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Department of Anthropology College of Arts and Sciences
One Discipline, Four Fields

Graduate Courses

FALL Semester 2015-16


GENERAL ANTHROPOLOGY

A403 Introduction to Museum Studies
Kirk (6995)
MTHR 110
2:30-3:45pm TR

Above course carries Graduate credit

This course provides a general overview of the museum profession, with particular emphasis on museums in American society. The first half of the course explores the history and organizational structure of museums; the second half examines museum functions—artifact acquisition, conservation, research, exhibition, and education.

Although the class is not restricted to students seeking careers in museums, it does serve as the first step in the training needed by aspiring museum professionals. Students who have completed the course will be prepared to enroll in more advanced course such as A408/Museum Practicum, or to take advantage of other opportunities for experience in museum work.

A406 Fieldwork in Anthropology
Tucker (2423)
Arranged
Arranged

Fieldwork designed and carried out by the student in consultation with faculty members.

A408 Museum Practicum
Jackson (2424)
Arranged
Arranged

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 museum personnel and the course instructor, Professor Jason Jackson, director of the Mathers Museum of World Cultures (jbj@indiana.edu or phone 812-856-1868).

Students interested in arranging practica at the Mathers Museum should visit www.mathers.indiana.edu/MMWCPrac15.pdf for detailed information regarding a specific practicum. Practica may involve collections research, 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.

If you wish to arrange a practicum at a museum other than the Mathers Museum, 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 submit a copy of the supervisor's statement of permission to Professor Jackson when you request authorization to enroll.

A495 Individual Readings in Anthropology
Tucker (2425)
Arranged

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."

A521 Internship-Teaching Anth
Robinson (2427)
C2 272
09:05-11:25am F

This seminar is designed to help graduate students become more effective teachers and to spark ongoing interest in the intellectual challenges and possibilities that teaching presents. Faculty work in higher education includes both research and teaching, and this course will assist you in excelling at both. Fortunately, teaching is a career that you can do well with at the start and also improve on throughout a long career. In this way, it can parallel your development as a scholar and writer, and, indeed, your teaching and research can inform each other in exciting ways as you become more expert in both.

In this course, we will become familiar with the demands of an academic career and with current prescriptions for and critiques of higher education today, as well as with strategies for effective teaching and student learning. In A521, we will approach teaching and learning as culturally-embedded practices that are responsive to longstanding and shifting traditions, narratives, controversies, and expectations, as well as ones implicating cognitive structures. The course is designed to introduce students to basic instructional techniques (designing a course, leading discussion, evaluating students, etc.), within a framework that examines the disciplinary, political, and cultural implications of those techniques. The course also situates our field within the modern university and provides guidance for developing a teaching portfolio, introduces students to contemporary pedagogical theory, and encourages students to interrogate all of these ideas and practices within the context of the courses they are teaching currently.

Because no single course on pedagogy can be exhaustive, our seminar will serve as an introduction to three main topics: the context of higher education, teaching tools we can use, and politics and identity we want to consider in making pedagogical decisions. We will use these topics to work toward our central goals: to build foundational instructional knowledge, to develop a critical relationship between scholarship and teaching, and to represent our pedagogy to others.
Readings include: texts on demographics in university education and their intersections with teaching and learning, the contemporary landscape of higher education institutions, learning theories and taxonomies, critical pedagogy, lesson planning, and learning assessment basics.
Assignments include: a class observation, 4 short papers reflecting on pedagogy, 2 discussant presentations, and a statement of teaching philosophy.

G599 Thesis Research
Tucker (6498)
Arranged
Arranged

Above section for Master’s students only who have enrolled in 30 or more hours of graduate coursework applicable to the degree and who have completed all other requirements of the degree except the thesis or final project or performance.

A800 Research
G901 Research
Tucker (2428, 2436)
Arranged

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ARCHAEOLOGY

P600 Cultural Resource Management
Alt (33866)
SB 050
11:15am-01:30pm T

Cultural resource management (CRM) is a public-oriented aspect of archaeological research. Many archaeologists do CRM work at some point in their careers, and it represents the majority of archaeological research done within the United States. In this course we will explore the decision-making process that archaeologists use in providing for the preservation and conservation of prehistoric and historic sites, structures, and artifacts. Topics covered include the legal and ethical issues surrounding the management of cultural resources, project design and budgets, project implementation, National Register nomination and review procedures, and CRM as a research focus. Students will gain an understanding of field methods and procedures used in CRM, the research potential of CRM, and the possibilities for applying archaeological methodology to solve problems encountered when cultural resources are impacted by land development. Students will do practical, hands-on projects and simulations.

