Fall 2007 Courses

This introductory course to anthropology positions it as a discipline with key concepts for understanding diverse ways of life, with special insights into our global contemporary situations.  The course also fulfils the American Cultures course requirement, focusing on the global formation of American society and culture. 

Human society is constantly being destabilized and re-formed through engagements with diverse flows of populations, commerce, mass culture, technology, and politics.  No country or culture is cut off from transnational links and influences.  This class stresses the picture of America as "a nation of immigrants" rather than  "a stand alone nation," a land that is an open global system rather than a fortress under siege.

Where possible, the recent work of Berkeley faculty will be used to illuminate the transnational nature of contemporary problems of living in diversity.  Key anthropological concepts of kinship, gender, ethnicity, race, and class-- as ideas and as practices -- will be explored in overseas and American communities.  A focus on the dynamic and transnational processes of identity-making suggest constant revisions in what it means to be "American," as well as to be human, today.

Required Books (all paperback)
TEXT : Conrad Kottak, Mirror for Humanity (5th edition)
Margaret Mead, Coming of Age in Samoa (Samoan & American teenagers compared)
Aihwa Ong, Buddha is Hiding (Cambodian Immigrants to California)

This freshman seminar is designed to explore various approaches to the topic of humor, particularly as humor reflects and reinforces social boundaries--gender boundaries, ethnic boundaries, national boundaries, class boundaries, boundaries of friendship, and the like.  We will examine (1) the sources of humor; (2) types of humor (jokes, riddles, teasing and banter, verbal dueling, among others); and (3) the impact of humor on both individuals and groups.  Although humor is intrinsically lighthearted, it invariably reflects deep-seated social and psychological concerns.  This is the main message of this course.

This seminar will introduce students to works that consider the ways that African-Americans worked towards creating their own freedom from enslavement-through their family and cultural lives, through their economic and political lives, and through outright resistance to racist policies of the United States (north and south alike). The seminar is intended to provide a complementary set of readings to the "On the Same Page" program selection, Garry Wills' Lincoln at Gettysburg. Our readings will draw upon works written by archaeologists, historical anthropologists, and first-person narratives (oral histories). Professor Wilkie says, "I would like to see students who are not afraid to talk about race relations in a frank and open way, no matter how they self-identify; the peoples of Africa have contributed much to the cultural life and heritage of all those who consider themselves to be part of "American" society, and I want this course to contribute to students' appreciation of that heritage and legacy, and for students to take away a better understanding of how the aftermath of race-based slavery continues to shape our lives today." This seminar is part of the On the Same Page initiative.

In this seminar we will consider the question, "Has feminism changed science?"  from two perspectives: 1) we will take the question more-or-less at face value and review several fields of science, ranging from anthropology/archaeology/biological anthropology to  physics, and see if, and in what ways, the practices of the field have been influenced by feminist critiques of science and feminist issues of the past 3+  decades. This will necessarily involve our consideration of feminist thought, and especially feminist critiques of science; and 2) we will approach this question as an example of the anthropology or social studies of science and technology.

Human beings are members of a lineage of African Apes, and yet we are physiologically, mentally, and behaviorally highly divergent, as well as vastly more variable, when compared with our phylogenetic close cousins, or indeed any other species. How did this arise in evolution? What were its antecedents? What does this mean for the much-debated concept of "human nature?" How do the complex interwoven threads of cultural, physiological, and evolutionary influences interact to bring about this uniquely emergent suite of behavioral patterns and propensities?
This course provides an introduction to the biological and evolutionary background of human behavior and cognition. It will survey efforts to reconstruct the evolutionary context of cognition and social behavioral of human ancestors using data from hominid paleontology and studies of living primates, especially the social behavior and cognition
of great apes. It will also introduce and scrutinize theories that endeavor to articulate an evolutionary basis of human behavior and culture, including sociobiology, behavior genetics, behavioral ecology, evolutionary psychology, cultural evolution (e.g. memetics), and co-evolutionary theories of bio-social interaction. These will be further analyzed in the context of their consistency with current information on gene expression, brain function, and behavioral development.

Prerequisites: Anthropology 1 (or equivalent introductory background that includes exposure to evolutionary biology, hominid paleontology, primate behavior, and human physiology)                

Syllabus

A new course co-taught by Professor Paul Rabinow and Professor Jay J. Keasling (Chemical Engineering, Director of Synberc). This course deals with synthetic biology, covering at a minimum the basics of this new field.  www.synberc.org
We will examine synthetic biology within a frame of human practices, with reciprocal emphasis on ways that economic, political, and cultural forces may condition the development of synthetic biology and on ways that synthetic biology may significantly inform human security, health, and welfare through the new objects that it brings into the world.

Students will work in small groups on specific topics: biosecurity, biofuels, intellectual property, how this new field will contribute to shaping our understanding of humans and their environment. 

Limited to 25 students.     Pre-requisite: Basic understanding of molecular biology

This course explores the diversity of primate (including human) anatomy with a particular emphasis on functional morphology, adaptation, and evolutionary change.  The course is roughly divided into three parts.  After a brief course overview, we examine the anatomical and general behavioral characteristics of each major class of primate (prosimians, New World monkeys, Old World monkeys, and apes).  In the next section, we discuss issues of adaptation and evolutionary processes and then examine the functional morphology of major regions of the body.  We explore topics ranging from dentition and diet to gait and the origin of bipedalism.  Finally, having developed a familiarity with the anatomy of living primates, we examine the fossil record of human and non-human primates.

Requirements: This is primarily a lecture and discussion course, although there may be times when we examine some osteological specimens directly.  Reading and lecture comprehension are assessed through frequent worksheets, two short quizzes, and two exams.  The worksheets are meant to help students focus and identify particularly significant points within the assigned texts.  There are a few times (noted in the course schedule) when students are expected to come to class prepared to discuss particular articles.  Because each class meeting is relatively brief, the midterm exam is divided into two smaller tests to be taken over two days.  In addition, students prepare a short research paper

Research Project: The paper may be written on any topic related to primate anatomy (including human anatomy and paleoanthropology).  The purpose of the research project is to familiarize students with the process of literature research, including the use of primary source material, and the structure of a scholarly text.  However, unlike the typical term paper, this paper will be written in a series of small stages over the course of the semester.  Each stage of the process (e.g., creation of the bibliography) will count toward the final project grade.  The point of this is to emphasize the process of writing rather than the graded end-product. The project must be based on 4 articles from peer-reviewed journals (although additional sources may be cited if needed).  Examples of useful source journals include Journal of Human Evolution, American Journal of Physical Anthropology, and Evolutionary Anthropology (all of these are available in the Anthropology Library or on-line through the proxy server).  The four articles must have some topic in common, and must have been written by at least two different groups of authors (you will want to look for contrasting viewpoints). 

