Department of Anthropology

ANT 301 • Biological Anthropology

31340-31395 • Lewis, Rebecca
Meets MW 9:00AM-10:00AM ART 1.102
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This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

ANT 301 • Biological Anthropology-Wb

31400 • Kappelman, John
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This course is an introduction to the principles and the methods of biological anthropology, the study of human beings from a biological perspective.  It is a field that seeks to explain our relationship to other primates and to the rest of the natural world.  In other words: Who are we? How are we unique? How, why, and when did we come to be the way that we are? The study of biological anthropology requires many different types of knowledge.  Throughout the course, we will examine anatomical, behavioral, and genetic similarities and differences among the living primates, learn the basic mechanisms of evolution, and trace the path of human evolution as reconstructed from the fossil record.  The main goal of the course is to obtain a clear understanding of our place in nature.

ANT 302 • Cultural Anthropology

31430-31480 • Seriff, Suzanne
Meets MW 1:00PM-2:00PM ART 1.102 • Internet
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This course is an introduction to Cultural Anthropology in the Global Age. It is designed to introduce students to the central concepts, theories, and techniques employed by cultural anthropologists to explore the social and cultural dimensions of human experience in the 21st century. The course is organized around central questions in the study of human societies, including what it means to study culture, language, and belief systems in an interconnected global age; how systems of power affect our understandings of race, ethnicity, nationalism, gender, sexuality, age, and class; and how changes in the modern world influence our cultural understanding and practice of such fundamental issues as politics, economics, health, religion migration, and art.


This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group—including your own!

ANT 302 • Cultural Anthropology

31405-31420 • Merabet, Sofian
Meets MW 10:00AM-11:00AM GAR 0.102 • Internet
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This course focuses on "classic" themes in anthropology such as ethnicity, language, adaptation, marriage, kinship, gender, religion, and social stratification.  We will consider anthropological theory from its 19th-century origins to the present.  The course also explores the nature of ethnographic field work, especially the relationship between the anthropologist and the field community.  
The lectures, readings, and films for this course have been selected with the objective of exploring the social meanings with which diverse groups invest their life.  By comparing and analyzing the similarities and differences between "us" and "others," both within the borders of the U.S. and abroad, the anthropological perspective can expose some of our own cultural assumptions and enable us to better understand diverse cultures.

ANT 304 • Intro Archaeol Stds: Prehist

31485-31510 • Covey, Ronald
Meets MW 8:00AM-9:00AM GEA 105 • Internet
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An introduction to archaeology as a discipline.  Three major themes that deal with issues of the past will be covered:

1.  A brief history of the discipline, changing theories about various aspects of the past, and the role that the reconstructions of the past play in national and/or group identities.

2.  A survey of the development of human culture from its beginnings to the rise of civilizations and proto-historical cultures in most areas of the world.  Prehistoric cultures, archaeological sites, and areas of Africa, the Americas, Asia, Europe , and the Pacific will be covered.

3.  Archaeological methods of recovery of information about the past.  Scientific procedures involved in excavation, dating, and preservation of the material record.

ANT 304 • Intro Archaeol Stds: Prehist

31515-31540 • Wade, Maria
Meets TTH 2:00PM-3:00PM BEL 328 • Internet
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In a rapid changing world, the study of the past and its lessons are crucial. This course is an introduction to the study of human societies from early gatherers and hunters to prehistoric civilizations, through selected archaeological sites and the material remains past peoples left behind. In this survey of the human past, we emphasize the goals of archaeology; the methods of data collection and how they changed with new technologies; and the concepts and methodologies archaeologists use to construct interpretations about past societies.

ANT 305 • Expressive Culture

31545-31550 • Keeler, Ward
Meets MW 11:00AM-12:00PM RLP 0.112 • Internet
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The purpose of this course is to introduce the concept of culture as a crucial dimension of human life. Because we tend to think of thought and action as stemming from individual impulses, we find the notion of a shared, highly variable, but influential force in our lives hard to fathom.  Even if we speak of "society" as a familiar concept, we tend to make of it a uniform, oppressive force, some institution outside ourselves that we individually confront and oppose. Yet only if we can learn to recognize how deeply we share certain assumptions and inclinations with others--but only some others, and to varying degrees--can we appreciate the degree to which culture inheres within us and makes us who we are.

