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Department of Anthropology
Undergraduate Course Listings
Fall Semester 2000
This internal catalog is
updated regularly. Continue to check the Department bulletin board
outside 232 Kroeber for changes (in Bold highlights). For independent
study courses, graduate students get CCNs from the Graduate Office;
and all undergraduates should fill out and return a signed
application with the Undergraduate Office (209 Kroeber) to obtain the
CCN.
Also check graduate course
listings, as graduate seminars are open to qualified
undergraduates.
Helpful links:
Click on the faculty
person's name to read about his or her research interests.
If the course name is
underlined, click on it and get more information about the
course.
Visit the course listings
archives
to see course listings from previous semesters.
- Check INFOCAL
for current information on the schedule of classes.
Telebears
Click
here for Anthropology Faculty.
Click
here for current office hours.
ANTHRO 1:
INTRODUCTION TO PHYSICAL ANTHROPOLOGY
L.
Hager 4 units,
TTh: 2-3:30, Wheeler Auditorium
This course will provide
the student with an introduction to the primary theories and
concepts relating to Biological Anthropology. The course will
cover the three main subdisciplines of Biological Anthropology:
Human Biology, Paleoanthropology, and Primatology. Course material
will be introduced to students in a variety of ways, including
visual presentations (in lecture and section) and hands-on
experiences (in section).
There will be three hours of
lecture and one hour of discussion section per week.
Prerequisites:
None.
ANTHRO 2:
INTRODUCTION TO ARCHAEOLOGY
R.
Joyce 4
units, TTh: 3:30-5, F 295 Haas
Archaeology is a
conjunction of techniques and disciplines which makes possible the
study of phases and aspects of the human past that are not
documented by written records. Anthropology 2 offers an
introduction to the fundamentals of archaeological concepts and
methods. In its broadest role, archaeology attempts to treat the
development of behavior from nonhuman antecedents to the complex
cultural patterns and socio-economic systems that are documented
in history, ethnography and the daily newspapers. Anthropology
sketches in bold outline aspects of what is known and thought
about the evolution of human culture and behavior from its
earliest beginnings to the present, even peering into the future.
The course also examines how archaeologists find out about the
past. Much of this latter aspect of the course will be undertaken
in section discussions of excavation techniques, dating and the
study of artifacts and buildings and garbage.
See http://mactia.berkeley.edu
Requirements:
Mid-term examination, final examination and several problem sets
that are issued during the semester through section meetings. Each
student is required to attend a one-hour section meeting each
week.
Prerequisites:
None.
ANTHRO
3: INTRODUCTION TO SOCIAL and CULTURAL ANTHROPOLOGY
K.
Erwin 4 units,
TTh: 9:30-11, Wheeler Auditorium
Anthropology
is the study of what it means to be human. This
course introduces students to anthropology via an
exploration of the diversity of the human condition,
as well as to the various means through which social and
cultural anthropologists have attempted to understand what
it means to be human in specific times and places. Thus, we
will read about and discuss the cultures, beliefs, practices and
lifestyles of peoples and places around the world, and around the
corner. Our aim is not only to understand "others" but also to gain a
greater understanding of ourselves as products of particular social,
historical, political, and cultural processes. The course is comparative
and wide-ranging, and will include examples from rural, urban and modern
industrial and postindustrial societies, ranging from the Middle East, Africa,
Asia and the Americas. In particular, we will consider the political economic
structures that shape peoples lives, and the processes of culture change, as well
as the ways in which people make sense of, and give meaning to, their lives.
Required texts:
A course pack of articles and several books, to include tentatively:
Rabinow, Reflections on Fieldwork in Morocco.
Abu-Lughod, Writing Women's Worlds.
Bourgois, In Search of Respect.
and 1-2 others.
ANTHRO 24:
FRESHMAN SEMINAR: "PERSPECTIVES ON IDENTITY"
J.
Ogbu 1 unit, M:
1-2, 111 Kroeber
The seminar will cover
some current issues on identity--individual,
social and cultural. The topic will be examined
from different approaches, including anthropological
and psychological approaches. Examples will be drawn
from studies in the United States and other societies.
ANTHRO 112:
SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: "BIOARCHAEOLOGY"
L. Hager 4 units, TTh: 9:30-11
160 Dwinelle (note change in schedule)
Skeletal material from archaeological sites provide a wealth of information
on the life histories of past human populations. Bones and teeth leave a
record of many aspects of an individual's life history including their age,
sex, and overall health. This course discusses what information the
skeletal system can give us about past people and the interpretations that
can be made when these biological data are placed within an archaeological
context. We will examine major issues in bioarchaeology, including age and
sex determination, how to identify stress, infections, injuries and levels
of physical activity, analysis of biological distance, the chemical
analysis of bone, and inferences on past behaviors such as sex/gender
roles. Throughout the course we will use case studies of human populations
from different geographical and temporal locations in the reconstruction of
many past cultures. In addition, we will examine archaeological samples
from different subsistence bases as we consider the impact on the human
skeleton of the transition from hunting-gathering to a sedentary lifestyle
with the shift to urbanism and agriculturally based economies.