Texts:
Ankel-Symons, F.  2007  Primate Anatomy (Third Edition) Academic Press:  New York. 

Whitehead, P, Sacco, W. K., and S.B. Hochgraf  2005  A photographic atlas for physical anthropology.   Morton Publishing Company:  Colorado.   (Note:  this is sold unbound with three-hole punch.  Also – do not buy the short version, it is quite different)

There will be some additional readings, all of which will be available on B-space.

This upper division undergraduate course in critical medical anthropology explores humans as simultaneously biological, social, cultural, and symbolic beings. It is concerned with questions of theoretical and applied significance, and with research that is of relevance to medicine and the biological sciences as well as to anthropology. Therefore, this class is suitable for majors in anthropology and related disciplines and for pre-med students. The course provides a comparative perspective on the body, illness, disability, and other forms of human affliction, and on healing in societies ranging from highland New Guinea, central Africa, Asia, Brazil, Europe and the United States. Biomedicine is treated as one among many efficacious systems of medical knowledge, power, and healing. Lectures will treat topics including sorcery, witchcraft and magic; the efficacy of symbols; the relations among mind, body, self and society; the cultural shaping of emotions, pain, suffering; madness and civilization; the impact of gender, class, and race in disease; the social meanings of illness; power/knowledge and medical practice; the political economy of sickness and of health in global perspective. Medical anthropology provides a critical lense on the ways that people (as individuals and as populations) live, suffer, sicken, and die. It explores paths towards reaching a goal of -- if not 'health for all' (the utopian WHO premise) at least, "less death for the many." Part I introduces the field of medical anthropology through an anthropology of the mindful body; Part II deals with the personal, social, cultural, moral, spiritual and political meanings and experience of illnesses, suffering and death; Part III deals with global health, medicine, and human rights: poverty, hunger, sickness, epidemics, and premature death in industrialized and in so-called 'developing' world ending with a unit on medicine and human rights and a manifesto for 'liberation medicine' via the engaged research, doctoring, and political vision of the anthropologist / physician, Dr. Paul Farmer.

Requirements: a midterm, a final exam, weekly brief critical reaction papers in response to the assigned readings and two 8- 10 page field research assignments (the first, an illness narrative; the second, a mini health ethnography or a 10 page library research paper) and active participation in a discussion group.

Required Reading:

A Class Reader of Selected Articles.

Books:
John Berger and Jean Mohr, 1997 .A Fortunate Man: the Story of a Country Doctor. N.Y.: New York: Vintage International Edition.

Joan Didion. 2006.  The Year of Magical Thinking. New York: Vintage  

Matthew Gutmann 2007.   Fixing Men:  Sex, Birth Control, and AIDS in Mexico  University of California Press

Tracy Kidder. Mountains Beyond Mountains: Healing the World. The Quest of Dr. Paul Farmer. New York: Random House

Shirley Lindenbaum. Kuru Sorcery. 1979. Mayfield Publishing

Oliver Sacks. 1984.   A Leg to Stand On. New York: Touchstone

Nancy Scheper-Hughes 1993.  Death without Weeping: The Violence of Everyday Life in Brazil. University of California Press.

Susan Sontag.   Illness as Metaphor New York: Vintage 

One of the most diverse environments in the world hosts rich, intriguing continuity in its history of human life.  With occupation beginning sometime before 12,000 years ago, we have evidence for social and ritual complexity in the archaeological record dating before 2000 B.C. (B.C.E.). The ebbs and flows of in the range of cultures throughout the region up until today, displays opposites of rich well preserved tapestries on the coast from 600 B.C. to impoverished foragers surrounding saline lakes in recent times.

This course follows the evolution of pre-Hispanic and hispanic society in the Andean region of South America. The lectures and readings emphasize political, economic, social and cultual processes in the development of the major Andean civilizations. Particular attention will be paid to causes of the early states along the coast of Peru, the development of major social and political regimes in the highlands, how the political and economic systems of the later empires were based on earlier social structures.  We will investigate how several societies reacted to the large and small changes, as reflected in the elaborate ritual imagery encountered in the archaeological record.  The traditions of Chavin, Nazca, Moche, Tiwanaku, Wari, Chimor, and Inka will be presented. In addition we will study the archaeological sequence to see what we can learn from this long temporal perspective as it informs modern political issues.

In this course, we will read at least four fictionalized accounts of life in Ice Age Europe, many written by anthropologists and/or paleontologists. We will use these novels as a way to probe into not only what we think we know about this topic--from archaeological, paleoecological and fossil evidence, and from ethnoarchaeological and anthropological research--but also how these data and lines of evidence are used by the authors. We will explore the role and place of narrative and imagination in the constructions of the past, how these not only derive from but simultaneously inform research, and the "success" of each author in expanding, challenging, and constraining our understandings. Students will read not only the novels but a variety of other materials on the Ice Age humans of Europe. We will study stone tools, settlement data, paleoenvironments, material culture and art, and the fossil evidence, as well as the ethnography of hunter-gatherers.

Students will have one midterm 5-7 page essay ( 20%);  two take home Final Essays ( 35%), and 10%  for participation. Students will each participate in one student-designed and implemented group/panel presentation and subsequent evaluations of one's panel and of other panels (35%). 

Anthropology 2 or an equivalent course on the methods, theories and concepts of archaeology is a strongly preferred pre-requisite.

The prehistory of the Pacific Islands begins with the entry of modern humans into Australia and Melanesia more than 40,000 years ago. In later phases, it included the dispersal of humans to the most remote places on earth, including Easter Island. This course surveys recent developments in Pacific Islands archaeology and prehistory, including: evidence for Pleistocene settlement of Australia and Melanesia; the dispersal of the Austronesian-speaking peoples; development of complex chiefdoms in Polynesia and Micronesia; prehistoric exchange systems; adaptation to island ecosystems, and human impact on island environments; and other topics. The approach taken is that of holistic anthropology and historical anthropology. Thus, although the course draws primarily from archaeological evidence, the contributions of historical linguistics, comparative ethnography, and biological anthropology will also be reviewed.