P600 Historical Arch: Working for A Living
Sievert (33978)
GL 101
09:30-10:45am TR

Historical Archaeology takes you into North America’s past at the point of contact with European cultures when culture contact, rapid change, population movement, and fluctuating power relations escalate. Relations established early on change rapidly as ever-increasing immigration, technological innovation, industrialization, civil war and organized labor changes the way Americans work and live.

Historical archaeology is particularly suited to looking at the archaeology of domestic life and work in an array of contexts that include social relations among African Americans, American Indians, European colonists, immigrants, and their descendants. Historical archaeologists can also examine professions that are poorly documented, either because they are illegal (think prostitution, bootlegging, and smuggling) or so commonplace that few write about them (think 1950s housewife, or 1890s family farmer). We will look at how work for enslaved people differed from that of freedmen by peeking beneath the surface of plantations. We’ll look below the streets of Oakland and Deadwood to see Chinese immigrants who worked in the west a hundred years ago. We’ll look at how communal societies such as the Shakers, whose mantra “hands to work; hearts to God” guided their lives, as they crafted special spaces still visible on the landscape and labor-saving devices still in use today. Company towns, boarding houses, tenements and urban backlots all give up their memories of work and living in the U.S.

P645 Pots and People
Alt (33867)
SB 050
11:15am-01:30pm R

Pottery has long been made, used, and conceived of in many different ways. Because of the relationships between pottery and people, pottery has often been utilized to help us understanding past societies. The main goal of this class is to provide broader theoretical and practical understandings of handmade ceramics. In this class you will gain an appreciation of pottery; why it has been so important to archeologists because of what it might mean to and about different people who have made and used it. You will also gain insight into some of the methods and theory utilized to evaluate pottery. You will be introduced to some of the methods of pottery analysis although this course is not meant to teach pottery analysis, rather an appreciation of what it is we analyze and why.
In this class we take an archaeological and anthropological approach to understanding how people make, use, and think about pottery. We will test how pottery is constructed by making our own pots from wild clays and we will use traditional ceramic pots to cook a meal. To put this experimental portion of the class into context we will consider theories of materiality and style and we will read and discuss ethnographic examples of how people in different parts of the world made, used and conceived of pottery.
Clay will be provided. Students must be prepared to attend pottery firings that will occur outside of the classroom.

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BIOANTHROPOLOGY

B301 Laboratory in Bioanthropology
AI (2430)
SB 060
08:55-10:45am MW

Above section carries Graduate Credit

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.

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.

B301 Laboratory in Bioanthropology
AI (10985)
SB 060
06:50-08:40pm MW

Above section carries Graduate Credit

Same content as above B301 section.

B466 The Primates
Hunt (30614)
SB 332
04:00-06:15pm W

Above class approved for Graduate Credit

Fleagle's Primate Adaptation and Evolution is an upperclass/graduate level seminar meant for advanced bioanthropology undergraduate majors and graduates with a research interest in primate behavior and ecology. In this class we will work our way through John Fleagle's "tour de force" Primate Adaptation and Evolution over the semester. Among the issues Fleagle addresses are the evolution of primate feeding strategies, primate functional anatomy, the evolutionary and ecological bases of sociality, evolution of territoriality and primate phylogeny are covered in the text. Familiarity with primate taxonomy, socioecology and evolutionary theory will be helpful. Anthropology B368/568 is a prerequisite. Grades will be awarded on the basis of discussion, attendance and an exam.

B512 Evolutionary Medicine
Vitzthum (33047)
SB 251
01:00-03:15pm TR

Above class meets first eight weeks

Evolutionary medicine is the application of modern evolutionary theory and evolutionary history to understanding human health and illness. This approach to health stresses the ultimate or long-term evolutionary causes of disease (and our responses to disease threats), in contrast to the emphasis that biomedicine places on the proximate or immediate causes of disease.

We will begin by reviewing the fundamentals of evolutionary theory and major events in human evolution. Concepts such as phylogenetic history, genetic mechanisms of change, natural selection, adaptation/adaptability, the environment of evolutionary adaptedness (EEA), and “mismatches” (evolutionary, life history) will be covered. The utility of the comparative approach and data (cross-species, cross-population, across time) used by anthropologists will also be covered.

