Undergraduate course listings -- fall 2001


This internal catalog is updated regularly. Continue to check the Department bulletin board outside 232 Kroeber for changes (in Bold). For independent study courses, graduate students get CCNs from the Graduate Office; undergraduates obtain the CCN by filling out and returning a signed application with the Undergraduate Office (209 Kroeber).

Check graduate course listings; graduate seminars are often open to qualified undergraduates.

See also:
INFOCAL
Telebears
Anthropology faculty.
Current office hours.
Course archives.

ANTHRO 1: INTRODUCTION TO PHYSICAL ANTHROPOLOGY
L. Hager 4 units, TuTh: 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
M. Conkey 4 units, TuTh: 3:30-5, F 295 Haas


Students must sign up for a section through TeleBEARS (see Schedule of Classesfor listings). Section work is 33% of grade.

An introduction to the methods, goals, and theoretical concepts of archaeology. The course outlines how archaeologists make behavioral interpretations using the cultural materials of past human societies. Topics include the history of archaeology; developing a research design; field methods; laboratory analyses; chronology; and reconstructing past economic and social organizations. The course and major events of prehistory are discussed and how archaeologists have come to understand the rise of human culture, the origins of agriculture, the development of cities and complex societies are considered. Examples of survey, excavation and analytical techniques will be presented as part of the class.


Prerequisites: None.


Requirements: One mid-term and final (each 33% of grade). Participation in the discussion sections is mandatory. Archaeological problems will be assigned as part of the discussion sections, and section exercises will be turned in and graded (33% of grade).


Required texts: TBA


ANTHRO 3: INTRODUCTION TO SOCIAL AND CULTURAL ANTHROPOLOGY
N. Graburn 4 units, TuTh: 9:30-11, Wheeler Auditorium


This year's Anthropology 3 will use the recent work of the Berkeley faculty and a few others to illuminate recent trends in anthropology. It introduces a comparative framework for understanding a range of ways of life, including urban, peasant, horticultural, pastoralist and hunter-gatherer societies; but the emphasis will be contemporary complex societies and their social problems, including Japan, China, USA, South Africa, Mexico, India and Russia, and post-colonial peoples of Africa and the Americas. The course will focus on anthropological research ethics and methods, and issues of gender, social change, and the globalizing socio-cultural system. Videos and slides as well as guest speakers will supplement the case studies. Adjuncts to the course include weekly section meetings with exciting young GSIs, boring lecture summary handouts, essential Black Lightning Notes, and possibly a voluntary ELL Class on "How to Ace Courses at Cal."

Prerequisites: None.


Requirements: Grades will be based on one in-class midterm (30%), one ungraded (but compulsory) genealogy assignment and a series of short research assignments spread out over the term (30%), and a final exam (40%). Overall grades may be raised or lowered up to 5% for discussion section attendance and participation.

Required texts: (all paperback)
Text: A. Rubel and P. Rosman The Tapestry of Culture, Boston: McGraw-Hill (6th edit. 1997)
Case Studies: (all paperback)
L. Gill Precarious Dependencies (Aymara, domestics in Bolivia)
M. Shostack Nisa (African hunter-gatherers, woman's biography)
Liu X. In One's Own Shadow (Post-Mao rural China)
S. Plattner High Art Down Home (The "Art World" in the U.S.)
and ONE MORE to be decided on.


ANTHRO 24: FRESHMAN SEMINAR: "PHOTOGRAPH AS SOCIAL DOCUMENT"
S. Brandes 1 unit, W: 1-2, 15, 2224 Piedmont


They say that a photograph is worth a thousand words. Since the invention of photography over a hundred and fifty years ago, images have been used, together with text, to provide documentary evidence. Nonetheless, photographs are open to multiple interpretations and subject to editorial bias on the part of both photographer and viewer. This seminar explores some of the uses and abuses of photography in journalism and social research. Students will be required to participate in class discussions and complete an original photographic essay consisting of about a dozen photographs, with commentary or captions, that explore a theme or tell a story.



ANTHRO 112: SPECIAL TOPICS IN BIOLOGICAL ANTHROPOLOGY: "BIOARCHAEOLOGY"
L. Hager 4 units, TuTh: 9:30-11 102 Stanley


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: "IDENTITY IN THE POST-GENOMIC WORLD"
P. Billings 4 units, TuTh 3:30-5, 122 Wheeler


The study of DNA has produced formulations of human identity. One involves DNA sequences that are highly variable. Assessment of several of these areas can produce a unique genetic fingerprint. Another arises from the typing of many or possibly all human genes by a genetic microchip or similar method. This information, possibly developed as early as conception, then accompanies the individual throughout life and afterwards. We will familiarize ourselves with the technologies used and then explore their impacts on the individual and on sex, birth, development, medicine, death and other key contexts that shape identity and the individual. If fully applied, the information contained within the human genome will substantially alter human identity.