Prerequisites: There are no prerequisites, although Anthro 2 is strongly recommended, as a working knowledge of archaeological concepts and methods will be assumed.

Required texts: P. Kirch, On the Road of the Winds: An Archaeological History of the Pacific Islands Before European Contact. University of California Press.

Course Website

This course attempts to shed new light on the stereotypical images of the traditional Japanese culture and people through archaeological analysis. Specifically, the aims of the course are twofold. First, it shows how recent archaeological discoveries can change conventional interpretations of Japanese history. Particular emphasis will be placed on changing lifeways of past residents of the Japanese islands, including commoners, samurai (the warrior class) and nobles. Second, the course aims to discuss the implications of these archaeological studies on our understanding of Japanese identities. Class lectures will be supplemented by slides of excavation scenes and artifacts, and videos.

The majority of archaeological case studies discussed in this course falls into the category of "historical archaeology," which is defined as the study of excavated remains from periods associated with written documents. This is in contrast with prehistoric archaeology, which deals with periods with no written documents. In the case of Japan, historical archaeology started as the study of early historical periods, namely the study of tombs and temples from the Nara (A.D. 710-794) and Heian (794-1192) periods. However, as archaeologists became more interested in the relationship between material culture and human behavior, they have begun to excavate remains from later periods, including the Medieval period (1192-1600; this includes the Kamakura, Muromachi and Azuchi/Momoyama periods) and the Edo period (1600-1868). Questions that will be addressed in the course include the following:

1) How can excavations of early historical palaces and Kofun tombs shed new light on political struggles described in early historical texts?
2) How can studies of medieval and Edo period ceramics and other trade goods help us understand the expansion of market economy, as well as the interaction with other countries in Asia and Europe?
3) What can archaeologists tell about the health and hygienic conditions of medieval and Edo period people from demographic and pathological studies of skeletal remains?
4) How did the mortuary practice of the Japanese people change over time, and how were the practices related to religious beliefs?
5) What were the lifeways of samurai and commoners, including their foodways, clothing and housing?
6) Where did the Ainu people (an ethnic group who has lived, and still live, primarily in Hokkaido, and whose cultural and linguistic traditions are different from those of the Honshu or "Mainland" Japanese) and their culture come from, and how did the relationship between the Ainu and the central Japanese state change through time?

Prerequisite: None. Although this is an upper division course in anthropology, freshmen, sophomores and students in non-anthropology majors are also encouraged to take this course.

Ceramics are the most enduring of human-made material found in archaeological sites throughout the world. Archaeologists bring a wide range of techniques to bear on understanding archaeological ceramics, and use them as evidence to address an equally wide array of questions. Fundamentally, all archaeological research on ceramics is based on assumptions about how the material behaves, and how human use of the material was likely organized in the past. This course is designed to introduce students to the technology of pre-industrial ceramics in sufficient detail to allow them to understand archaeological analyses and participate in basic descriptive research on archaeological assemblages containing pottery. We will read and discuss key publications that establish some of the widely accepted directions for research, and debate the utility of some less-traditional approaches.

Course requirements: will include in-class participation in a variety of activities (leading discussions of specific readings, participating in discussions in other formally defined roles, taking part in hands-on exercises individually and in groups) and completion of a multi-stage lab project. Completion of the lab project will require a minimum of the scheduled 3 hours of lab per week.

Course format: Three hours of lecture/discussion and three hours of laboratory per week.

Prerequisites: Anthro 2 or consent of instructor.

This course provides a practical introduction to contemporary museum approaches to exhibition design, with particular application to the design of exhibits that represent cultural heritage.  Both the theory of museum exhibit design and practice will be considered. Three hours of lecture-discussion per week, and four hours of design studio.

There are three basic requirements for this course: (1) participation in discussion of readings; (2) completion of exhibit review assignments; and (3) work on a final exhibit design project. 

(1) Discussion of readings: students will sign up to prepare a summary of one of the assigned articles beginning with those assigned for week 4. Those students not preparing summaries for discussion will be expected to develop discussion questions and post them in advance on the course website. In-class discussions will build on both the summaries and the questions. 40 points of the course grade will be based on reading, presenting, and discussing assigned works (20 points for the summary and representation of the author's viewpoint in discussion, 20 points for discussion questions and participation during the course of the semester).

(2) Museum exhibits are practical exercises that are easy to criticize but difficult to actually carry out.  Exhibit critiques are a useful way to think about how the goals of an exhibit dictate choices in design.  A second requirement for the course is the completion of a comparative exhibit review exercise in week 7 (20 points). A preparatory exhibit review assignment will be completed in week 1 (10 points).

(3) The remainder of the course grade will be based on completion of a single, common project, the design of an on-site interpretive center for an archaeological site. It will involve studio work sessions supervised by the course GSI. Each student will complete an independent project assignment (10 points) contributing to the joint project. The remainder of the grade for this project will be based on a combination of peer-grading (ranking the participation of your own classmates on a 3-point scale) and grading by the teaching staff (20 points total).

Prerequisites: Anthro 2.

Description available soon

This course traces the development of ethnographic film from its beginnings at the turn of the 20th century to the present. In addition to looking at seminal works in the field, more recent and innovative productions will be viewed and analyzed. Topics of interest include the role of visual media in ethnography, ethics in filmmaking, new developments in digital technologies, and the problematic relationship between seeing and believing. Requirements include film critiques, periodic examinations, and a final project or film proposal. Anthropology 138A is a prerequisite for the production class in the Spring (Anthropology 138B).

Globalization, however it may be understood, has brought back the old problem of reason and religion as a new question. Religion is an old topic for the discipline of anthropology, which, being a child of science and reason, has recently challenged its own intellectual foundation. This class will revisit the modern conception of religion, and examine its basic categories with reference to the changing world of our time. Three domains of inquiry will occupy our attention. First, we will review the anthropological studies of religion, especially its treatment of so-called "primitive mentality." Second, we shall examine the idea of democracy in relation to religious practices, and try to build up a comparative and yet historical understanding of the problem. Finally, we will question "the spirit of capitalism" with regard to different cultural systems of belief in order to get a better sense of our world today.

Required Texts
Jaspers, K. 1962[1957]. Socrates, Buddha, Confucius, Jesus. Harvest.
Durkheim, E. 1965[1912]. The Elementary Forms of Religious Life. Free Press.
Toquueville, A. de. 2000[1835, 1840]. Democracy in America. Chicago.
Dumont, L. 1980[1966]. Homo Hierarchicus. Chicago.
Weber, M. 1974. The Protestant Ethic and the Spirit of Capitalism. Allen and Unwin.
Geertz, C. 1968. Islam Observed: Religious Developments in Morocco … Yale.
Bellah, R. N. 1970. Beyond Belief: Essays on Religion in … Harper and Row.