This will be followed by an overview of major events in/characteristics of human evolution, which includes evolutionary processes that occurred well before the emergence of our species but that currently impact our vulnerability to disease. Thus adaptations related to breathing/swallowing, bipedalism, the large brain, reproduction, lactation, among others will be discussed. We will then consider the transition from a hunting and gathering lifeway to agriculture and both the adaptations that occurred in the post-agricultural period that contribute to human biological variation and health (hemoglobinopathies, lactase persistence) as well as points of “mismatch” that might contribute to contemporary disease patterns. Twentieth century changes to our environments (dietary, physical activity, infectious disease exposure) will also be considered in this light. Finally we will discuss non-heritable adaptations (i.e. plastic responses such as fever or iron-sequestering) that shape our response to health threats.

Students will read the primary literature in evolutionary theory, human evolution, and evolutionary medicine specifically and develop an appreciation for the relevance of evolution to understanding contemporary issues in human health and disease. We will also explore and critique current popularized health movements that purport to be based on evolutionary approaches (e.g. “Paleo diets”, “Cross-fit”-style exercise programs, etc.). Thus throughout the course we adopt a biocultural perspective that highlights the interactions between human cultural behavior, evolutionary biology, and disease.

B545 Nutritional Anthropology
Wiley (30622)
MO 103
09:30am-12:00pm W

This course will take a biocultural approach to the study of diet and nutrition. We will explore the biological and material basis of diet and the biological consequences of dietary choices, and how these are also related to cultural variability in food use. The course will start with an overview of basic concepts in nutrition, including methods that anthropologists use to assess dietary intake and nutritional status. We will consider contemporary critiques of nutrition in the context of the U.S. dietary environment, the role of diet in human evolution, how diet may contribute to biological variation among humans, and the adaptive significance of food processing. We will then consider how foods have become globalized, and how political, economic, and cultural factors influence nutritional outcomes (e.g. under- or overconsumption) and the construction of food and nutrition policies related to those outcomes.
*this course fulfills the requirements for a nutrition course for graduate students in the Anthropology of Food concentration

B600 Primate Behavior: Jane Goodall Legacy
Hunt (14062)
SB 332
04:00-06:15pm T

In Chimpanzee Behavior we will begin with 2 weeks of lecture on chimpanzee behavior in which we will examine the social structure of chimpanzees, including personal relationships between chimpanzees, patterns of aggression, dominance relationships, and societal structure. There will be an exam on this material. Two meetings will be spent discussing two classic descriptions of chimpanzee behavior by Jane Goodall, In The Shadow of Man and Through a Window. The remainder of the semester will devoted to reading scientific literature produced by Goodall herself and by her colleagues. Among the issues we will cover are feeding behavior, sexual behavior, communication, language studies, association patterns, grooming relationships, mother-infant interactions, reproduction, locomotion and posture, hunting, tool use and ranging behavior. A term paper will be required. Grades will be assigned based weighted equally on discussion attendance/participation, the exam, and the term paper.

B600 Language Evolution
Schoenemann (31202)
SB 060
01:25-03:40pm W

This course will survey research and theories concerning the origin and evolution of language. This question has been approached from many perspectives, including linguistics, evolutionary psychology, anthropology, computer science, and philosophy. Typically, the evolution of language (the human communication system) is seen as separate from the evolution of languages (e.g., Spanish from Latin). The first is seen as a problem of biological evolution whereas the second is seen as an example of cultural evolution. However, an evolutionary perspective suggests that these two are not independent: cultural evolution in humans has played a major role in driving biological evolution. Therefore, we will also discuss aspects of how languages change historically, to see what this might predict about the origins and evolution of language itself. Specific topics we will cover may include: What is language and how does it work? What is historical linguistics and what can it tell us about language change? Is language properly thought of as an adaptation, that evolved by natural selection? Do other animals have language, or can they be taught to? What can the fossil record tell us about language evolution? How have the language centers of our brain changed during human evolution? Did our brain evolve to fit language, or did language evolve to fit our brain? How have people explored language evolution through computer modeling?