Required texts:
Larsen, Clark S. (1997) Bioarchaeology: Interpreting Behavior from the
Human Skeleton, Cambridge University Press, Cambridge, England.
ADDED CLASS: CCN: 02611
ANTHRO: 112-2:
SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: "GENOMICS,
BIOTECHNOLOGY AND SOCIETY: THE IMPACT OF HUMAN GENETICS ON CULTURE AND EVERYDAY LIFE"
S. Beck 4 units, T: 11-2, Rm. 101, 2251 College
In recent years, new biogenetic diagnostic
procedures as well as inexpensive and reliable
genetic tests have become widely available in an
increasing number of societies. This accessibility
of pre-symptomatic tests for both antenatal and prenatal
diagnosis in combination with techniques in reproductive
medicine such as in-vitro fertilization and pre-implantation
diagnosis will not only restructure medical systems worldwide, but
it will also transform expectations of individuals calling on
medical services, e.g. in case of illness or uncertainties
concerning procreation. As a consequence both transformations are
challenging established legal regulations, religious beliefs, and
ethical norms in different cultures.
Social and anthropological research targeting the emerging field of
biogenetics and biomedicine helps discern cultural transformations
occurring on a micro-level, manifesting themselves in changing concepts
and practices concerning notions of illness, heredity and kinship.
On a macro-level two recent findings might exemplify this change: an
increasing appeal of genetics in mass culture, e.g. as explanation for
aggression, addiction, intelligence, learning disabilities; a rising
culture of "measure and manage," meaning that more and more decisions in
everyday life are taken on the basis of biomedical tests. Medical
anthropologists suggest that the popularization of genetic knowledge
will transform deep-rooted cultural assumptions and will lead to changing
self-conceptualizations even among those parts of the population which are not
trained in medicine or biology. There is urgent need for research on both the
discursive and material impact of genetics on bodies, individuals and families
as units in modern biomedicine whose "naturalness" seems most obvious.
As has been noted before, biomedical and genetic knowledges and procedures are
disseminated on a global, transnational scale and are impacting on heterogeneous
social, ethnic, gendered, and cultural positionings. Up to now it remains open to
debate whether the dissemination will further the homogenization of Western and
non-Western cultures, or in turn, highly idiosyncratic modes of appropriation and
indigenization as well as opposition and resistance. To answer this question,
a comparative perspective on recent developments in biomedicine seems to be pertinent.
Anthropology as a discipline with a highly developed "comparative consciousness"
and its ethical and religious orientations is especially well prepared to deepen
the understanding of the transformations due to developments in biomedicine and
genetics in a cross-cultural perspective. The seminar will develop this
cross-cultural comparative perspective in order to analyze cultural differences
both within multicultural societies and between culturally diverse societies.
Discussions will focus on case studies addressing recent developments in the USA,
Western Europe (Germany and Great Britain) and in the Mediterranean countries.
The Mediterranean case studies will include Cyprus as a postcolonial country with
a successful history of Thalassaemia prevention which is the process of accession
to the European Union and now has to comply with European conventions in Bioethics
as well as Egypt as a rapidly modernizing Islamic country holding privileged relations
with the European Union. These case studies exemplify the diverse impacts of
biotechnologies on different cultures, traditions and institutions resulting from
the specific historical trajectories of the respective countries and cultures.
For instance, the fact that positive as well as negative eugenics--enabled by the New
Genetics--are met by fierce opposition in today's Germany has to be understood against
the backdrop of the historically unique experience of the atrocities committed by the
German Nazi regime.
To establish this analytic perspective, the seminar
will draw on recent discussions in anthropology on globalization,
modernization, on case studies in the field of medical anthropology,
on the interdisciplinary and highly innovative field of science and technology
studies. Students will be introduced to concepts and methods which will enable them
to cope with the complex interplay of globalizing and localizing cultures and technologies.
ANTHRO 114:
HISTORY OF ANTHROPOLOGICAL THOUGHT
X.
Liu 4 units, MWF:
2-3, 145 Dwinelle
This course will present a history of anthropological
thought from the mid-nineteenth century to the
mid-twentieth century and will draw upon the major
subdisciplines of anthropology. It will focus both
upon the integration of the anthropological
subdisciplines and upon the relationships between
these and other disciplines outside anthropology.
Three hours of lecture; one hour of required discussion
section per week.