Cross-listed with Lesbian, Gay, Bisexual and Transgender Studies C147B

An introduction to social theory and ethnographic methodology in the cross-cultural study of sexuality, particularly sexual orientation and gender identity. The course will stress the relationships between culture, international and local political economy, and the representation and experience of what we will provisionally call homosexual and transgendered desires or identities.

In the contemporary world different systems of knowledge, philosophies and techniques of the self, understandings of normality and pathology, illness and healing, are increasingly engaged in a dialogue with each other in the lives, on the bodies, and in the imagination of people. The terms of this dialogue are often unequal and painful, yet they are also productive of new subjectivities and new voices. It is the task of a renewed psychological anthropology to study and reflect on these processes. Topics to be covered in this class include new forms of the subject and ethics at the intersection of psychical/psychiatric, political, and religious processes and discourses; ethno-psychiatry, psychoanalysis, the psychology of colonization and racism; anthropological approaches to possession and altered states, emotion, culture, and the imagination, madness and mental illness. The specific stress will be on the stakes of anthropology of the psyche today, for an understanding of power and subjugation, delusion and the imagination, violence, and the possibility of new forms of life.

The 20th century was dominated by utopian visions of how to achieve a happy future society. Artists in competing social systems -- capitalist, communist, fascist and others -- played a central role in the development of these utopian visions. In the beginning of the century futurists, constructivists, and other avant-garde artists believed that the purpose of art was greater than autonomous pursuits of beauty and aesthetics. They aspired to involve art in the construction of the new society and the New Man. However, these sincere experiments contributed to the creation not only of the most liberating and progressive ideals and values but also to the most oppressive regimes and ideologies. At the same time, even the most vile political regimes of the century inspired some of the most remarkable works of art that expose the best and worst that art can achieve. Many artistic movements that developed in these diverse modern contexts, under each other's influence, came to incorporate stark contrasts of good and evil, serious and ironic, rational and absurd. Because of the unpredictable and changing nature of art forms and strategies, 20th century art offers excellent ethnographic material to discuss many issues that are central for the understanding of art in general: what is the nature and purpose of art; what aspects of art are good and bad; what can art achieve at its best and destroy at its worst; what is beauty; what is artistic freedom; what is an artist's role and responsibility in the society; what is the relationship of art to ethics and power, etc? This course grapples with these questions by focusing on the transformations of artistic forms and the role of artists in Europe and the US from an anthropological, rather than art history, perspective. Treating art forms, artistic writings, and details of artists' lives as ethnographic material the course questions what they can tell us about the cultural, social and political forces that dominated the century and continue to shape our lives today.

The study and interpretation of religion has been qualitatively transformed by contemporary critiques of modernity and enlightenment philosophy. In a dramatic turn of events, after two hundred and fifty years of radical critique against religion it is today enlightenment rationality that finds itself under withering intellectual scrutiny. With a considerable dose of self-examination, anthropologists have been authors and important contributors to this turn and this course will bring students into the middle of anthropological efforts to reconsider both those social differences we term "religious" and the intellectual basis for their interpretation. We will pay particular attention to anthropological categories such as the sacred, fate, prohibition, sacrifice, the dead, divinity and possession, so as to explore the limitations and new potentials of ethnography for describing and understanding religious experience. In the second part of the course, these terms of inquiry will be turned and refashioned to bring them into resonance with contemporary political and social concerns. We will focus on the transformative potential of radically different modes of organizing thought so as to reconsider received ideas about social life, nationalist politics, and the relation of people with the material world. Our principal frames of reference will be the French enlightenment, Hegelian philosophy and Marxist politics, post-structuralist critiques of Euro-American philosophy and modernity, post-colonial critiques of Euro-American epistemologies and politics, "classical" and contemporary ethnography, "nomad sensation," and students' own contributions and engagements with our readings.

This course focuses on how all of us construct notions of difference--racial, ethnic, gender, sexuality, class and nation--through folklore. By examining how a wide range of genres are used in both enforcing social boundaries and hierarchies and challenging the official discourse and institutions that attempt to shape us, the study of folklore forms and analytic approaches provide tools for understanding our world and attempting to transform it. The course project turns each student into a contributor in the field of folklore by collecting traditional knowledge from his/her milieu.

In this course we shall investigate the cultural relationship between Hebrew and Arabic on one hand and Jewish and Palestinian on the other hand, in the context of Israeli culture. We shall focus especially on the cultural expressions in which these generally conceived dichotomies become destabilized or even collapse. We shall thus look at the Hebrew cultural production of Arabs, and Arabic cultural production of Jews. Texts, both literary, folk narrative, and scholarly, Jewish, Moslem, Christian, Hebrew and Arabic, will be discussed to study the complexities, absurdities, pain and richness of the cultural production created by Israelis and Palestinians in various combinations, interfaces, oppositions and hierarchies. The readings will include some texts from the Palestinian culture of the Occupied Territories, since the long time entanglement and interaction between the Palestinians under Israeli occupation and the Israelis Jews and Palestinians constitutes a central arena of the interface under investigation. Some ancient and medieval examples will be presented suggesting various layers of cultural memory that materialize in the present, such as the cultures of the Holy Land in different periods, and the Arab-Jewish co-existence in Andalusia.
The readings include literary texts, films, as well as examples from cultural interpretations and analyses from a variety of perspectives.

This course meets the method requirement for Anthropology majors.

In preparation for the class, participants should begin to think through possible research projects.  Ideal projects are first of all, feasible given the time you have: a semester.  They address situations and problems that are interesting and important and that can be studied locally.  Over the past two years, research sites and problems for this course have included topics as diverse as the organization of cannabis clubs in the Bay Area and what they reveal about changing practices of drug use and health care; the practices remaking status and personal identity among Filipino migrants who take nursing positions to migrate to the United States; the forms of food discipline and body discipline undertaken by children training in ballet and how these help rethink current debates on eating disorders; the provision of food advice to Berkeley's homeless population and what this reveals about the organization of support services and their relation to different forms of power; and the study of how American military personnel make the transition back to civilian life, and what this reveals about military service as a form of labor and about the organization of labor today more generally.