The course is restricted to upper-division students.


ANTHRO 114: HISTORY OF ANTHROPOLOGICAL THOUGHT
X. Liu 4 units, MWF: 2-3, 1 LeConte


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 texts: 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.

A course reader will be prepared.



ANTHRO 115: INTRODUCTION TO MEDICAL ANTHROPOLOGY
N. Scheper-Hughes 4 units, TuTh: 11-12:30 160 Kroeber


Medical Anthropology applies anthropological thinking and practice to the study of pain, illness, suffering, and healing. It explores the body as biologically given and culturally and historically situated so that medical anthropologists can even speak of "local biologies". Medical anthropology begins from a radical premise of epistemological openness to alternative understandings of illness, disease, and curing. The course is comparative, treating illness, misfortune, and healing in a number of societies from highland New Guinea to urban Japan, but there is also a strong focus is on the social expressions of illness, misfortune and healing in our own society. Bio-medicine is treated here as one among a great many effective systems of medical knowledge. The course will introduce the advanced undergraduate student to a critically interpretive approach to the field.

The first section of the course constitutes an anthropology of the mindful body; the social meanings and the social uses of illness; sickness and power; the regulation and management of dis-eased and distressed bodies and minds; body, mind and society relations in western/nonwestern medical systems; the cultural shaping of emotions, memory and healing; the social production of "new" diseases; the new bio-technologies and the redefinition of life, death and human value that they bring. Along the way we will explore the logic of witchcraft and sorcery as explanations of sickness and other unfortunate events; the power and efficacy of symbols; and a radical treatment of shamanism. Finally, the course will deal with the vexing topic of poverty, colonialism and death and the social reproduction of hunger, infant mortality, and "nervousness" in the heart of the neoliberal global order and in the world's 8th largest economy: Brazil. In all, medical anthropology is a critical reflection on the ways that people live, sicken, and die.

Requirements: open to upper division undergraduates and to graduate students in the humanities, social sciences, biological sciences and to 'pre-med', medical, and public health students. The course assumes a general background and familiarity with social science concepts and ideas. The reading schedule is demanding and participation in discussion groups is required. The final grade is based on a midterm exam, and two short (ten pages each ) research papers, active participation in discussion groups, and a final exam.

Required texts:
Shirley Lindenbaum, 1979. Kuru Sorcery. Mayfield Pub.
Paul Farmer. 1998. Infections and Inequalities: the Modern Plagues. University of California Press.
Linda Hogle, 1999. Recovering the Nation's Body. Rutgers U. Press.
Allen Young, 1995. The Harmony of Illusions: Inventing Post-Traumatic Stress Disorder.
Anne Fadiman, 1998. The Spirit Catches You. Farrar, Strauss, and Giroux.
Nancy Scheper-Hughes, 1993. Death without Weeping. University of California Press.
John Berger and Jean Mohr, 1997. A Fortunate Man: the Story of a Country Doctor. N.Y.: Vintage.
Albie Sachs, 2000. The Soft Vengeance of a Freedom Fighter. University of California Press.



ANTHRO 122E: PEOPLE OF THE ANDES
C. Hastorf 4 units, MWF: 1-2, 155 Kroeber


One of the most diverse environments in the world hosts rich, intriguing continuity in its history of human life. With occupation beginning sometime before 10,000 years B.C., we have evidence for social and ritual complexity in the archaeological record dating to before 2000 B.C. (B.C.E.). This ebbs and flows throughout the region up until today, with opposites of rich well preserved tapestries on the coast 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 major political, economic, and social 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 politics in the highlands, how the political and economic systems of the later empires were based on earlier social structures and elaborate ritual imagery. 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 about modern political issues.



ANTHRO 128-1: SPECIAL TOPICS IN ANTHROPOLOGY: "PRACTICE IN THE ARCHAEOLOGICAL SIXTH GRADE AFTERSCHOOL PROGRAM"
R. Tringham 4 units, Tu: 9-11, 15, 2224 Piedmont and (choose one) lab 1 Tu: 3-6-off campus or lab 2 W: 1:30-4:30-off campus


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.


ANTHRO 128-2: SPECIAL TOPICS IN ARCHAEOLOGY: "INTRODUCTION TO ZOOARCHAEOLOGY"


This course has been changed to Anthro 132.