Go to
http://socrates.berkeley.edu/~ant114
for more information (course syllabus, online forum, announcements, etc.) about the class.
Required: Selected chapters of the following texts:
Harris, M. 1968. The rise of anthropological theory.
Kuper, A. [1973] 1996. Anthropology and anthropologists - the modern British school.
Stocking, G. W. 1995. After Tylor: British social anthropology, 1888-1951.
Evans-Pritchard, E. E. 1951. Social anthropology.
Levi-Strauss, C. 1963. Structural anthropology.
Levi-Strauss, C. 1966. The savage mind.
Jameson, F. 1972. The prison house of language.
Hawkes, T. 1977. Structuralism and semiotics.
Sturrock, J. [1986] 1993. Structuralism.
Geertz, C. 1973. The interpretation of cultures.
Ricoeur, P. 1981. Hermeneutics and the human sciences.
Note: A Course Reader will be prepared.
ANTHRO
115: INTRODUCTION TO MEDICAL ANTHROPOLOGY
(originally scheduled
as 119, Special Topics)
P.
Reynolds 4 units,
MWF: 10-11 160 Kroeber
The course introduces students to the field of
critical medical anthropology.
It is now widely accepted that to
treat sickness we need to look at
social as well as physical pathology,
and to understand what the sick and their
families are thinking. Anthropology has long specialised in
the inner worlds of people of different cultures, being
particularly interested in people's experiences and
understandings as members of social groups.
Medical anthropology applies anthropological
thinking and practice to the study of pain,
illness, suffering and healing. The body is seen
to be both biologically given and culturally and historically
situated. Experiences of suffering, misfortune,
medicine and healing are explored in relation to the
social, cultural and economic processes in which they are
embedded.
The course is comparative and wide ranging:
ethnographic examples of illness,
afflictions and healing are drawn from a
number of societies from China to Zimbabwe.
Issues commonly understood as being related to the spirit,
mind, body and society are considered in relation to topics that
include pain, distress, ritual, magic, divination, and concepts of
evil, power and control.
The first section of the course introduces critical medical
anthropology through a close look at how belief and interpretation
of the experiences of illness are entwined. Ideas about possession,
madness, witchcraft, voodoo, symbols and divination are considered
through the analysis of specific case studies.
This is followed by a section on the interplay of the mind in the
expression of suffering as in depression, the effects of trauma
and the healing powers assigned to memory and narrative.
In the third section current concerns are briefly touched on as
they affect the body defined by attitudes towards disorders,
epidemics, risk taking and the ethics of genetic engineering.
The last part of the course deals with social attempts to handle
the aftermath of conflict (as in the establishment of Truth
Commissions that aim to heal social wounds); to repair the ravages of poverty;
and to regulate inequalities around the world.
Requirements: include a mid-term and a final take-home
essay exam; a short essay (2-3 pages) based on relevant current
events; and a field project (10-12 pages).
Required texts:
Das, Veena; Kleinman, Arthur; Ramphele, Mamphela; & Reynolds, Pamela (eds.). 2000.
Violence and Subjectivity.Berkeley: University of California Press
(to be published later in the year).
Desjarlais, Robert; Eisenberg, Leon; Good, Byron; and Kleinman, Arthur. 1995.
World Mental Health. Problems and Priorities in Low-Income
Countries.New York/Oxford: Oxford University Press.
Foucault, Michel. 1987. Mental Illness and Psychology.Tr. Alan Sheridan.
Berkeley: University of California Press.
Helman, Cecil. G. 2000. (4th edition). Culture, Health and Illness.
An Introduction for Health Professionals.Oxford: Butterworth/Heinemann.
Reynolds, Pamela. 1996. Traditional Healers and Childhood in
Zimbabwe.Athens, Ohio: Ohio University Press.
Recommended texts:
Kleinman, Arthur. 1988. The Illness Narratives: Suffering,
Healing and the Human Condition.
New York: Basic Book.
Krog,
Antjie. 1998. Country of My Skull.Johannesburg: Random House.
James, Henry. 1946. Turn of the Screw.Harmondsworth: Penguin Publishers.
Turner, Victor W. 1968. The Drums of Affliction.
A Study of Religious Processes among the Ndembu of Zambia.London: Hutchinson and Coy.
ANTHRO
121A: AMERICAN MATERIAL CULTURE
L.
Wilkie 4 units,
TTh: 12:30-2, 277 Cory
Material culture as an expression of American socioeconomic, political, religious,
gender and ethnic values since the 17th century. Topics include: architecture, domestic
artifacts, foodways, healthcare and "pop culture." European, African, Hispanic, Asian and Native
American examples will be considered.
Prerequisite:
Anthropology 2 recommended.