Course requirements are class and section attendance; close reading of articles in a reader that will be provided along with readings relevant to your own project to be determined in consultation with the instructors; short (1-3 page) weekly exercises due in section; and a final research paper.

This course introduces students to the anthropological study of Maya people in Southern Mexico, Guatemala and Belice. Necessarily selective, the course focuses on certain parts of the Maya region, emphasizing selected themes and problems.  In the first half of the semester we will explore regional history in the double sense of the development of Maya studies, and the historical transformations of Maya societies.  These two themes will be traced through studies of the Classic Maya, the Spanish conquest and colonization, indigenous resistance and rebellion and recent pan Maya activism.  The Yucatan is one of the best studied parts of the Maya region, and will provide a case study through which to critically explore the models, methods and practices of ethnography.  In the latter half of the semester, we will examine in detail aspects of contemporary Yucatan ethnography, based on research over the past two decades by myself and others.  In this phase, our focus will be the constitution of lived space and the role of shamanic practice in relation to the body, the domestic sphere and agricultural production.  The course will be a combination of lectures and discussion, with a midterm in week 8 and a final paper (max 25 pp.) to be turned in during exam week.  Class attendance and careful readings are obligatory and will count towards the grade.  There are no prerequisites. 

Description available soon.

Anthropologists have studied tribes from all over the world, classified the most exotic customs, taken pictures of and documented familial relationships and the most complex cults, they have described art, rituals and popular traditions, but what about what we believe to be our most reliable and efficacious source of knowledge: Science? In this class, we will try to understand how science is done--its dynamics, its organization, and how it penetrates our social fabric and transform it. Following the work of anthropologists, but also historians and sociologists this course is designed to provide newcomers to Science and Technology Studies an overview of some of its major themes and issues, and an opportunity to investigate ways in which influential scholars in the field, such as Collins, Haraway, Law, Latour and Lynch have gone about their work.
Prerequisites: None.

This course gives students interested in anthropology, medical anthropology, medicine, and public health the ability to critically analyze how public health practitioners and policy makers respond to some of the most pressing health crises and medical injustices of our day. It presents a framework for understanding the role of public health programs and strategies in affecting the lives of people around the world, including how public health institutions help maintain relations of dominance in public contexts, even in the course of genuine efforts to address health disparities and provide needed services. Why do some programs fail to prevent diseases in their target populations? How are these programs put in place? What are the theories, the strategies, stereotypes, and economic and others interests that shape outcomes? Today more than ever we need to know how smoking, Avian flu, HIV/AIDS, bioterrorism, and other public health issues shape the lives of people around the world. This course draws on ethnographic, theoretical, and critical perspectives in enhancing students' ability to critically analyze public health programs and discourses. Guest lectures, films, media reports, and public health journal articles supplement the lectures. 

Course Requirements:  Weekly reading assignments; active participation in class discussions; midterm examination; one class presentation; research paper (10 pages) addressing  social dimensions of a public health prevention program, drawing analytically on the material in the class, in lieu of final examination.
Required Texts
Biehl, Joao. 2005. Vita: Life in a Zone of Social Abandonment. Berkeley: UC Press.
Farmer, Paul. 2001. Infections and Inequalities: The Modern Plagues. Berkeley:UC Press.
Freire,Paulo. 1997. Pedagogy of the Oppressed. New York, The Continuum Publishing Company
Briggs, Charles with Mantini-Briggs, Clara.2003. Stories in the Time of Cholera: Racial Profiling During a Medical Nightmare. Berkeley: UC Press

Humanitarian interventions are waged with celebrity, reality television shows such as Idols receive more votes than most elections, and new media technologies are shifting how fame and renown are crafted and enjoyed. Do we live in a celebrity culture where, as some suggest, the talk of fame is what binds societies together? In our course, we will approach the links among celebrity, global politics and forms of media in three ways. First we will examine contemporary celebrity in relationship to capitalism and ideas about the authorship and authenticity of the individual. Second, we will consider ethnographies of the specific practices that circulate celebrity in varying contexts. We will focus on the technologies and institutions of fame production, and the social worlds, values and political economies celebrity consumption enables. Third, we will re-frame the stakes of celebrity's politics and aesthetics with a global perspective utilizing illustrative case studies of celebrity on the "world stage". Our work together will emphasize pairing the application of theoretical concepts with case studies and primary materials, and the interventions anthropology of media offers to the study of celebrity. Equally important will be participation in the creation of an intellectual community and undertaking a research project demonstrating engagement with course themes.

Prerequisites: None.

Note: This course satisfies the Upper Division Physical requirement for the major.

Fast-paced advanced seminar on classic and current issues in biological anthropology. Readings will include some basic background but primarily will be drawn from current research papers in topic areas such as evolutionary theory, human paleontology, human evolutionary genetics, brain evolution, evolution of human cognition and language, species-unique physiology, primate behavior and adaptation, and other relevant areas. Students are expected to present critical seminar discussions of current research papers and produce 4 written commentaries critically analyzing primary sources.

Prerequisite: Open to advanced undergraduates and graduate students with at least 2 courses in biological anthropology or equivalent. Anthro 111 is strongly recommended.

Avanced seminar on classic and current issues in biological anthropology. Readings will include some basic background but primarily will be drawn from current research papers in topic areas such as evolutionary theory, human paleontology, human evolutionary genetics, brain evolution, evolution of human cognition and language, species-unique physiology, primate behavior and adaptation, and other relevant areas.

Open to graduate students only.

Critical Medical Anthropology emerged in the 1980s as a critically reflexive discipline with the realization that 'the body in question' was not a singular, discrete, biological organism with an individual psyche. Embodiment was conceptualized as a dynamic that varied over time and across the world as shaped by discourses, institutions, practices, technologies, and ideologies. Today, medical anthropologists approach bodies as the most proximate site where social 'truths' and social contradictions are played out, as well as a locus of personal and social resistance, of struggle and of creativity. Conceptions of body and embodiment and dis-embodiment are central not only to medical anthropology, but to the epistemological and philosophical underpinnings of the discipline as a whole. Outside anthropology, unexamined assumptions about mind/body/self/society insidiously infect research paradigms. While some branches of biomedicine presuppose a universal, unitary, a-historical, biological subject, doctors (as well as medical anthropologists) are confronted with bodies that are messy, and that refuse to conform or 'submit' to biomedical categories of disease and medical efficacy. The seminar begins in problemetizing the body as subject/object of anthropological inquiry. In addition to treating the body in illness, the course will cover topics ranging from the phenomenology of the mind-body problem, the grotesque and the 'carnavalesque' body in time and space, the abled and the dis-abled body, phantom limbs and prosthetic devices, the body in pain, the tortured body and the body politic; the body and commodity fetishism.