ANT 307 • Culture And Communication

31555-31580 • Webster, Anthony
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The ability to learn and use language is a quintessentially human characteristic—one that distinguishes homo sapiens from other animal species. Language is simultaneously generated through and generative of social life; the former is a primary resource that we humans use in both the structuring and accomplishment of the latter. These dynamics form the subject of study of linguistic anthropology.

This course is an introduction to linguistic anthropology. It is impossible in a single semester to provide a complete overview of all topics that linguistic anthropologists address, so this course covers selected topics, the selection of which is aimed to illustrate how linguistic anthropologists go about doing their work: the range of topics they examine, the kinds of questions they ask, the types of approaches and methods they utilize, and the sorts of conclusions they reach.

ANT 310D • Intro To Black Studies-Wb

31585 • Wint, Traci-Ann
CDEGC SB (also listed as AFR 303)
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This course provides students with an introduction to Black Studies. The first section of the course is devoted to a history of Black Studies in the U.S. using the integration and development of Black Studies here at the University of Texas, Austin as a case study. We will then turn to considerations of the historical construction of Africa, the Black Diaspora and the idea of Blackness. Building on this foundation the course provides students with the analytical tools to critically explore canonical Black Studies literature, themes, and theories. This section of the course interrogates race, gender, class, sexuality, and their intersections as well as culture, power and politics. The second section of the course will focus in on the expression and use of Black Studies in the areas of: Critical Black Studies; Education, Psychology, and Mental Health; Government, Law and Public Policy; Expressive Culture, Arts, Music, Sports; and Africa and its Diasporic Cultures.

ANT 310L • African American Culture

31590 • Walter, Patrick
Meets MWF 2:00PM-3:00PM GEA 114
CD (also listed as AFR 301, AMS 315)
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ANT 310L • African Diaspora Archaeology

31594 • Franklin, Maria
Meets TTH 12:30PM-2:00PM WCP 4.174
GC (also listed as AFR 317E)
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This course will introduce you, via archaeology, to the social & cultural institutions, politics & everyday life ways of people of African descent. As an entry-level course, it’s not my intent to provide a comprehensive survey of the field; there’s simply too much to cover adequately in one semester. Instead, we’ll explore a number of case studies across the U.S. dating from the colonial era of slavery to the early 20th century so that you’ll have a working knowledge of archaeology and its contributions to Black history. The course is organized chronologically, and some of the major topics will include slavery & resistance, social life, race and racism, cultural practices, household economies, gender roles, Black communities, heritage & politics of the past. You’ll learn about the kinds of evidence that archaeologists rely on to interpret the past, including artifacts, the built environment, the WPA ex-slave narratives, and oral histories.


ANT 310L • Introduction To South Asia

31600 • Rajpurohit, Dalpat
Meets TTH 12:30PM-2:00PM PAR 10
GC (also listed as ANS 302K)
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ANT 310L • Race, Sex, And Tourism

31595 • Wint, Traci-Ann
Meets MWF 12:00PM-1:00PM MEZ 1.120
EGC (also listed as AFR 317E)
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ANT 311D • Intro To Jewish Studies

31610 • Weinreb, Amelia
Meets TTH 11:00AM-12:30PM GEA 114 • Hybrid/Blended
EGC (also listed as J S 301, MES 310, R S 313D)
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Taught online during scheduled times. Includes live-streaming video and requires real-time participation. Go to for additional information and to test your computer and internet connectivity.

This survey course aims to expose students to major themes in Jewish Studies through guest lectures
by UT faculty who work in the field. It is recommended for motivated undergraduates in any discipline
with an intellectual curiosity about Jewish Studies, but requires no previous knowledge of Jewish
religion, ethnicity, or culture. The material in the course is not designed be comprehensive, but rather
provides a curated sample of lectures and core topics . This semester, the course is organized around
three thematic units: 1) Exile and Diaspora, 2) Jewish Identity, and 3) Jewish Ethics. Students are
encouraged to consider course materials comparatively, in view of both their distinct features and their
overarching threads, and defend positions through evidence based both on lectures and the course
reader. Student discussion leaders, designated in advance, will raise questions, stimulate debate, and
integrate ideas into our collective analysis.