ANTHRO 122F:
CALIFORNIA ARCHAEOLOGY
K. Lightfoot
4 units, MW:
8-10, 160 Kroeber
The purpose of this course is to provide an
introduction to the native peoples of
California from an archaeological
perspective. The course examines the
development of diverse native Californian
societies over the last 11,000
years. We begin with a brief overview of the
history of archaeology in California that
considers the field methods, chronologies, and
research problems of early investigators. We
then address three major research topics that are
current
today. The first topic is the initial settlement of
California where we address the following questions:
when was California first settled by native peoples;
what is the archaeologial evidence for the earliest
sites in California; and what were the lifeways and
settlement practices of these earliest peoples?
The second topic addresses the diverse range of
hunter-fisher-gatherer lifeways that flourished in
prehistoric California. As part of this topic, we
consider evidence for diverse material culture,
economic organizations, sociopolitical complexity,
long distance exchange networks, and religious
practices by examining case studies of native
societies in the coastal, valley, desert and
mountain regions of the state. The final topic
briefly considers native peoples responses to
European exploration and colonization in the 16th,
17th, and 18th centuries.
Requirements:
Two midterms and a final exam will be required.
Required texts:
A Course Reader will be available from Copy Central on Bancroft.
ANTHRO 123D:
ARCHAEOLOGY OF EAST ASIA
J. Habu
4 units, TTh:
2-3:30, 156 Dwinelle
The goal of this course is to provide a
general picture of prehistoric and protohistoric
archaeology in China, Japan and
Korea. The course will emphasize the differences and
similarities in archaeological studies between East Asia
and
North America. It will also consider the role of
archaeology in East Asian societies today, and discuss
how archaeological interpretations have been affected by
the social and political contexts in these countries.
Topics to be emphasized include changes in
subsistence-settlement systems, origins and dispersal of
food production, the development of social complexity, and
the formation of states.
Prerequisite: Anthro 2.
ANTHRO 128-1:
SPECIAL TOPICS IN ANTHROPOLOGY: "PRACTICE IN THE ARCHAEOLOGICAL SIXTH GRADE AFTERSCHOOL
PROGRAM"
R. Tringham 4 units, T: 9-11, 15, 2224 Piedmont
and (choose one) lab 1 T: 3-6 - off campus or lab 2 W: 1:30-4:30 - off campus
NOTE: Meets the Method Requirement for the Anthropology major.
This course is designed to provide an opportunity
for undergraduates to work with 6th graders in
exploring the world of archaeology and multimedia
technology. The students of this course will be
expected to mentor the children in the activities
of a newly-established after-school program in
Roosevelt Middle School, Oakland. This program
is sponsored and funded by a collaborative venture
of the Interactive University of U.C. Berkeley, the
Oakland Unified School District, and the UC Links Program of UCOP.
The program is directed by Professor Ruth Tringham and managed by
Amy Ramsay for the Archaeological Research Facility and Dept. of
Anthropology.
The after-school program is
designed to bring the archaeological
experience to 6th graders through the
medium of multimedia technology -- multimedia authoring,
WWWeb browsing, Virtual Reality Interactive games, etc.
This program will be voluntary for the 6th graders, and
is being carried out under the auspices of the newly
established "Village Center" at Roosevelt School which
seeks to encourage the community as well as children in
the after school activities.
The activities of the after-school program will
be devised by the students of this class in collaboration
with the children and teachers. These activities will focus
on the interpretation of archaeological materials rather than
the "grand picture" of the past; it will focus on giving
archaeology some immediacy in the children's lives by encouraging
them to think of themselves in relation to their local history and
cultural heritage. The activities will take the form of devising
Virtually Real experience, games and stories through multimedia
authoring, as well as "real" role-playing games and scenes
around archaeological themes: excavation and the partial
remains of food, fire, learning, shelter, play, family etc.
The students of Anthropology 134B will work in close
collaboration with the Graduate Student Section
(Anthropology 228B), in which students will be working
with the same 6th grade children in an in-class context.
This latter course is more constrained by the requirements of the
school curriculum in terms of content. We hope in Anthropology
134B to be able to address themes and topics and ways of looking
at the past that are not addressed during their in-class participation.
Prerequisites: This course will
feed into and from a number of
undergraduate courses in archaeology and anthropology, including
the Introduction to Archaeology, and upper division courses on
method and theory. It will also introduce students to issues of
pedagogy and public archaeology. Students from other fields are
welcome to participate. Bilingual students are strongly encouraged to
apply. A course in the Introduction to Archaeology (Anthro
2) or
its equivalent and the permission of the instructor (through
interview) are the only prerequisites. . Access to an email and
Internet account are essential prerequisites, since an important
component of the course will be frequent consultation of the Course
WWWebsite.