Requirements:
This seminar is limited to 15 participants. Priority is given to doctoral students in the joint doctoral program in medical anthropology and to doctoral students in cultural anthropology. 215-A is not a pre-requisite. Active, thoughtful participation in seminar discussions based on a careful and critical reading of the assigned readings is mandatory. Each student is responsible to co-lead at least two sessions with the instructor and to write 3 short critical reaction papers (3-4 pages each) in response to the assigned readings for each of three seminar meetings. A sign-up sheet will be distributed during the first meeting. Finally, seminar participant will write a final paper of 15-20 pages. A paper proposal and draft bibliography is due on 5th seminar meeting. The final paper is due at the last seminar meeting.

Required Texts: (all are available in paperback)

Margaret Lock and Judith Farquhar,eds. 2007. Beyond the Body Proper: Reading the Anthropology of Material Life. Duke University Press. (paperback)

Drew Leder (1990) The Absent Body. University of Chicago Press

Nicolas Rose. 2007 The Politics of Life Itself. Princeton University Press.

Agamben, Giorgio. (1998) Homo Sacer. Stanford University Press

Katherine Young (1997). Presence in the Flesh: the Body in Medicine Harvard U. Press

Meira Weiss. The Chosen Body: the Politics of the Body in Israeli Society. Stanford University Press.

Lesley Sharp. 2007. Bodies, Commodities, and Bio-Technologies. Columbia University Press.

Albie Sachs. Soft Vengeance of a Freedom Fighter. University of California Press.

There will also be a class reader including essays by Bourdieu, Foucault, Deleuze & Guattari, Merleau-Ponty, Mauss, Marx, Douglas, Binswanger, Kleinman, Taussig, Das, Duden, and Scarry.

Recommended:

Elaine Scarry. 1986. The Body in Pain: The Making and Unmaking of the World. Oxford University Press

Nancy Scheper-Hughes and Loic Wacquant (2002). Commodifying Bodies. London: Sage

This graduate seminar will approach the rich Andean archaeological region from the perspective of what memory and tradition can inform about the past. We will explore politics, collective memory, and the strategies used in daily practices as well as larger trends of how collective memory can help us study the past.  Memory, of course, has been a major preoccupation for social thinkers since the Greeks. Yet it was not until the late nineteenth and earlier twentieth centuries that a distinctively social perspective on memory became prominent.  We will begin with writers about this social approach to culture in history, and then turn these ideas to the Andean past. Historian Marc Bloch also used the term collective memory in his book on feudal society (Bloch 1974 [1939]).  Mead and Durkhiem wrote on this topic.  We will also read the recent Anthropological works by Fentress and Wickham 1992; Van Dyke and Alcock 2003.  Then we will turn to several specific regions in the Andean region to see how we can reassess these.

This course is designed to be an introduction to some of the classic works in archaeological theory, and, to a more limited extent, method (covered in more detail in Anthropology 229B). This seminar is REQUIRED for all first-year graduate students in anthropological archaeology and is open to other students in anthropology and in other departments who are interested in the history and theory of archaeological practice.

Emphasis is placed on significant developments and debates over the last five decades that have shaped the field of anthropological archaeology as we know it today. The seminar begins with an historical overview of the approaches in archaeology that have been labeled cultural historical, processual, and post-processual. The last third of the seminar then considers intellectual issues and topics that are shaping discourses in archaeology today.

This seminar is intended to guide students in the definition of a field within anthropological archaeology, from initial conceptualization to writing of a field statement, dissertation chapter, or review article. It is a requirement for 3rd semester archaeology graduate students, but it not limited to these students.
A "field" may be defined as a body of knowledge considered to have intellectual coherence. Fields are constituted through acts of writing, including those using new media, and then come to delimit domains of knowledge. Yet as this definition makes clear, a field is an heuristic construct. Many fields are recognized and embodied in such forms as undergraduate and graduate courses, introductory texts and survey articles, but all are artificial in this sense. One implication is that moving the discipline forward begins by defining new fields. Participants in this course will be expected to define a field and produce a statement of that field by the end of the semester.

"Social anthropology has one trick up its sleeve: the deliberate attempt to generate more data than the investigator is aware of at the time of collection...a participatory exercise which yields materials for which analytical protocols are often devised after the fact..." Marilyn Strathern

This seminar aims to create a network of support and collaboration for students in their pre-fieldwork years that will carry through to post-fieldwork write up. We will address themes such as: ethics of collaboration and complicity, multi-sited ethnographic inquiry, "writing" as field work, problems of access and rapport, the relationship between theory and projects, funding and practical matters, anxiety and disciplinary norms, interviews, field notes, data analysis and what happens when everything goes wrong. The primary focus of this course is participant observation, though dependent on the needs of the collective we may also touch on life histories, the use of archives, and visual and other multi-media methods.

The material for this course was generated through a collaborative effort among Berkeley colleagues who utilize ethnographic fieldwork as their primary method of inquiry. The readings, themes and research exercises in this seminar arise from the most critical lessons the collective gained before and during fieldwork. They are also a catalog of wishes and hopes for what should have, or could be learned during graduate training.

Requirements: This course is not reading intensive, however it does demand a commitment to undertaking fieldwork exercises related to your own research interests and a willingness to engage seriously the projects and conundrums of colleagues' work. We will read pieces of ethnography with an eye to the fieldwork practices that produced them, critical reflections on the status of fieldwork, and even practical handbooks.

The purpose of this course is to investigate cultural concepts related to mobility and stability, such as: indigenousness, roots, settlements, sedentary, wandering, exile, nomadism, tourism, pilgrimage. The readings of the course will combine canonical, folk and popular texts as well as theoretical and methodological essays on the topic. We shall attempt bringing together historical and synchronic perspectives.

This graduate seminar offers a broad introduction to science studies (broadly conceived) and to the anthropology of science (narrowly conceived). Tying the semester's readings together is an abiding concern with how different trajectories of inquiry in science studies have understood the relationship between science and the political or the social. How have notions of politics, "democracy," and sociality themselves been theorized and redefined through critical engagements with science and technology, knowledge and artifacts, interest and invention? We will examine these questions in the context of now-classic conversations regarding, among other things, critiques of objectivity and constructivism, agency and the non-human, the modest witness, and "representation" in various senses. The seminar concludes with an examination of recent articulations of a new politics of science in which science studies itself is becoming a locus for rethinking the nature of the political, the public, and the social. What are the promises and limits of these new articulations?