ANT 320L • Endangered Languages

31620 • Slotta, James
Meets MWF 2:00PM-3:00PM WCP 4.118
(also listed as LIN 373)
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The 21st century, linguists say, could see the “death or doom” of 90 percent of the world’s languages. In response, non-governmental organizations, academics, and activists have responded with campaigns to preserve and revitalize “dying” languages. At the same time, lawyers, legislators, and political theorists have built the groundwork for the recognition of “language rights” as a tool for defending small-scale and minority language communities against the spread of national and global languages. In this course, we examine such efforts in order to ask: why does the idea of language death inspire all of this work and attention? What is “a language” – what properties are seen to inhere in language – that drives these activities? Here we will explore views of language that underpin the anxieties and efforts of the language rights and revitalization movements: from the place of language in the 19th and 20th century politics of national autonomy to the role of language as a repository of worldviews and an emblem of our shared humanity. In the process, we see how “language” and distinct “languages” are situated at the center of imaginations of community and moral anxieties over autonomy, with all of the political and ethical implications that result for people who are recognized as having their own language as well as those who recognize the “languagedness” of others.

ANT 320L • German Lang: Hist Perspec

31614 • Pierce, Marc
Meets TTH 2:00PM-3:30PM BUR 232
GC (also listed as GER 369, LIN 373)
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Course Description:

This class provides an overview of language, language evolution, and sociolinguistics, within the particular context of the history of German. The goal is to enlarge participants’ understanding and appreciation of German, its historical and dialectal development, and the rich ways speakers of German express meaning.  The course will begin with a discussion of German’s Indo-European origins, and progress from there through Germanic, West Germanic, Old, Middle, and Early New High German to the modern language.  The class will also examine examples from a broad range of Germanic languages, social and regional dialects, and pidgins and creoles, with an eye to developing a better understanding of the characteristics, origins and development of language and communication systems.  Other topics discussed in class will include the social roles of dialect as a divider and a unifier, Gastarbeiterdeutsch, the effects of TV and other forms of mass media on language, language acquisition, and language contact.

The course will be conducted in English. 

Grading scheme:

Essays: 25%

Written exercises: 25%

Final paper: 25%

Participation: 25%

ANT 320L • Invented Languages

31615 • Handman, Courtney
Meets TTH 2:00PM-3:30PM WCP 4.174
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Although invented languages are currently associated with popular science fiction and fantasy genres, people have been inventing languages for at least the past 800 years. These invented languages have been part of religious projects of communicating with god(s), political projects of universal peace, or scientific projects of creating the language of truth. We will look at the different ways that linguists, hobbyists, or philosophers have understood language as “natural” rather than “man-made” phenomenon and how these debates have had effects on projects of linguistic planning, reform, or invention. In this class we will pay particular attention to the 19th and 20th centuries because this is when European colonialism altered and exacerbated questions of univeralisms, human communication, and radical social change that became central to projects of language invention. Topics will include: medieval Christian invented languages, Enlightenment projects of language reform, pidgin and creole languages, colonial linguistics, the International Auxiliary Language movement that advocated for global use of languages like Esperanto or Basic English, and contemporary “conlangs” associated with various science fiction and fantasy series. 

ANT 322D • Multicultural Israel

31625 • Weinreb, Amelia
Meets TTH 12:30PM-2:00PM GDC 4.302 • Hybrid/Blended
GC (also listed as J S 365C, MES 341)
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Taught online during scheduled times. Includes live-streaming video and requires real-time participation. Go to for additional information and to test your computer and internet connectivity.