ANTHRO 128-3: SPECIAL TOPICS IN ARCHAEOLOGY: "ARCHAEOLOGIES OF SEXUALITY"
R. Schmidt 4 units, TuTh: 2-3:30, 88 Dwinelle


This course will explore the emerging field of sexuality studies within anthropological archaeology. The course will be organized around a series of questions, including but not limited to the following: What is sexuality, both as a set of practices or behaviors, and as a category of discourse? How does sexuality relate to gender and other social categories of analysis? How does the constitution of sexuality vary within contemporary societies? How has the constitution of sexuality varied throughout history and prehistory? What can studies of sexuality in pre-modern contexts tell us about the constitution of sexuality in the present and future?

In order to establish a vocabulary with which to discuss these questions, problems and issues in contemporary sexuality studies will be introduced. From these topics, the course will move on to consider how sexuality has been treated as an object of knowledge within disciplines related to archaeology, including classics and history. Because sexuality studies within archaeology have derived from the burgeoning field of gender studies in archaeology, examination of this body of work will provide important context for the central focus of the course. This central focus will consist of a broad range of recent case-studies examining sexuality in a wide variety of archaeological contexts. The particular problems and virtues of using archaeological evidence to address the study of sexuality will be considered and contrasted with the virtues and constraints of textual evidence. The course will conclude by having students evaluate the plausibility, utility and desirability of viewing sexuality as a culturally contingent and variable set of phenomena throughout human history.

Required Texts: Archaeologies of Sexuality (2000), Robert A. Schmidt and Barbara L. Voss, eds. London and New York: Routledge. Also a course reader.



ANTHRO 129: PREHISTORIC ART
S. Millerstrom 4 units, TTh: 3:30-5, 247 Cory (Change of room effective 9/13/01.)


Is body decoration such as tattooing, scarification, and hairstyles related to art? What is art? How and when did art originate? Why are social scientists and the general public so fascinated with visual images and material objects from the distant past? What role did art play in the lives of humans without writing systems in prehistoric small-scale societies? Was art part of rituals and ceremonies or was it made and used within the private domain?

In this course we will examine a variety of fascinating topics ranging from rock art to decorated pottery, body decoration, figurines, and sculptures from Europe, Africa, Oceania, Australia, and North America. We will begin the course by examining how our interpretation of the Paleolithic art of Europe has changed over time and then examine current theoretical perspectives and how archaeologists go about dating these cultural remains. With this background we will investigate selected visual images and objects of art and their cultural context in other parts of the world. Lastly, we will look at how prehistoric art is perceived and related to cultural identity today.


Required texts:
Bahn, Paul G. 1998. Prehistoric Art. Cambridge University Press.
A course reader will also be required.


ANTHRO 132: SPECIAL TOPICS IN ARCHAEOLOGY: "INTRODUCTION TO ZOOARCHAEOLOGY"
L. Scheiber 4 units, TuTh: 2-3:30, 16 Hearst basement, Lab: TuTh: 3:30-5, 16 Hearst basement


NOTE CHANGE OF COURSE NUMBER AND SCHEDULED DAY/TIME. NEW CCN IS 02704.
This is a Method Course for Anthropology; appropriate laboratory time has been scheduled.

This course is designed to introduce students to the method and theory of zooarchaeology. Zooarchaeology is the study of animal remains to help answer questions about past social practices, and is a standard component of archaeological analyses. This course will address various topics within the subfield, such as creating reference collections, vertebrate anatomy, the identification of bone elements, methods of quantification, and historical perspectives of the uses of faunal analysis in archaeological interpretations. Students will explore these issues through readings, lectures, discussions, and laboratory analyses. Course requirements will include in-class presentations, specimen preparation, and a report based on the analysis of specimens from existing UCB archaeological collections.

Prerequisites: Anthropology 2 or equivalent or permission of instructor.


ANTHRO 138A: ETHNOGRAPHIC FILM HISTORY
I. Leimbacher 4 units, TuTh: 11-12:30, 160 Dwinelle (note change of schedule)


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 film making, 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 2002, must complete 138A.

Prerequisites: Anthro 3 or Anthro 114.



ANTHRO C147B: SEXUALITY, CULTURE AND COLONIALISM
L. Cohen 4 units, MW: 8-10, 3106 Etcheverry (note change of schedule)


This course looks at how sexuality and gendered self-expression intersect with the material structures of political economy and biology and the ideological structures of cultures.

