| | 02 | TBA | | TBA | Baitzel | No Final | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Bauernfeind | No Final | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Childs | No Final | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Dan-Cohen | No Final | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Frachetti | No Final | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Gildner | No Final | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | No Final | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kidder | No Final | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Lester | No Final | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Milich | No Final | 10 | 0 | 0 | | |
| 18 | TBA | | TBA | Mueller | No Final | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | No Final | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Strait | No Final | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Woldekiros | No Final | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Wroblewski | No Final | 5 | 0 | 0 | | |
| 28 | TBA | | TBA | Shearer | No Final | 5 | 0 | 0 | | |
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| | Description: | This course offers a critical perspective on the field of humanitarianism-the humanitarian ethos or desire to help those in need as well as the humanitarian norms and practices that guide such interventions. What does it mean to help others, and why (and when) do people choose to do so? When is helping others a moral imperative? Why are some lives saved while others are left to suffer? The course introduces the historical, legal, and political foundations of humanitarian response and investigates into the practices, contexts, and effects of humanitarian intervention. Course content will critically examine humanitarian interventions amid medical, environmental, and conflict contexts and inquire into humanitarian temporalities, spaces, politics, ethics, and care. |
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| | Description: | Mind, Body - two words that seem intuitively clear, yet conceptually ambiguous. In the history of Euro-American thought, mind and body have been separated, opposed, reconnected and put into generative friction within and across disciplines. Cross-culturally, the distinction between "minds" and "bodies" is not universally relevant. This course will start with an introduction to the history of anthropological thought on embodiment and consciousness, in conversation with adjacent disciplines (transcultural psychiatry, gender and sexuality studies, philosophy). The second part of the course is dedicated to the anthropological study of phenomena challenging current mind/body theorizations and methodologies. Our empirical focuses include altered states of consciousness (trance, psychedelia, other-than-human encounters), empathy, somatization and functional disorders, S/M and the aesthetics of pain. Special attention is paid to the integration of traditional and multi-modal ethnography, namely haptography and the technology of touch. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Canna | Paper/Project/Take Home | 30 | 0 | 0 | | |
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| | Description: | How we study, interpret, present, and preserve the past is never isolated from broader concerns in society. In the currently polarized environment, the meaning of history and cultural heritage has taken on an unavoidable salience in political discourse. What is at stake is the ability to set the terms of conversations about national identity, cultural patrimony, illicit antiquities, war, and natural resource extraction, among many others. This course therefore addresses three questions: (1) how do archaeologists study politics in the past, (2) how does archaeological knowledge figure into politics (3) how is the creation of knowledge about the past inflected by present-day politics? To answer these questions, we will engage with a range of exemplary case studies that reveal the breadth and depth of the ways that scholars have examined the political in archaeology.
Central themes in this course will concern archaeological methods and theory for studying ancient polities and political action in the past, conflict within and between polities, the use and abuse of archaeological knowledge, archaeology and nationalism, colonialism, the political economy of archaeological fieldwork, labor in and as a subject of archaeological research, archaeology and public policy, as well as archaeology as a form of political action.