Israel has the highest proportion of migrants of any country in the world. The notion of absorption—the social and economic integration of Jewish immigrants—has remained an explicit ideal since the founding of the modern state of Israel in 1948. Yet, absorption is also an ideological tool that often runs counter to the contemporary lived experience of citizenship, participation, nation building, minority rights, and the conflicting interests of today’s multicultural publics. Taking these tensions as a starting point, this course explores the complex social fabric that comprises contemporary Israeli society, and that shapes Israeli identity, practice and politics. We will focus on the lived experience of Israel’s increasingly diverse population. This includes populations associated with the majority: veteran Ashkenazim and Mizrahim; more recent Jewish immigrants from the former Soviet Union, Ethiopia, Latin America and France; religious communities such Haredim and modern-Orthodox. It also includes ethnic and religious minorities such as Arab-Israelis/Palestinians, Bedouins, Christians, Muslims, Druze, and Black Hebrews, as well as laborers from all over the globe who migrate to Israel and refugees from Sudan and Eritrea. How fluid are boundaries between these groups?  How different are their interests, tastes, desires and needs? How committed are various publics to a coherent nation-building project and to contemporary Zionism? To explore the breadth of multicultural Israel without sacrificing cultural specificity and theoretical depth, the course is organized into three integrated units: a) historical background of Israel and its populations; b)
Israel’s citizen-state relationships, identity and belonging, and c) ethnographic case studies of Israel-specific multicultural issues, and general contemporary multicultural theory.

ANT 322M • Mexican Amer Indig Heritage

31630 • Menchaca, Martha
Meets TTH 12:30PM-2:00PM PAR 1
CD (also listed as MAS 374)
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This course examines the cultural prehistory and racial history of Mexican Americans

from 1519 to the present. The purpose of the course is to examine how policies and

laws enacted by the governments of Spain, Mexico, and the U.S. impacted the ethnic

and racial identities of Mexican Americans. The geographic focus of the course is

Mexico and the United States Southwest.

ANT 324L • Anthropology Of Food

31638 • Hobart, Hiilei
Meets TTH 9:30AM-11:00AM WCP 4.174
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Food is one of the most fundamental elements of human society. Because everybody eats, it provides a powerful vehicle for expressing individual and social identity. This course explores the cultural dimensions of growing, cooking, and eating food by engaging themes of gender, race, indigeneity, embodiment, hunger, and power. Reading across foundational anthropological texts, ethnographies, and contemporary news media, we will pay attention to the ways that people use food as an everyday tool to communicate ideas about who they are in relation to the communities, environments, histories, and economies that shape their worlds.

ANT 324L • Archaeol Of Climate Change

31675-31679 • Rosen, Arlene
Meets MW 1:00PM-2:00PM WAG 420
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Course Description: Climate change has impacted human societies over the course of human existence on the planet. It has played a role in everything from hominin evolution to the rise and fall of civilizations through to the present day economic and ethical decision-making. In this course we will examine why climate changes, the methods for recording climate change, and discuss case studies of the varied responses of past human societies to climate change in different geographic regions and time periods with varying socio-political and economic systems. We will explore aspects of resilience and rigidity of societies and issues of environmental sustainability in the past as well as the present. Finally we will compare and contrast modern responses to climate change on a global scale with those of past societies.

Goals: To familiarize students with the evidence for climate change and methods of climate change research; to increase their understanding of the social, economic and technological issues human societies faced in the past when dealing with climate change. To understand what were adaptive and maladaptive human strategies. To help students evaluate the modern politics and social responses to climate change. On successful completion of this course a student should understand how climate change is recorded and the basic climatic record for the period of human occupation of the earth. To be familiar with current debates about how human societies adapt to climate change. To be able to think critically about issues and arguments proposed in the literature, and to write a coherent essay arguing a point of view.



This course carries the Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations.

Global Cultures

This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

ANT 324L • Art & Archaeol Of Ancient Peru

31640 • Runggaldier, Astrid
Meets MWF 11:00AM-12:00PM DFA 2.204
GC VP (also listed as LAS 327)
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ANT 324L • Art-Speak

31641 • Stewart-Halevy, Jacob
Meets TTH 12:30PM-2:00PM CBA 4.326
(also listed as ARH 374)
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Since the birth of Aesthetics, Art is often thought to communicate through sheer perception, ritual, mimesis, and other seemingly non-linguistic means. Nevertheless, whenever we try to report on, ascribe value to, or merely talk to one another about artworks, we rely on communicative practices ranging from styles of academic discourse to registers of natural talk. This course outlines a brief history of the manifold ways artists, critics, sociologists, conversation analysts, and linguistic anthropologists have already tried to address the art world’s uses of language.

This initial outline provides students the tools to analyze recent shifts in art-speak at its paradigmatic sites: around commercial art fairs and auction house sales; artist talks, studio visits, and interviews; openings, curator walk-throughs, and biennial round-tables; press releases, show reviews, and list-serves; on- and offline art-activist provocation, art-fashion cross-branding, alongside academic publications and lectures. Through a multi-sited approach, we isolate emergent structural features of language to get a sense of how the art world speaks today.