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LINGUISTIC ANTHROPOLOGY

L510 Elementary Lakota (Sioux) Language I
Parks (30801)
SB 138
4:00-5:15pm MWF

This course is the 1st in a four-semester sequence designed to introduce students to the language and culture of an American Indian people, the Lakota (Western Sioux) of North and South Dakota. Study is designed around an introductory Lakota language textbook, weekly lessons, tape recordings, and readings on Lakota culture. The course requires both oral and written exercises (inside and outside the classroom), and will teach both speaking and reading.

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SOCIAL-CULTURAL ANTHROPOLOGY

E321 Peoples of Mexico
Royce (30653)
SB 150
09:30-10:45am TR

Mexico: After Canada, Mexico is the United States’ most important trading partner in terms of exports and imports; After Tokyo, Mexico City is the biggest city in the world with more than 21 million people; Mexico, with 112 plus million people, ranks #eleven in the most populated countries in the world; Before the Spanish came to the New World, Mexico had three of the world’s greatest civilizations--the Maya, the Aztec, and the Zapotec, a population of about 25 million living in cities and rural areas, with trade networks that connected the entire country, arts, astronomy and mathematics, a complex calendrical system, religions and a priesthood, sophisticated laws, courts and judges; Mexico’s indigenous population today is 11% of the total and represents some 60 different groups.

Behind these facts, lie the stories of Mexico’s people--who they are, what they do, what their dreams are. We will learn about the lives of Mexicans living in the second largest city in the world. We will follow the story of the Zapatistas as they seek justice and land and we will look at similar movements of resistance and strategies for political reform. The old stories of indigenous belief, art, and survival will teach us about Mexico’s indigenous peoples. Individual stories of emigrating to El Norte will help us understand better the realities of immigration and its effect on people of both countries.

Stories of ingenuity and imagination, of change and continuity, of family and community, of becoming an active partner in globalization while recognizing ancient roots--these are the paradoxes of contemporary Mexico.

Course requirements will include:
*short paper on Day of the Dead
* midterm examination.
*class participation
*a final examination

E527 Environmental Anthropology
Brondizio (12571)
SB 060
11:00am-01:10pm W

Environmental anthropology is the general designation for the anthropological investigation of human-environment relationships. This field brings together interests in local, state, and global nexuses, ranging from resource management to environmental values and religion; environmental cognition and perception to global climate change. This rainbow of foci is the product of discussion, debate, and interdisciplinary cross-fertilization over the last 100 years, in the course of which paradigms have risen and fallen and that witnessed a changing social, economic and cultural milieu with respect to both the practice of anthropology and the nature of human-environment relationships.

This graduate seminar will discuss environmental approaches in contemporary anthropology by unfolding the storyline of the field. We started by discussing the formative period of the field in the early 20th century and the related theoretical-methodological debates, which led to the evolution of Cultural Ecology and later Ecological Anthropology. At different time periods three important trends developed -- one dominated by an ecosystem-oriented approach, one by a political economy-oriented approach, and the other by a symbolic approach. These approaches developed with different degrees of overlap into different fields of contemporary inquiry which we will overview during the seminar: Ecological Anthropology, Political Ecology, Institutional Analysis, Historical Ecology, Ethnobiology, and Symbolic Ecology. The second part of the seminar focuses on a sample of current themes in human-environment interactions more broadly and beyond Anthropology, including climate change, the Anthropocene, development issues, market and environmental valuation, among others.

E600 Sem on Islam & Pol in Central Asia & ME
Shahrani (10987)
WH 204
04:00-06:30pm R

This seminar critically examines, from anthropological perspectives, relationships between the development of political institutions and articulations or manifestations of political ideals and practices in Muslim societies in general and those of Central Asia and the Middle East in particular. We will pay close attention to: 1) the explanations of the successful rise of Islam as a universal religion in Arabia as well as the paradigmatic and historical significance of the formative period of Muslim politics (i.e. the era of the Prophet's rule in Medina and those of his Righteous Khalifs or Khulafa-i Rashidun) on later periods, especially the modern era; and 2) to focus on the (dis)continuities of styles and strategies of Muslim political discourse (e.g. adaptationism, conservatism, Mahdism, Islamist modernism to Islamist radicalism/jihadism) in changing historical contexts. In particular, we will discuss 19th and 20th century Muslim responses to the challenges of European colonialism, experiences of nation-state building, the looming crises of governance in the Muslim Middle East, and prospects for the post-Soviet Muslim states of Central Asia since 9-11-2001 and the impact of the so called War on Global Terrorism, in these regions and beyond.