Most Americans and increasingly much of the rest of the world divide people in sexual terms into straight, lesbian and gay, and sometimes bi. The literary critic Eve Sedgwick, one of the earliest leaders of the intellectual movement sometimes known as Queer Theory, called this divide the "homosexual/heterosexual binarism." Thought many of us experience this divide as logical and obvious, in many societies and in the past it has not been as salient a mode of social organization or personal identification as it is in the modern West and is becoming elsewhere. Simply put, in much of the world and in much of history, the division of gay and straight makes little if any sense.

The anthropologist Gayle Rubin once called the way a society places people into sexual roles and categories its "sex/gender system." Sedgwick's "homosexual/heterosexual binarism" could be considered a dominant feature of our contemporary American sex/gender system. Many anthropologists and historians have explored the diversity of such systems across society and history, with mixed results. On the one hand, exploring this diversity allows us to explore critically how modern Western models of the binarism have become the unquestioned template for current biological modeling in the search for the "gay gene" and "gay brain." If we discover that to be straight or gay as we understand these categories is not a universal of human experience, what are the implications for gay gene arguments? Must we abandon biological inquiry, or are there other ways of linking critical social and biological research?

On the other hand, the concept of sex/gender systems has problems. The notion that gender and sexuality are organized as a unified cultural system has proved increasingly inadequate either as a way to understand any given society or to compare ideas and practices between societies. Anthropological descriptions of variable sex/gender systems have come under increasing fire from several quarters.

One particularly important area of critique has emerged out of postcolonial theory. Describing the sexual particularities of colonized and subject populations and communities has been utilized historically as a mode of dehumanizing them and justifying their domination. Sir Richard Burton, the famous Victorian explorer and rake, went as far to describe the topics as one big steamy, seamy "Sotadic Zone," a zone where "The Vice" of homosexuality was ubiquitous. In other words, the natives were all inverts, to use the language of the time. Given this legacy, does an anthropology which obsesses over people's sex lives merely revisit this unhappy colonial terrain? What about human rights abuses, and AIDS prevention? Don't these justify a new global sexual science, or are they excuses for new voyeuristic practices? A second area of critique emerges out of ethnic studies and its reconceptualization of what Gloria Anzaldue called the Borderlands-la Frontera. What does a focus on systemic difference do to people and communities who fall between the cracks--economic, national, sexual? Another derives from psychoanalytic and philosophical theories of what it means to desire, theories that closely examine the relationship of our desire and the object of our desire to language.

Within anthropology, research has increasingly moved from efforts to understand sex and gender in terms of a narrow set of questions--around kinship and marriage, the normal and abnormal, and in terms people use to define sexual behavior--to broader efforts engaging all aspects of social and economic life. This course introduces students to this wealth of scholarship and debate. It alternates week by week between reading ethnographies and reading general theoretical debate.

Required texts: A course reader, required and recommended texts.


ANTHRO 148: ANTHROPOLOGY OF THE ENVIRONMENT
D. Moore 4 units, MW: 12-2, 102 Stanley (Note room change. Change will take effect on 9/10/01)


Surveys anthropological perspectives on the environment and examines differing cultural constructions of nature. Coverage includes theory, method, and case materials extending from third world agrarian contexts to urban North America. Topics may include cultural ecology, political ecology, colonialism and conservation, third world environmental struggles, the cultural politics of nature, and environmental imaginaries.


ANTHRO C160: FORMS OF FOLKLORE
A. Dundes 4 units, TuTh: 2-3:30, 2050 VLSB (Note room change. Room change will take effect on 9/4/01.)


(cross-listed with ISF C160.)


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: TBA
F. Vaz da Silva 4 units, MWF: 9-10, 88 Dwinelle


This course will first provide an overview of the main theories regarding European fairy tales, and then focus on a hands-on approach to the task of analyzing and interpreting tales. A constant back-and-forth movement between the study of theoretical models and the actual analysis of fairy tales will aim as much at illuminating the latter as at testing the validity and limitations of the former. Students will be required to participate in class discussions and complete an original essay on the issue of meanings in fairy tales.

Required texts:
Holbek, Bengt. 1998. Interpretation of Fairy Tales: Danish Folklore in a European Perspective. Helsinki: Academia Scientiarum Fennica.
Propp, Vladimir. 1996. Morphology of the Folktale. Trans. L. Scott. Austin: University of Texas Press.
Thompson, Stith. 1977. The Folktale. Berkeley, Los Angeles, and London: University of California Press.

A course reader will be prepared.



ANTHRO 166: LANGUAGE, CULTURE AND SOCIETY
A. Yurchak 4 units, TuTh: 11-12:30, 22 Warren (Note room change. Change will take effect on 9/11/01)


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 three parts: 1. Basic Concepts, 2. Language and Social Organization, and 3. Language, Media, and Popular Culture. The readings for each class are assigned either from the three books that are available for purchase and are put on reserve at Anthropology Library or from the articles put on reserve. We will see several films and have several guest speakers elaborating on the topics discussed.