Each week we will spend one session discussing the readings and the other as a lab, working through relevant snippets, dialogue, and other examples of art-speak assigned through the listening sessions. 

ANT 324L • Blacks/Asians: Race/Soc Mov

31690 • Bhalodia, Aarti
Meets MWF 10:00AM-11:00AM RLP 1.102
CD (also listed as AAS 330, AFR 374D)
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ANT 324L • Bronze/Iron Age Atlntc Eur

31684 • Wade, Maria
Meets TTH 3:30PM-5:00PM WCP 4.174
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Course Description: This course surveys European prehistory and early history emphasizing the archeological connections

between all geographic and cultural regions of Europe. The course focuses on the archaeological cultures of the 1)

Eastern, Central and Western Mediterranean and 2) on those of Atlantic Europe.

Course objectives/expectations:

Students will have a comprehensive regional understanding of European prehistoric and early historic cultural and

archeological similarities and differences.

Students will demonstrate their understanding through: 1) geographic knowledge, 2) human/landscape adaptations for

specific cultural and archaeological periods, and 3) trade relationships between the different regions.

Textbooks: Europe Between the Oceans 9000 BC-°©‐AD 1000, Barry Cunliffe, Yale University Press 2008 or most recent ed.

Other Readings: on Canvas under Course Documents.

ANT 324L • Comparng White Nationalisms

31642 • Ohueri, Chelsi
Meets MW 1:00PM-2:30PM CMA 5.190
GC (also listed as REE 345)
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The purpose of this course is to provide students with an opportunity to learn about white nationalism and to examine it in multiple forms. Using a cultural anthropology perspective, the course will focus on the intersections of national identity and race, and in particular whiteness, in Europe and the United States. A 
significant component of the course will examine historical and newly emergent nationalist ideologies in 
Eastern Europe. The course will begin with lectures and discussions that give students the chance to 
critically unpack key terminology (nation, nationalism, race, white nationalism, white supremacy) that areoften used in media and popular culture but at the same time, are rarely well-defined and contextualized. Students will read literature from multiple disciplines, including anthropology, European studies, history, political science, and race and ethnic studies. 

Each week students will complete in-class rapid fire writing responses about the readings before we begin discussions.This course will involve regular shorter writing assignments and a final writing paper. Students will also have the chance to work in small groups on a project. Assignments will include book chapter readings, journal articles, newspaper stories, and one book-length ethnography.

The syllabus will also include films. By the end of the course students should be able to understand the concept of white nationalism and its manifestations in multiple forms in Europe and the United States. They should also be able to understand theories of nation, race, and whiteness, and be able to critically reflect on these topics.

ANT 324L • Cultural Resource Management

31639 • Jarvis, Jonathan
Meets MWF 11:00AM-12:00PM WCP 4.174
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This course is designed to provide a thorough overview of Cultural Resource Management (CRM), primarily for students who are interested in pursuing a career in archaeology.  Projects funded or permitted by government agencies must comply with various state and federal laws that mandate the identification and investigation of archaeological sites that may be impacted by the project; as a result, the vast majority of the archaeology conducted in the United States is done for compliance purposes.  This course will cover the development of CRM archaeology into a professional discipline, the legal and regulatory environment in which CRM operates, the common methods (and jargon) utilized and, importantly, employment prospects and how to go about gaining employment in CRM.   

ANT 324L • Culture And Health

31643 • Strong, Pauline
Meets MWF 10:00AM-11:00AM WCP 4.174
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In this course, students will develop an understanding of the cultural and historical construction of health, illness, race, gender, the body, subjectivity, and personhood. We will consider the history of the biomedical model of health and illness, and develop an awareness of alternatives to the biomedical model. We will develop an understanding of the social, cultural, political, and economic context of contemporary health systems and the roots of health disparities, both locally and internationally. We will consider the ethical principles embedded in the biomedical and alternative models of health and illness, as well as ethical dilemmas faced by patients, caregivers, and practitioners.