The first part of the seminar will consist of readings and discussions of essential background materials (theoretical, historical & ethnographic), and will include critical evaluations of a number of case studies on Central Asia and the Middle East. The second part will involve discussion of student project presentations.

Required Readings (some titles may vary):
Articles:
Asad, T.         Ideology, class and the origin of the Islamic State. Economy & Society. 9(4), 1980
Asad, T.         Anthropological Conceptions of Religion: Reflections on Geertz. Man (NS), 18, 1983. Aswad, B.      Social and Ecological Aspects in the Formation of Islam. In Peoples and Cultures of
                            the Middle East, Louise Sweet, ed. 1970.
Geertz, C.      Religion as a Cultural System. In The Interpretation of Cultures. 1973
Wallace, A.    Revitalization Movements. American Anthropologist, 58, 1956.
Wolf, E.         The Social Organization of Mecca and the Origins of Islam. Southwestern Journal of                              Anthropology, 7(4), 1951.
Books:
Afsaruddin, Asma          First Muslims: History and Memory Esposito, John          Islam and Politics Ghazali, Imam Abu Hamid M. Nasihatul Muluk (Book of Counsel for Kings)
Hajib, Yusuf Khass        Wisdom of Royal Glory (Kutadgu Bilig): A Turko-Islamic Mirror for Princes. McGlinchey, Eric            Chaos, Violence, Dynasty: Politics and Islam in Central Asia
Volpi, Frederic               Political Islam: A critical reader
White, Jenny B.             Islamist Mobilization in Turkey
Wickham, Carrie R.        Mobilizing Islam: Religion, Activism, and Political Change in Egypt

Course Requirements:
A critical written report of the reading assignments for each week (about 2-3 double spaced typewritten pages) highlighting the most significant points (positive and negative) about the authors' approaches (theoretical, conceptual and methodological) in the text(s). These brief weekly review should include at least one question which you would wish to ask the author(s) for the purposes of class discussion and are due at 12:00 noon on Wednesdays of each week before the class meetings on Thursdays and to be shared via e-mail (or Oncourse website for the course) with others in the class. Students are also expected to actively participate in class discussions, lead at least one class discussion, make an oral presentation of their term projects, and submit a term paper on the term project. For the term project you will have two options: First) write a paper based on further independent reading and research on a topic of your choice complementing the themes of the seminar—i.e., elaborations on the contributions of significant author(s), schools of thought or movements in Muslim Central Asia and the Middle East of any time period covered by the seminar. Second) a review essay consisting of: 1) critical reading, detailed assessment and synthesis of all required readings for the seminar highlighting common themes and important theoretical, conceptual or methodological contributions addressing specific question(s) by the authors to the study of Islam and politics; and 2) serious and reasoned reflection on how the theoretical, conceptual, methodological and substantive issues covered in this seminar will (or will not) be useful to your own specific topics or fields of research interests and why. The term paper and the essay should be about 20 typed pages (double-spaced) and due in hard copy form in my office/mailbox in the CEUS Department main office–Goodbody Hall 157/147 or 236. 50% of the course grade will be based on the weekly written reviews of the readings, oral presentation and class participation, and the other 50% on the final project paper.

E600 Peoples and Cultures of Central Asia
Shahrani (30723)
BH 209
09:30am-10:45am TR

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)

E600 Sufism
Trix (10986)
SB 138
01:00-02:15pm TR

This course explores the rich traditions of Sufism through anthropological and historical perspectives. We study Sufi communities, sources of mysticism in Islam from the time of the Prophet, the Sufi path, Sufi saints and their writings, Sufi Orders and their ritual and artistic forms. We analyze the roles Sufi communities have played in societies in the past, and the roles they play in Islamic societies today.

E621 Food and Culture
Wilk (12572)
SB 140
01:25-03:40pm W

Food seems to be on everyone's minds these days. Anthropology has a long history of studying how foods are produced, traded, processed and consumed in cultures around the world. We ask basic questions about why some things are good to eat (like sheep) and others are not (for example, dachshunds ). The course will give you a good sample of the way anthropologists think about food, some glimpses of how other cultures eat, and some critical tools for thinking about our 21st-century cornucopia of food.