If you have taken previous Multimedia Authoring for Archaeology
classes, this would be greatly to your advantage. Those who have
not had any multimedia technology background will be assisted in
catching up through self-paced tutorials held in the Multimedia
Authoring Center for Teaching in Anthropology (MACTIA) in 2224 Piedmont.
Requirements: This course is essentially a practical
research/service-learning course. Participation in the Roosevelt
School after-school program (approx. 2-3 hrs one afternoon each week)
is a required part of the course. Each student will be part of the
course term project to evaluate the introduction of multimedia
authoring and the archaeological experience to 6th-graders through
this after-school program. You will be expected to keep a running
log/diary of your observations. Instructions in making these observations
and making evaluations will be given during the course.
A small stipend to cover the cost of travel to the Roosevelt
School will be provided.
ADDED CLASS: CCN: 03518
ANTHRO 133: A FIELD COURSE IN
ARCHAEOLOGICAL METHODS
S. Silliman 4 units,
Sat. 8:30-5 at Petaluma Adobe State Historic Park
On Thursday, August 31, Anthro 133 will meet at 5 p.m. in Rm. 101, 2251 College.
This course will meet the Method Requirement
for the Anthropology major.
Declared majors will be given priority for enrollment
through TeleBEARS.
Class Limit is 16, but wait-list yourself if the class
fills up and attend the first class meeting.
This course will introduce students to archaeological
field methods through hands-on experience at an archaeological
site in the Petaluma Adobe State Historic Park, which protects
part of an 1800s Mexican rancho in the San Francisco Bay Area.
The midden site to be excavated has artifacts from
this period, and it is very probable that many of these
objects were used and deposited by Native American people
living and working on this rancho. Students will participate
in three aspects. First, they will learn the basics of excavation,
mapping, screening, and data recording in the field. Second, they
will learn the relationships between theoretical questions, research
design, and fieldwork in a specific setting. Third, students will
see how archaeology interfaces with different communities--academics,
local Native Americans, state agencies, "the public"--and will help foster these interfaces.
Requirements
All interested students must attend the first class meeting
(Thursday, August 31, 5 pm in Room 101, 2251 College) or be dropped.
Qualified students will be added from the wait-list if possible.
Expectations, specific scheduling, dates, and directions will be discussed at the
first class meeting. The course will meet on almost every Saturday of the semester at the
Petaluma Adobe State Historic Park, located about 45 minutes northwest of Berkeley.
The first Saturday class will be September 9. To participate in the course, students
must be able to work on all assigned Saturdays from 8:30 am to 5:00 pm (excluding travel).
On-campus laboratory time will be available for rainy days. Grades will be based on a
combination of attendance, in-field assignments and observation, and brief
writing assignments. The only prerequisites are Anthro 2 (or its equivalent)
and an interest in doing fieldwork outdoors. A textbook entitled Field Methodsin
Archaeology and a small packet of readings will be assigned.
ANTHRO 135:
PALEOETHNOBOTANY
C.
Hastorf 4 units, T: 2-4,
(lecture) and Th: 2-5 (lab), 16 Hearst Gym
Instructor approval only.
Come to the first day of class
and apply for admittance.
If there is a large qualified student demand, Professor Hastorf may agree to teach 2 sections.
This laboratory and discussion class is designed
to introduce the student to the basic approaches
and techniques in archaeobotanical analysis.
This is a methods class. A series of different data types and
their unique approaches will be presented, including phytoliths,
pollen, and DNA, with emphasis on macrofloral remains.
The material we will be studying in the laboratory portion
will include the major classes of plant remains likely to be
encountered in archaeological sites. The discussion will
emphasize the use of plant remains to answer archaeological
questions. There will be one discussion meeting and one
laboratory every week, which will include microscope work and
some statistical analysis.
ANTHRO
138A: THE HISTORY OF ETHNOGRAPHIC FILM
T. Anderson 4 units, MW:
4-6, 155 Kroeber
The course will trace
the development of ethnographic film from its beginnings at the
turn of the century to the present. In addition to looking at
seminal works in the field, more recent and innovative productions
will be viewed and analysed. Topics of interest include the role
of visual media in ethnography, ethics in filmmaking, and the
problematic relationship between seeing and believing.
Requirements include film critiques, a film proposal, and a final
exam.
Note: Students
who plan to take Anthro 138B for their method requirement in
Spring 2000, must complete 138A.
Prerequisites:
Anthro 3 or Anthro 114.
ANTHRO
147A: COMPARATIVE GENDER SYSTEMS:
"GLOBALIZATION
AND GENDER IN THE ASIA PACIFIC"
A.
Ong 4 units, MW:
12-2, 155 Kroeber
This course introduces
students to an understanding of globalization and its reworking of
gender systems, flows, meanings, and rights in the Asia-Pacific
region, including North America. Globalization can be analytically
divided into two related global phenomena: contemporary capitalism
and transnationalism. Contemporary capitalism is the globalization
of the market system, and transnationalism refers to the
intensification of human flows, contacts, cultures, and politics
across national borders occasioned by markets and wars.