This course carries a Global Cultures and Ethics flag. It is a core course for the Bridging Disciplines certificate in Patients, Practitioners, and Cultures of Care, and counts towards the undergraduate certificate in Native American and Indigenous Studies.

ANT 324L • Envirmt Studies In Siberia-Rus

31637 • Wilkins, Evgenia
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ANT 324L • Ethnographic Writing

31674 • Stewart, Kathleen
Meets F 9:00AM-12:00PM WCP 5.118
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Ethnography, meaning writing difference, describes entanglements of forms, forces, bodies, practices,

media, materialities, sensibilities and structures of living that constitute a world. It composes with what’s

already composed. It can use social science, art, science, creative nonfiction, auto-ethnography and more.

It loves the details. It hones in on angles, possibilities, and problematics – what might happen, what things

in process might become, what something might be related to. By writing culture, we are learning to

describe the precision of how a whole range of things impact lives.

This course is a writing workshop. We will build conceptual skills through writing; here, thought does not

precede writing but takes place in working with words. As writers, we’re trying to build our voice, or the

ability to develop thoughts by writing with conviction and self-confidence. We are aiming for writing that

is clear, direct, descriptive, creative, and actively approaching its object. Write for an audience – your

classmates and perhaps also the people you are writing about (what would they think/say about what

you’ve written? Would they recognize themselves in it or be interested in the thoughts you’ve had?).

Read your drafts aloud to yourself.

Over the course of the semester, the students will write five 500 word descriptive, analytical, artful

papers. Each piece should be written in four drafts, using the Peter Elbow’s method in Writing Without

Teachers: 45 minutes of fast writing followed by 15 minutes of hard editing to eliminate all but the

sentences or sentence fragments you think are true (or that really express your thought, or have real


In seminar, each person will read their work aloud while the others listen carefully and take occasional

notes on their own creative lines of thought prompted by each piece (I call this compositional listening).

After four readings, we will discuss the four pieces together. Learning to be good readers or listeners is

part of the process of learning to be good writers. A writer with skill thinks of her readership and writes to

communicate and have an influence.

Writing well begins with reading. There will be reading each week and prompts to link the reading to

your writing for the week.

Students will also keep daily writing journals for the first seven weeks. This is fast, associative writing

you can do anywhere. The point is to create the habit of making words on paper. I will not read the

content but simply check, once a week, that it’s been done every day. It can literally be “I’m trying to

write and I can’t think of anything to say. Oh, but wait a minute, the bus driver just smiled at the student

wearing A&M colors. What’s happening here? Did anyone else notice? Is this funny?”

There is a final essay, which will be fashioned out of 3-5 of your short pieces and edited, edited, edited.

This should be 5-7 pages, double-spaced. Don’t try to come up with a single thesis to subsume the

separate pieces but, instead, hold your focus on the particularity of each piece and then look for

resonances between them as you select the pieces to piece together. They can remain separate, even

divided by an asterisk. Or you may find a writing line that allows you to link the three pieces, editing

them together.

There will be workshops on ethnography, auto-ethnography, editing, voice, descriptive writing, and

describing a world. There will also be many experiments.

ANT 324L • Globalization In Latin Amer

31644 • Canova, Paola
Meets MW 10:00AM-11:30AM CBA 4.342
(also listed as LAS 324L)
show description

This course critically examines the ‘globalization’ phenomenon. What is its genealogy? How do we conceptualize it? What are its main debates? The course takes a historical and ethnographic approach to trace flows of capital, as well as encounters and negotiations that constitute our contemporary global connections. Students will be exposed to the ways in which globalization is experienced in Latin America and how it reorganizes relations at all levels. Particular attention will be given to the economic, political, cultural and ecological dimensions of globalization. These themes will be explored though theoretical works and case studies related to labor, the State, development politics, intimacy, sexualities, nature, consumption, immigration, media, and health.