Requirements: Each student will conduct one research project in the course of the semester studying some aspect of language use in a speech community (e.g., among university students, rock musicians, fraternity members or in American or foreign media) on a topic discussed in class. The results of the projects will be summarized in the final paper (5-8 pages long) due at the end of the course. There will also be two tests on the course material. The first mid-term test on will cover the introductory part of the course. The final test for the entire course will take place at the end of the semester.


ANTHRO 169B: RESEARCH THEORY/METHODS IN SOCIAL/CULTURAL ANTHROPOLOGY
J. Ogbu 5 units, MW: 10-12, 155 Kroeber


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 172AC: TOPICS IN AMERICAN CULTURES: "PERSPECTIVES ON IDENTITY"
J. Ogbu 4 units, W: 2-5, 115 Kroeber


The concept of identity and approaches to identity as individual (personal), social and cultural phenomenon will be examined from an interdisciplinary perspective. The class will analyze theoretical and empirical works in anthropology, psychology and sociology, etc. Examples will be drawn from research among groups in the United States and elsewhere.



ANTHRO 174AC: CALIFORNIA HISTORICAL ANTHROPOLOGY
K. Lightfoot 4 units, WF: 10-12, 105 North Gate


This course presents a detailed examination of the complex entanglements that took place between Native peoples and European explorers and colonists in California (from about 1542 to 1850). The course is divided into five main parts. The first part presents an introduction to coastal Native Californian cultures at the time of initial European contact, and considers the implications of these early encounters on native health and cultural practices. The second part outlines the characteristics of the mission, presidio, pueblo and rancho communities that typified Spanish-Mexican California, and how these different colonial enterprises depended on local native peoples for their survival. The third part will take account of the Russian frontier society at Fort Ross and how this mercantile operation exploited native peoples as cheap sources of labor. The fourth part will briefly examine American expansion into California with particular emphasis on the Gold Rush. The final part will consider how the colonial past affects ethnic relations and cultural identity among California Indians in the present day. The course will involve the examination of a diverse range of primary sources, including native oral traditions, ethnohistorical documents, and ethnographic reports. However, a primary goal of the course is to consider how archaeological research can provide new insights into Californiaís colonial past.

This course satisfies the American Cultures requirement; it can count as upper-division archaeology for the major, and meets the area requirement for the major.

Requirements: Two mid-term exams and the final exam. No term papers.

Required texts: A course reader will be required.


ADDED COURSE, CCN: 02736
ANTHRO 181: THE MIDDLE EAST AND ISLAM
S. Arebi 4 units, MW: 12-2, 106 Moffitt


(Professor Saddeka Arebi, is invited back to, again, excite and provoke her UC Berkeley students to think outside the box!)


Although, by necessity, we will limit our ethnographic focus to a number of themes, the broad aim of this course is to examine the contemporary realities and highlight the extensive diversity of the human experiences in the Arab World and the Islamic "Middle East". In puruing our goal of fostering a different way of thinking about the area and its people--a people that has long been maligned, defamed, and utterly dehumanized--we attempt to respond, albeit at times more implicitly than explicitly, to two questions: What can an anthropology of these societies, that takes its cues from the insights of its indigenous voices, contribute to our understanding of the forces that shape their contemporary realities? And, most importantly, what are the conditions for a valid and reliable knowledge of the area? We may repond to the first question, a substantive one, by way of problematizing the second which is methodological in nature--not only do we question the field of study, but more importantly we probe the stance(s) from which it is studied.

This course will steer away from the "Orientalist" revries and anthropological mirages, and/or whatever other stance that tend to overlook the diversity, agency, and the creativity of a people who have long and established tradition of intellectualizing their existence. Instead, we will highlight this fundamental feature of the Arab/Islamic societies and capture a glimpse of men and women debating, interpreting and reinterpreting their cultural rules, history, religion and tradition, constantly re-difining their place in time and space. We will roam the area, and explore a number of themes that people themselves identify as forces at work in their societies: The self and the other, politics of religiousity and authenticity, women and cultural critique, family and children, poverty, the alien state, and statelessness. etc.


ADDED COURSE, CCN: 02737
ANTHRO 188: TOPICS IN AREA STUDIES: "ETHNOGRAPHY OF THE MAYA"
W. Hanks 4 units, Tu: 4-7, 251 Dwinelle


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 Yucatecan 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.

Requirements: 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. Reading knowledge of Spanish helpful but not required.