Globalization then is about the reorganization of society, gender,
race, class and citizenship in relation to our market civilization
that is also transforming late socialist countries.
Our approach will link
the institutional reorganization of the market and the state to
new gender arrangements, giving rise to new interests,
connections, and struggles within and across countries in the
Asia-Pacific region, including North America. We emphasize the
institutional forms produced by global processes in relation to
the making and unmaking of gender labor regimes, the effects on
gender politics, the proliferation of female migrant circuits, sex
work, the feminine dimensions of consumption, political strategies
of feminists at home, and rights discourses and NGOs affecting
women's interests in Asia. The effects of globalization on gender
overseas will be linked to the reworking of gender and cultural
citizenship in the United States.
Requirements:
Students are expected to have read assigned readings before
class, and will be called upon to answer questions. Besides
serious engagement with the readings and active participation in
class, students will be required to write a 5-6 page review on the
themes from the class as a midterm. The finals will consist of
answers to 2 out of 5 questions that will be circulated
beforehand. No incompletes will be accepted.
Required texts:
Chin, C. In Service
and Servitude: Foreign Domestic Workers. Columbia U. Press, 1998.
Gerway, I., A. Gupta and
A. Ong. Asian Transnationalities, Special issue of positions.Duke U. Press,
Spring 2000.
Hilsdon, A. et al., eds.
Human Rights and Gender Politics in the Asia-Pacific.Routledge, 2000.
Ong, A.
Flexible Citizenship: The Cultural Logics of Transnationality, Duke U. Press, 1999.
Sen, K. and M. Stivens, eds.
Gender and Power in Affluent Asia. Routledge, 1998.
A Course
Reader.
ANTHRO 157:
ANTHROPOLOGY OF LAW
L. Nader 4 units, TTh:
12:30-2, 180 Tan
An introduction
to law in culture and society. Among the topics discussed will
be the use of law for dispute management, the interplay between
law and colonialism, law and ideology, legal pluralism,
the evolution of law and conception of justice, legal
hegemonies and user theory in the context of local,
national, and global processes. Reading and lecture
materials include cross-cultural perspectives.
ANTHRO
C160: FORMS OF FOLKLORE
A.
Dundes 4 units,
TTh: 2-3:30, F 0295 Haas
(Cross-listed with ISF
160.)
This is usually a fairly
large lecture course. It is designed for upper-division students,
though not necessarily anthropology majors. In fact, most of the
students enrolled are not anthropology majors. The course is
intended to provide an introduction to the discipline of folklore,
e.g., myth, folktale, proverb, riddle, gesture, game, etc. Similar
courses at other universities are often offered by faculty members
in the English departments. The emphasis here includes the
humanistic, literary approach, but also emphasizes the relevance
of folklore materials for social scientists.
Requirements:
Three hours of lecture per week. There is one midterm, a final,
and a course project which consists of making a collection of
folklore on the basis of fieldwork interviews conducted locally.
There is considerable reading required in the course. Readings
TBA.
ANTHRO 162:
SPECIAL TOPICS IN FOLKLORE
"BALTO-FINNIC FOLKLORE AND
MYTHOLOGY"
U. Valk 4 units, MWF:
9-10, 219 Dwinelle
The Balto-Finnic peoples--Estonians, Finns, Karelians, Livonians,
Vepsians and Votes--are indigenous peoples of North Eastern
Europe whose languages belong to the Finno-Ugric subfamily of the
Uralic languages. The folklore collections of the Finnish Literature
Society in Helsinki and the Estonian Folklore Archives in Tartu are among
the richest in the world, comprising more than two million pages of manuscripts,
recorded in the 19th and 20th centuries. The Balto-Finnic cultures have relied upon
oral transmission of texts, though the influence of West European literary traditions
and has been growing since the Middle Ages. The Balto-Finnic epics--the Finnish
"Kalevala" and the Estonian "Kalevipoeg"--have worked as cultural foundations for
building up the two nations. During past few centuries the processes of
urbanization have transformed the former peasant cultures; the more
traditional rural ways of life have been preserved in some regions, however.
The course will give an overall picture of
the folklore of the Balto-Finnic peoples from a
comparative point of view in the context of Nordic
and West European traditions (including folk religion,
folk calendar, rites of passage and contemporary urban folklore).
The generic system of folklore will be discussed with a special
focus on the songs in runo meter which was
the poetic language of artistic expression. The Balto-Finnic
mythology will be analysed using examples from the mythical songs,
the literary epics and the world of the belief legends.
The perspective will be textual and diachronic but the dynamics
of tradition and the point of view of tradition bearers will be
considered as well.
