunting and herding; domestication; pets as companions; symbolism in art and culture; use of animals as laborers, in captivity, and on display; origins of the American conservation movement; ethics of medical research; animals as pathways of disease; and human interactions with living primates. This course includes contemporary examples from across the globe, as well as historical examples in Native North America, Native South America, and Southeast Asia. The course is interdisciplinary in focus and introduces students to perspectives on human interactions with animals within anthropology, anthrozoology, archaeology, biology, zoology, history, and the humanities. Discussions sections include discussions, debates, and hands-on laboratory components. As a critical approaches class, students will ask why animal domestication occurred on some continents but not on others. They will ask why dogs are or were sacred in China, cattle in India, and primates in Bali. They will question the validity of the opinions of various stakeholders involved in American buffalo ranching and in wolf re-introduction in the contemporary western U.S. This course will be a gateway to a College education by helping first- and second-year students to understand how universities (Indiana University) organize knowledge within multiple disciplines (anthropology, history, biology, critical studies). We will help put the students in a position to choose a methodological/critical approach within different disciplinary discourses revolving around the topic of anthrozoology. For example, student will read and evaluate very different case studies. By taking methodologies from several books, students will be encouraged to emphasize commonalities and disparities across time and space in the ways people of the New World revered or honored or consumed different animal bodies.
This course will appeal to students interested in anthropology, archaeology, ethnography, ecology, conservation, zoology, animal behavior, medical sciences, and animal welfare. It has broad appeal for anyone interested in the different ways that people and animals interact and perceive of each other in a cross-cultural context. In some cultures, there is a definite separation or boundary between people and animals and in others this boundary is more fluid. There isn't anything inherently different about the animals; it is the human condition that leads to different scenarios involving the natural world around them. Students will gain a better appreciation of this wide diversity and be able to critically evaluate the role of animals in human societies through time and place.Students will learn that the relationships between people and animals in any particular culture can be seen as a metaphor for the ways that people treat each other and how they relate to the world around them. They will learn about different subsistence strategies around the world, how to identify hunter-gatherers, farmers, and herders, and how to interpret the archaeological record (animal bones) to determine subsistence strategies in the past. They will see how people's long-term relationships with animals caused some animals to be domesticated thousands of years ago, a process that continues today. They will see that animals were not domesticated in all contexts, and discuss why that may be. They will discuss the benefits of animal domestication within different kinds of societies, and how to recognize if an animal has been domesticated by examining differences in behavior and morphology. They will learn that some of these domesticated animals became something more than beasts of burden or food resources, as some smaller mammals (dogs and cats) provided people with other perhaps non-tangible life benefits. The way this process happened in different cultures and with different animals will be explored in relative perspective. They will learn that there are psychological benefits to having animals around as well. They will learn that just as people in western society became less likely to see animals in the world due to industrialization and urbanism, children started playing with facsimiles of the real things (books and children toys) and visiting them in artificial surroundings (zoos). They will see the ways animals enter our lives today in shared motifs and symbols that have antecedents to the past but are also unique in contemporary society. They will discuss the role of animals in the spread and transmission of disease, and how this is a cultural as well as biological construct. They will end by considering the relationships between people and their nearest biological neighbor (non-human primates) and how these relationships may be the same or differ from other animals in the animal kingdom.
C104 Chocolate: Food of the Gods
Cacao (Theobroma cacao), whose name means "food of the gods," enjoyed a long history in the great civilizations of Mesoamerica, immortalized in art and iconography and traded as a luxury good, long before it became the New World's gift to the Old. Europeans quickly became as captivated by it as were the Maya and the Aztec: introducing the custom of chocolate parties; drinking chocolate in place of daily tea; and consuming it in the form of bars, pastilles, as ices, and as an ingredient in main dishes and desserts. It moved from a luxury item consumed by the aristocracy to an inexpensive treat for the masses in the solid forms created by Van Houten, Lindt, Cadbury, and Hershey. Now, it has once again become a "luxury" item in the form of designer chocolate and Fair Trade chocolate while it remains one of the most popular "food groups" with the continued and expanded production and consumption of Hershey bars, Cadbury biscuits, M&M's, and hundreds of other confections.
Some of the topics in this class will include the history of chocolate, the political economy of its production and marketing, its appearance in literature and art, the social life of chocolate, its preparation, the romantic and erotic aspects of chocolate, the great chocolate producers (Hershey's, Cadbury's, Mars, and Lindt), the fine art of chocolate (luxury chocolate producers), Fair Trade chocolate, new markets and new producers.Readings will include a biography of Milton Hershey, a general history of chocolate, information about the great chocolate growers, and articles on marketing chocolate from growers to consumers.
C104 Rise and Fall of Ancient Civilizations
About 10,000 years ago, human societies in specific areas across the globe and on separate continents began to undergo a series of major transformations. In each case, small groups of hunter/gatherers settled into the world's first farming villages. From these villages emerged bigger towns, and eventually large and complex urban civilizations. How and why did these changes take place in different parts of the globe at roughly the same time? What can the similarities and differences in each case tell us about the processes of culture change? What do cycles of rise, expansion, and collapse say about the inevitability or likelihood of such changes occurring in all human societies? We will address these questions through an introductory survey of ancient civilizations in five regions: the Near East, Egypt, and the South Asia in the Old World, and Mesoamerica and South America in the New World. We will focus primarily on the Sumerian, Egyptian, Indus, Maya, Aztec, and Inca civilizations. Lectures, readings, and discussions describe and compare these civilizations, and consider the ways in which human choices, environment, technology, trade, warfare, religious beliefs, and other phenomena shaped their growth and decline.
As part of this discussion, we will read Jared Diamond's "Collapse" and will consider the benefits and dangers of looking to ancient societies as object lessons in what we should or should not do in the present. Popular accounts have tended to focus on the ultimate demise of these civilizations, without recognition that each of them outlasted our own by many, many centuries. This is especially important as we face the challenge of trying to figure out how best to ensure the success of our own globalized civilization well into the future. Do these examples expose true weaknesses? How have scientists responded to these accounts? Are there fundamental differences between what happened in the past and what happens now? How can an anthropological understanding of past civilizations improve upon contemporary decisions? What does it mean to be sustainable in the present or a failed or successful society in the past? How does holding up ancient examples as failures create problems for the still-living descendant populations of these ancient civilizations and for our understanding of sustainability?
This course will introduce students to the ways in which major issues in archaeology are investigated and debated. Students will be encouraged to consider multiple viewpoints and controversies in order to arrive at their own conclusions. By examining competing points of view, students will learn about the challenges of creating arguments based on archaeological data and will learn how to differentiate between fact and inference. In written assignments, quizzes, in class small group work, and discussion sections, students will be asked to develop their own interpretations, engage in active debates about controversial topics, and construct arguments using archaeological data.
CMCL Classes that converted to ANTHROPOLOGY
As of Summer 2015, all IUB Communication and Culture (CMCL), Journalism (JOUR), and Telecommunications (TEL) classes have converted new subject codes. Most JOUR and TEL courses are now listed as MSCH courses. CMCL courses moved into four distinct categories: African American and African Diaspora Studies (AAAD), Anthropology (ANTH), English (ENG), and Media School (MSCH). Below for easy reference are the CMCL courses that now have ANTH numbers. (You may also view the full course conversion list.)