We will confront numerous challenging topics, with the perspective that archaeology is far from a dusty esoteric pursuit, but rather a terrain of meaningful struggle between experts, funders, stakeholders, descendant communities, state bureaucracies, institutions, and a range of publics. Students will gain an in depth understanding of both how archaeologists have valuable knowledge to contribute to the study of politics as such as well as the political issues facing archaeology in the world today. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Mueller | Paper/Project/Take Home | 50 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Baitzel | No Final | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Bauernfeind | No Final | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Childs | No Final | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Dan-Cohen | No Final | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Frachetti | No Final | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Gildner | No Final | 0 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | No Final | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kidder | No Final | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Lester | No Final | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Milich | No Final | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Mueller | No Final | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | No Final | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Strait | No Final | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Woldekiros | No Final | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Wroblewski | No Final | 5 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Baitzel | No Final | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Bauernfeind | No Final | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Childs | No Final | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Dan-Cohen | No Final | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Frachetti | No Final | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Gildner | No Final | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | No Final | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kidder | No Final | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Lester | No Final | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Milich | No Final | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Mueller | No Final | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | No Final | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Strait | No Final | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Woldekiros | No Final | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Wroblewski | No Final | 5 | 0 | 0 | | |
| 28 | TBA | | TBA | Jacobsen | No Final | 5 | 0 | 0 | | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Hores | Paper/Project/Take Home | 50 | 0 | 0 | | |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Prang | Paper/Project/Take Home | 30 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Baitzel | No Final | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Bauernfeind | No Final | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Childs | No Final | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Dan-Cohen | No Final | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Frachetti | No Final | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Gildner | No Final | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | No Final | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kidder | No Final | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Lester | No Final | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Milich | No Final | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Mueller | No Final | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | No Final | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Strait | No Final | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Woldekiros | No Final | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Wroblewski | No Final | 5 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Baitzel | No Final | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Bauernfeind | No Final | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Childs | No Final | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Dan-Cohen | No Final | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Frachetti | No Final | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Gildner | No Final | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | No Final | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kidder | No Final | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Lester | No Final | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Milich | No Final | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Mueller | No Final | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | No Final | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Strait | No Final | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Woldekiros | No Final | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Wroblewski | No Final | 5 | 0 | 0 | | |
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| | Description: | This course covers advanced readings and topics in social theory and explores the contemporary application and development of social theory in cultural anthropology, the interpretive social sciences, and the humanities. Engaging key theories and thinkers, we examine their relevance for understanding the complexities of power, culture, and society in today's global world, as well as medicine, citizenship and inequality, the body and experience, among others. This course is designed for graduate students, with advanced undergraduate students admitted by permission of the instructor. |
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| | 01 | ---R--- | 2:30P-5:20P | McMillan / 101 | Gustafson | Paper/Project/Take Home | 12 | 0 | 0 | | |
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| | Description: | Use of GIS is rapidly becoming standard practice in anthropological research. This course will introduce students to the basic theories and techniques of GIS. Topics will include the application of GIS in archaeologial survey and ethnographic research, as well as marketing, transportation, demographics, and urban and regional planning. This course will enable students to become familiar not only with GIS software such as ArcGIS, but also the methodologies and tools used to collect and analyze spatial data. Students will gain expertise engaging with data situated across a number spatial scales, from households, communities and cities to landscapes, nation-states, and global phenomena. Students will need to work on their own laptops, but no software purchases are necessary.
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| | Description: | The reason for the beginnings and spread of food production during the early Holocene in so many parts of the world is one of the most interesting questions in archaeology. It now seems likely that there are many different pathways to domestication. In Africa, there is a record of up to several million years of human existence as hunter-gatherers before some human populations adopted food production. Domestication of plants and animals about 10,000 years ago resulted in fundamental changes in human societies. It provided the basis for the increase in settlement densities, specialization and social stratification, and general decrease in mobility and dietary diversity, characteristic of non-hunter-gatherer societies in the modern world. In this seminar, the class will explore the phenomenon of domestication, and the spread of food production, surveying the evidence for manipulation and domestication of plant and animal species by prehistoric peoples in Africa. We will focus on how and why domestication occurred, and factors that influenced its spread, and interactions between late hunter-gatherers and early pastoralists, and intersections with complex societies of the Nile. We will also look at the contributions of Africa to understanding pathways to food production world wide. |
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| | Description: | This course critically explores the past and present struggles of Native Americans against white settler colonialism. We trace connections between U.S. domestic policy and imperialist ideologies, politics, and violent war from the United States to the Philippines to Latin America and the Middle East. By reading work by Native American and non-Native scholars, writers, and activists, we will consider how issues of race, class, gender and sexuality, violence, policing and militarism, nature, education, language, and sovereignty are intertwined with coloniality, forms of anti-colonial resistance, and the making of decolonized futures. Readings will be interdisciplinary, drawing on anthropology, history, politics, and literature. Students will develop research projects through case studies of their choosing. |
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| | 01 | -T-R--- | 11:30A-12:50P | McMillan / 101 | Gustafson | Paper/Project/Take Home | 15 | 0 | 0 | | |
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