Required books
Books for the seminar, available for purchase at University Press Bookstore, 2430 Bancroft Way, are:
Abu El-Haj, Nadia. Facts on the Ground: archaeological practice and territorial self-fashioning in Israeli society. Chicago: University of Chicago Press, 2001.

Biagioli, Mario ed. The Science Studies Reader. New York and London: Routledge, 1999.

Franklin, Sarah. Dolly Mixtures. Durham and London: Duke University Press, 2007.

Latour, Bruno. The Pasteurization of France. Translated by Alan Sheridan and John Law. Cambridge, MA and London: Harvard University Press, 1988.

Stengers, Isabelle 2000 [1993] The Invention of Modern Science, translated by Daniel W. Smith. Minneapolis and London: University of Minnesota Press, Theory Out of Bounds Series (19).

We will also read a number of articles (available through the bspace site for this course) by authors including Haraway, Daston, Hacking, Star and Griesemer, Bourdieu, Callon, Pickering, Thompson, Rabinow, Strathern, Tarde, and Deleuze.

The more have we looked into the scene of our world, the less did we feel certain about ourselves. Who are we? What or where do we want to be? How could we understand the grounds upon which we stand today, that is, in a global world? These questions would make a revisit to the homes of reason alluring or compelling. This seminar will explore the rise of the modern ideology and its reaction to religious practices, past and present. In other words, the seminar will try to understand the birth of a modern subject by reviewing its attitudes towards religion or religious beliefs. Three domains of conceptual problematization will make up our main concern. First, we will review the anthropological inquiry of religion and its relevance to the studies of so-called "primitive mentality." Second, we shall examine the idea of democracy in relation to religious practices, institutional or inertial. Finally, we will question "the spirit of capitalism" with regard to different systems of belief in order to get a better sense of the contemporary world in transition. The choice of the books, taken as a whole, should be seen an analytical exercise for a troubled discipline; and, by assembling a genealogy of texts, we hope to read into a history of the present with which we continue to struggle for its signification.

Required Texts (in the order of reading sequence):
Jaspers, K. 1962[1957]. Socrates, Buddha, Confucius, Jesus. Harvest.
Hegel, G. W. F. 1956. The Philosophy of History. Dover.
Durkheim, E. 1965[1912]. The Elementary Forms of Religious Life. Free Press.
Lévy-Bruhl, L. 1975[1949]. The Notebooks on Primitive Mentality. Harper.
Bergson, H. 1956[1938]. The Two Sources of Morality and Religion. New York.
Toquueville, A. de. 2000[1835, 1840]. Democracy in America. Chicago.
Tocqueville, A. de. 1998. The Old Regime and the Revolution; 2 Vols. Chicago.
Dumont, L. 1992. Essays on Individualism: Modern Ideology … Chicago.
Dumont, L. 1977. From Mandeville to Marx: The Genesis and Triumph of … Chicago.
Geertz, C. 1968. Islam Observed: Religious Developments in Morocco and … Yale.
Weber, M. 1951. The Religion of India: The Sociology of … Free Press.
Weber, M. 1963[1922]. The Sociology of Religion. Beacon.
Bellah, R. 1970. Beyond Belief: Essays on Religion in ... Harper and Row.
Delueze, G. 1994[1968]. Difference and Repetition. Columbia.

Prof. Stefania Pandolfo,  Anthropology 250X-6 
Prof. Samera Esmeir, Rhetoric 240 E

We enter the twenty-first century inhabiting a world of wars, occupations, destruction, insurgency and survival that affect collective experiences as well as the most intimate dimensions of personal life. While we are witnessing the eradication of forms of life on a planetary scale, in which some become unrecognizable and others merely disposable, the media and international organizations, among others, present us with what seem to be the two main available ethical and political avenues to address the contemporary moment. One is submitting to the authority of sovereign violence (either by endorsing preemptive military strikes or by naturalizing the totalitarian impulses of our times, however critically); the other is aspiring to a world beyond violence. The first scenario wishes to contain the event of violence within the law or the structure of sovereignty; the second wills violence out of life altogether. In different ways, both render violence unthinkable as such and possibly contribute to its proliferation. It is this rendering of violence and death unthinkable that our seminar seeks to interrogate. Through a number of explorations (philosophical, political, theological, psychoanalytic, juridical and anthropological) we will ponder the possibilities for a-life in the encounter with death and violence.

With Benjamin, Freud, and Fanon, but also inspired by reflections on life, death, and destruction emerging from traditions other than the critical Euro-American, we will interrogate the paradox of violence and cruelty in the liberal imagination, and will attempt to locate what Freud, in the midst of WWI, articulated as the systematic suppression of the capacity to think the experience of death. The course will inquire into the ethical and political work that this suppression accomplishes, as well as its contemporary metamorphosis in what might be seen as the coming back of death to the fore. In counterpoint, conceptualizations of violence, practices surrounding death, and the imagination of the Afterlife in other traditions will provide critical inspirations for the seminar. Specifically we will be guided by the works of thinkers asking questions from Africa, South Asia and Latin America, the ethnographic writings of anthropologists, as well as political-theological reflections on violence, justice, and ethics in the contemporary Islamic tradition.

Note concerning enrollment: priority will be given to Anthropology and Rhetoric students. Otherwise, please contact instructors

Required texts:
 
Course reader of supplementary materials include: Jalal Toufic, Abu-Hamid Al-Ghazali, Veena Das, Jacques Derrida, Giorgio Agamben, Walter Benjamin, Sigmund Freud, Shai Levi, Marc Nichanian, Michel Foucault, Thomas Hobbes, Karl Schmitt, Achille Mbembe, Maurice Leenhardt, Margaret Lock, Ali Shariati, Allen Feldman, Robert Herz, Marcel Mauss.
 