The main questions and problems of the course will be the
following: How do we interpret the archived orality of the
past? How do we contextualise and interpret the extinct genres
of folklore? How does folklore reflect the mentality and the
social reality of the tradition bearers? How does folklore
transform in time? How is folklore used in building up identities
and
national ideologies? The lectures will be illustrated by audio-visual
material and involve discussions.
ANTHRO 166:
LANGUAGE, CULTURE AND SOCIETY
A. Yurchak 4 units, MWF:
11-12, 122 Wheeler
This course will discuss the social and cultural
aspects of linguistic communication. The readings
will cover the fields of sociolinguistics,
linguistic anthropology, and discourse analysis.
We will discuss how different uses of language in
society facilitate communication and cause
misunderstanding, promote similarity and increase
difference, establish domination and express
resistance, maintain stability and introduce change.
We will also learn how to do linguistic research
in society. The course is divided into several broad
areas: Language and Communication, Linguistic Variation
and Identity, Language and the Construction of Self,
Language and Mass Media, and Language, Globalization,
and the Internet. All the materials are included in the
Reader for the course. It also contains additional
materials (marked "Additional" in this syllabus) that
are not mandatory for course work but will help you to
explore a given topic more (e.g., for your presentation
or paper--see below).
Assignments and tests:
Each student will conduct
one research project in the
course of the semester
studying some aspect of
language use (e.g., on such
topics as language and national identity, gender,
ethnicity, age; language in American or foreign mass
media, advertising, medical discourse, legal discourse,
politics; language and popular culture, graffiti, hip-hop,
zines; language among subcultures on Berkeley campus, fraternity
members, rock musicians, social workers, the rave scene, etc.).
The topics of these projects should fit (at least in general
terms) one of the topics we discuss in class. Each student will
make a short (15 min.) presentation on this topic in class (you can
also make longer joint presentations, between two-three people).
During the first two weeks, and not later
than September 18, we should decide individually
upon the dates of your presentations. Feel free to e-mail me with the
topics and dates you are interested in, and/or
discuss them with me during my office hours. You will
ultimately expand these projects into your final paper
(10 pages long) due at the end of the course, on December 11.
There will also be a take-home Midterm Test
(given in class on Fri., October 20, due back in class on Mon., October 23).
You will have to answer two of the three offered questions with essay-answers of
no more than two pages each. The test will cover some concepts and issues we will
have discussed up to October 20.
ANTHRO 169B:
RESEARCH THEORY/METHODS IN SOCIAL/CULTURAL ANTHROPOLOGY
J. Ogbu 5 units,
MW: 10-12, 242 Hearst Gym
This is a 5-unit course which satisfies the method
requirement for majors in social-cultural anthropology.
The course is designed to accomplish two things:
(a) examine theories of research methods in social/cultural anthropology,
past and present; and (b) practice these methods through supervised field
research projects. The first part will be done through lectures, assigned
readings, class discussions, and individual consultation.
The second part requires each student to carry out an approved
and supervised field research project during the semester.
ANTHRO 172 AC:
AMERICAN CULTURES: "MINORITIES IN AMERICA"
J. Ogbu 4 units,
W: 2-5, 115 Kroeber
This seminar will enable students to examine
and compare the sociocultural adaptations
of immigrant and non-immigrant minorities
in the United States. Further comparison
will be made to a few other settler societies.
Concepts will be used to understand (a)
how various groups achieved minority status (e.g.,
by immigration or through conquest, slavery, colonization); (b)
subsequent treatment of the minorities by the dominant group; and (c)
the minorities' own responses to their treatment or their sociocultural
adaptations. Three broad components of the sociocultural adaptations will
be examined and compared: instrumental, relational and symbolic or cultural/linguistic.
ANTHRO 181:
MIDDLE EAST AND ISLAM: "ANTHROPOLOGY OF ISRAEL AND PALESTINE"
R.
Stein 4
units, TTh: 11-12:30, 155 Kroeber
This course explores anthropological perspectives
on Palestinian and Israeli history, culture, and politics.
We will examine foundations of anthropological texts on Palestine
(pre-1948) and study contemporary writings on Israeli and
Palestinian society. We will situate these texts in the broader
context of cultural representations of the region (and "the Orient")
in colonial texts, contemporary popular culture, and media images. We
will be particularly concerned with the cultural expressions of nationalism
in the daily lives of these communities. Topics include: gender and nationalism;
mapping and power; violence and ethnography; practices and narratives of "peace";
and the politics of memorialization.
ANTHRO
189-1: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY:
"POPULAR CULTURE: CONSUMPTION, IDENTITY, AND POWER"
R. Stein 4 units, W: 3-6
45 Evans (note change of schedule)
This course will examine the politics and
meanings of popular culture in the daily lives
of diverse communities, and consider the ways in
which "popular," "mass" or "low" culture has been
approached in scholarly literature in the last century.