E644 People and Protected Areas
Osterhoudt (30750)
BH 137
10:10am-12:25pm M

From tropical rainforests, to urban playgrounds, parks and protected areas have long been used to promote environmental conservation and the protection of endangered species around the world. Yet, parks are also often sites of historical, political and cultural conflict. This course draws from examples from around the world, including Africa, Latin America, and the United States, to examine the social and cultural dimensions of parks and protected areas. Topics we will cover include cultural ideas of nature and wilderness, the “park versus people” debate, community-based conservation, ecotourism, and new, emerging models for conservation and development.

E648 Power, Subjectivity & the State
Friedman (30759)
SB 050
03:35-05:50pm T

This seminar will explore the relationships among culture, power, subjectivity, the state, and governing practices more generally through close readings of theoretical and ethnographic texts. We will examine how different theoretical approaches (for example, Marxism, structuralism, post-structuralism, practice theory, and feminism) have defined and analyzed these contested terms. We will study how the meanings and mutual imbrications of these concepts have changed over time. How do cultural beliefs and outlooks organize the production, distribution, and even definition of power? How are power and subjectivity mutually constitutive, infusing individual desires and everyday practices? How do states structure power relations, define subjectivity, or shape cultural attitudes and expectations? How do neoliberal governing practices work through state apparatuses and/or bypass them entirely? Building on insights from Marx and Engels, Gramsci, Althusser, Bourdieu, Butler, Foucault, and Agamben, we will examine how theory and ethnography work in tandem and, at times, in productive tension. Students will be asked to evaluate and use these theoretical frameworks in relation to their own research.

E660 Creativity and Collaboration
Royce (30767)
M2 110 (Mathers Museum)
01:25p-03:40p F

How artists create, whether in performing, visual, or literary arts, is one of the perennial questions for anyone interested in the arts or humans at play. Relationships between technical mastery and the ability to create and innovate; the notion of "inspiration" and its origins or development; the challenge of working with someone else, especially one who does not share the same technique or background--all these have been the subject of scholarly inquiry as well as modes of exploration on the part of artists. Collaborative play or creativity is more recently examined but may be central to both the generation of new forms and ideas and a sense of communal responsibility. We will look at these concepts through the examples of the collaborative play philosophy of the Pilobolus Dance Theatre; the collaborative creative efforts of Diaghilev's Ballet Russes; the relationship of knowledge and innovation in Irish music sessions; how partners improvise in the tango and how they connect with the music, the pottery traditions of related women in the pueblos of the American Southwest; communally-made objects in the Mathers Museum collections, the role of film and photography in framing the arts, and other examples that come from the interests and experience of the class participants. Wherever possible, we will observe/participate in offerings available in the Bloomington area. These will include the Lotus Music Festival, exhibits at Pictura Gallery, IU Cinema films, and workshops for the class with artists, musicians, dancers, and photographers. This is a class that relies as much on practice/ doing as it does on reflection/thinking. Students’ final projects may be a research paper or a work of art in performance, literature, or visual art.

E674  Anthropology of Human Rights         
Sterling (30775)
SB 050
09:30-11:45am  MW

Above class meets 2nd Eight Weeks

Anthropologists have been increasingly concerned with the conflict between “cultural relativist” respect for local culture and the notion of “universal” human rights. With this key issue in mind, “The Anthropology of Human Rights” investigates the discipline’s theoretical and practical engagements with global social justice. The course examines a number of documents and theoretical texts central to the development of the notion of human rights. In light of these works, it explores several studies oriented around such historical and contemporary human rights issues as colonialism; refugees’ experiences; indigenous people’s, women’s and children’s rights; genocide; and development and corporate transnationalism. The course supplements assigned readings with interdisciplinary, documentary, and other material.

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HISTORY OF ANTHROPOLOGY

H500 Hist Anth Thought in the 19th and 20th Centuries
Gilley (2437)
PY 113
04:00-6:15pm W

This course is designed to introduce graduate students to the disciplinary foundations of socio-cultural anthropology from the late 19th century to roughly the beginning of the 1970s. We will concentrate on various paradigms that dominated anthropological thinking from within the US and Europe. The course focuses both on disciplinary personalities, the intellectual contexts they were writing in, and major theoretical orientations. We will undertake a "genealogy of knowledge production" in our approach to the transformation of ideas through time and link them to contemporary concerns in Anthropology and related social sciences. This course is a broad introduction to the field and necessary precursor to Anthropology E500, which emphasizes contemporary theory since the 1970s.

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