Books ordered at campus stores:
-- Samuel Weber, Targets of Opportunit. On the Militarization of Thinking
-- Claudio Lomnitz, Death and the Idea of Mexico
-- Mehdi Abedi and Gary Lgenhausen (eds.), Jihad and Shahadat: Struggle and Martyrdom in Islam
-- Hannah Arendt, On Violence
-- Maurice Blanchot, Death Sentence
-- Sigmund Freud, Beyond the Pleasure Principle
-- Talal Asad, On Suicide Bombing
-- Abu Hamid Muhammad al-Ghazali, Al-Ghazali on Disciplining the Soul and on Breaking the Two Desires: Books XXII and XXIII of the Revival of the Religious Sciences
--Jane Smith, Yvonne Haddad,The Islamic Understanding of Death and Resurrection

Purpose
In The Hermeneutics of the Subject Michel Foucault proposed an analysis of relations of care and knowledge in the ancient world. Central to his analysis were the ways in which knowledge was made into a form capable of, and adequate to, the practical work of care-care of the self, care of other, care of things. Such forms were called paraskeue, 'equipment.' Ancient equipment was designed to be appropriate to a particular kind of ontology, cosmological, in a particular kind of venue, the polis. Given that today there is neither a cosmos nor a polis the question before us is: what kind of equipment is adequate and appropriate the contemporary? Such a question requires both analyses of existing ontologies and equipment, as well as new synthesis.

Readings
Michel Foucault, The Hermeneutics of the Subject
_____________, The Politics of Truth
Erich Auerbach, Mimesis
Girard Genette, Narrative Discourse Revisited
Paul Rabinow, French Modern
Aristotle, Posterior Analytics
John Dewey, Reconstruction in Philosophy
Luc Boltanski and Laurent Thevenot, On Justification
Helga Nowatny, et al, Re-Thinking Science

Orientation
Aristotle, Posterior Analytics
Dewey, Reconstruction in Philosophy
Foucault, The Politics of Truth

What is a Figure?
CONCEPT WORK: Auerbach, Mimesis and Genette, Narrative Discourse Revisited
The Figure of Biopower
Case materials: Rabinow, French Modern
The Figure of Human Dignity
Case materials: selections from Bennett
The Figure of Synthetic Anthropos
Case materials: selections from Rabinow and Bennett

What is Equipment?
CONCEPT WORK: Foucault, Hermeneutics of the Subject
Biopolitical Equipment
Case materials: Rabinow, French Modern
Human Rights Equipment
Case materials: selections from D. Rieff A Bed for the Night
Human Practices Equipment
Case materials: selections from Rabinow and Bennett

Equipmental Diagnostics
CONCEPT WORK: Selections from Rabinow and Bennett
Case 1: "Science and Society"
Nowotny, et al, Re-Thinking Science
Case 2: "Value Spheres" and Adjudication
Boltanski and Thevenot, On Justification

The contemporary metropolis presents social science and anthropology in particular with especially difficult yet fundamental problems of study. This graduate seminar develops a foundation for their anthropological investigation. It does so by considering urban theory in relation to historical context, social practice, and spatial production. The course also juxtaposes theories of North Atlantic metropolitan life with those emerging today in the Global South.

The seminar first examines the historical trajectory of a number of dominant models of North Atlantic cities. It delineates a genealogy of considerations that develops in the classical and medieval city-states, ramifies through the new complexities of nineteenth-century industrial modernity, gets rearticulated in European colonialism, and refashioned in a number of responses to the perceived "chaos and catastrophe" of contemporary metropolises, including modernism, suburbanism, and assorted post-, de-, re-, and neo- urbanisms. The seminar then considers how these urban theories and associated spatial practices have become absorbed into and overrun by the extraordinary urbanization of the Global South in recent decades. It concludes with a consideration of the new cartography of metropolitan theories and practices emerging from this urbanization.

Each theme in the course examines a particular theory of the city in relation to its historical context of social practices and its generation of spatial forms. Thus we will emphasize the built city and learn to articulate spatial and theoretical analysis. The seminar also aims to build a sustained conversation about cities that will continue in the spring semester with a graduate seminar on contemporary problems of global urbanization and to generate collaborative research initiatives.

Course Themes

1. Metropolis North and South: Problematizing the City
A. City-States
2. The Classical Paradigm: Polis and Oikos / Civis and Urbs
3. "City Air Makes Free": The Medieval Association
4. The City Ideal of Community (or, Polis v. Imperium)
B. Modern Industrial Urbanism
5. Reading the Modern City: The Paris Paradigm
6. Cities of Industrial Life:  Destitution and Freedom
7. Colonial Urbanism
8. The Modernist City
9. Urbs and Burbs
C. Cities of Post-, De-, Neo-, and Re-
10. Heterotopias, Los Angeles, and New Urbanism
11. Global Cities
D. Worlding the City
12. Urbanization in the Global South
13. Postcoloniality and Subaltern Studies
14. Insurgent Urbanisms and Peripheral Democracies

This course provides a graduate-level critical introduction to the field of folkloristics. It builds on Anthropology 160, which surveys folklore genres and other areas (study of festivals, folk art, folk music, folklore and medicine, etc.), incorporating the 160 lectures. Additionally, graduate students pursue a separate syllabus and discuss the materials in a seminar format, placing them in historical and theoretical perspective. Of each genre and field, the discussion focuses on the range of extant approaches, their place in the development of folkloristics, and their incorporation of and contribution to theory and analysis in other disciplines.

Cross listed with Folklore C262A.

This seminar explores the emergence of notions of tradition and modernity and their reproduction in Eurocentric epistemologies and political formations. It uses work by such authors as Anderson, Butler, Chakrabarty, Clifford, Derrida, Foucault, Latour, Mignolo, Pateman, and Poovey to critically reread foundational works published between the seventeenth century and the present-along with the philosophical texts with which they are in dialogue-in terms of how they are imbricated within and help produce traditionalities and modernities. Foci include ideologies of language and family/community/nation; how modern projects produce Other voices; how the auralities/oralities they imagine are textually inscribe, circulate through literary and scholarly texts, and both authorize and complicate dominant canons; scholarly practices for encoding time-space constructions in these representations of cultural forms; the construction of traditional and modern forms as scientific objects; imaginations of the production, circulation, and reception of knowledge and discourse; and practices for imbuing cultural forms with mobility and value.

NOTE: Required of all first-time GSIs appointed for 2006-2007 in Anthropology. This seminar introduces new GSIs to the theory and practice of teaching and learning within the discipline of Anthropology. By the end of this course, participants will be able to effectively foster small group discussions; organize and coach group work; develop test questions that advance learning; and evaluate student work consistently. Participants will also have developed an individual teaching philosophy, grouned in theoretical work related to teaching and learning, and will understand the implications of that teaching philosophy for practice.