We will ask: How do individuals and communities produce
and negotiate their identities through popular cultural
forms (pop music, television, pulp fiction, cyberculture,
etc.)? How are issues of race, class, sexuality, and national
identity performed and contested through acts of consumption?
What kinds of political struggles develop through these acts?
Our course will conclude with a study of popular culture in the
age of globalization. Rather than understand globalization as a
homogenizing force, we will consider the highly localized meanings
and notions of community that attend popular culture in the age of
globalization. Through our readings, we will also work to explore and
redefine traditional notions of "culture" and consider the ramifications
of treating popular culture as the object of academic inquiry.
ANTHRO
189-2: SPECIAL TOPICS IN SOCIAL/CULTURAL ANTHROPOLOGY: "THE FIELDWORK
ENCOUNTER"
K.
Erwin 4 units,
F: 9-12, Rm. 101, 2251 College (note change of schedule)
This course will meet the
Method Requirement for the Anthro major and is
restricted to declared majors on a first come basis.
(class limit: 25)
This course offers students
an opportunity to explore qualitative
fieldwork methods and dynamics from a
two-fold perspective. On the one hand, students
will read accounts of fieldwork that highlight the
dynamics, politics, uncertainties, challenges, and
successes of cultural anthropology's primary research
method: ethnographic fieldwork. These readings will
include the now-classic accounts of Malinowki, Bowen, and
Rabinow, among others, along with more recent articles and
critiques. Secondly, students will be expected to undertake a
semester-long fieldwork project in the Bay Area, including
establishing a site and research problem, carrying out the
fieldwork on a weekly basis, and writing up a final paper.
Class time will be divided between a serious engagement with
the readings, and with students' projects and own fieldwork encounters.
The reading will be more concentrated in the first part of the semester as
students establish their field projects, but time devoted to the course will
shift toward fieldwork and discussion of method based on actual experiences as
the semester progresses. The midterm exam will consist of a critical write-up of
course readings along with an interim write-up of one's fieldwork project
(site description, research problem, and methods). The final exam will consist of a term
paper in which the student presents a critical discussion of the fieldwork encounter,
evaluates his/her fieldwork methods, and analyzes the experience in relation to course
readings, discussions, and insights. Students will be evaluated as follows: 30% midterm;
30% class participation (including active discussion of readings and experiences);
40% final write-up.
RELATED COURSES IN OTHER DEPARTMENTS
L&S 120: THE POETICS OF
TIME AND PLACE: VIEWPOINTS ON THE MILLENNIUM
Ruth Tringham,
Rosemary Joyce and
Margaret Conkey 4 units,
MW: 2-3 (lecture), plus 2 hours lab/discussion section, 2040 VLSB
Satisfies Social Science Breadth requirement, Anthropology elective requirement and Anthropology
methods requirement. For more information check out
http://www.mactia.berkeley.edu/ls120/default.html
This course will celebrate the cultural construction
of time and place. Lest we think that the millennium change
actually exists outside of ourselves and our own cultural
context, we shall explore the construction of time and place in
many different cultural contexts. The course will focus on how
differently people have perceived their place in the world and in
time; how they have perceived history, ancestors, the future; how
they have perceived the different scales of place; what is distant,
what is familiar.
Examples of the archaeological evidence that we shall explore include
monuments and artifacts interpreted as calendars (Palaeolithic bone engravings,
Mayan calendar, Chaco Canyon, British Neolithic and Bronze Age megalithic monuments
such as Stonehenge), evidence of the demarcation of self from the other (the Great
Wall of China), evidence of land and water exploration (the settling of continents,
perception and use (or denial) of resources, exchange patterns), evidence of the awareness of the past and attention to ancestors, and concepts of the future heritage of the present day (Pyramids of Egypt).
To bring this challenge into immediate focus in the year 2000, we shall also look at
how the millennium itself has been constructed by our own media agents as a universal
phenomenon. We shall look at how archaeologists have participated in this construction
wittingly or unwittingly by their use of a millennium as a standard measure of time.
Since in prehistory and much of ancient history there is little direct evidence of such
perception, the challenge in this course is to use our inferential skills and imaginations
based on ours and other anthropologists' experience of non-western cultures and the
archaeological evidence to construct these perceptions. A further challenge is to be
able to express our constructions to the rest of the world.
Students will participate in this challenge in lab/discussion sections in which multimedia
projects are authored by each discussion section working together as a production team.
Prerequisites:
None except some curiosity about times and places other
than your own; a willingness to turn a critical eye on authority as
well as yourselves; and an enthusiasm for creative imaginative expression.
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