ANT 324L • Human Trafficking West Afr

31636 • Osezua, Oghoadena
Meets TTH 3:30PM-5:00PM PAR 101
GC (also listed as AFR 374C, WGS 340)
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Despite the overwhelming research on human trafficking in Asia, Europe and the Americas, relatively very scanty information is known about the global pandemic in Africa. For instance, major parts of West Africa economies are largely dependent on the exploitation of natural economic resources like agriculture and mining. The region has the fastest growing population rates with disproportionate social amenities, inadequate physical infrastructures, uncontrolled urbanization, high incidence of unemployment, poverty, pervading insecurities and weak social institutions with wide inequities in distribution of wealth amidst very conspicuous gender inequality. All these factors have contributed to making human trafficking for the purpose of sexual exploitation a viable option for both the traffickers and the trafficked. The ethnographic study of human trafficking is imperative to capturing the complex dynamics associated with sex trafficking as such analyses go beyond the individuals and assess the context; political economy, social cultural environment and the legal/ regulatory frameworks in the region, Nigeria in West Africa, a significant source, transit point, and destination for sex-trafficking. Hence, historical processes, social institutions within pervasive patriarchal structures in which this phenomenon of human trafficking is implicated will be examined, engaging ethnographic lens. This course will introduce students to the challenges of human trafficking and other endemic forms of exploitation, highlighting critical factors associated with its prevalence. The attendant consequences of human trafficking on selected social structures in the region will be explored.


ANT 324L • Japanese Concepts Body/Self

31685 • Traphagan, John
Meets TTH 9:30AM-11:00AM BUR 228
GC (also listed as ANS 372, R S 352)
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In this course, we will endeavor to navigate some of the extensive anthropological literature that has been written on Japanese conceptualizations of self and body and explore how these concepts intersect with ideas about religion and morality.  The "self" has been one of the central themes in ethnographic writing about Japan since Ruth Benedict's work The Chrysanthemum and the Sword was published in the 1940's.  We will consider how Japanese educational approaches contribute to the formation of paritcular forms of behavior; how selves change over the life course; Japanese conceptualizations of the body and person; and how Japanese ideas about self and body are expressed in medical practices.  The course is discussion-based and will incorporate films in addition to ethnographic writings.  Grading will be based upon five response papers and mid-term take-home and final take-home exams.

ANT 324L • Maya Art And Architecture-Gua

31645 • Runggaldier, Astrid
show description

Please check back for updates.

ANT 324L • Nature, Society, & Adaptatn

31660 • Knapp, Gregory
Meets TTH 11:00AM-12:30PM RLP 0.108
EWr (also listed as GRG 331K)
show description

This course examines the very long-term human trajectory in gaining control over resources, impacting the environment, and transforming planet earth into a meaningful human home. This trajectory has been related to long-term changes in human integration (reciprocity, trade, and redistribution) at a variety of scales, culminating in recent globalization. These changes have been associated with great achievements in quality of life for some, but with attendant problems of violence, impoverishment, and environmental impacts including, in some extreme cases, collapse. These challenges implicate both culture (learned habitual behavior, concepts, and associated objects and landscapes) and ethics (socialy oriented decisions) as they promote or fail to promote resilience and adaptation with respect for human rights.

ANT 324L • Power And Resistance In Rus

31649 • Sidorkina, Maria
Meets TTH 11:00AM-12:30PM PAR 103
GC (also listed as REE 345)
show description

How do political activists in Russia speak to the state? In turn, how does the state encourage, respond to, and censor activist speech? This class will shed light on Russian state power as it is analyzed “from below” by ordinary citizens who seek to shape its politics and policy. We will take protests seriously as events to reveal their place in national and international histories of contention, as well as consider interactions between protest participants and the social and physical spaces in which protests take place. We will also situate Russian protest events with respect to ordinary moments of cultural, social and political life. Finally, we will explore the—often surprising—experiments with collective action that Russian activists have taken up after decades of dealing with illiberal and opaque mechanisms of local and national governance. 


As part of thinking about state-citizen interaction beyond the margins of the liberal project, we will get an overview of the history of political speech from Soviet late socialism to the present. We will then take stock of the 2011-2012 Fair Elections protest movement—a pivotal moment in the Putin era—and apply our insights to analyses of state and protest activity since that time. As part of theorizing postsocialist (and in many ways post-liberal) protest, we will unpack some of methodological debates central to Russian protest studies, such as whether we should call properly “political” those actors that who aim to change the political system or those for whom the efficacy of protest is measured by solving problems in particular cases (e.g. wage arrears, environmental destruction, homophobia, etc.) 


Discussion (10% of grade); Weekly paragraph-long responses (10%); Two case study papers (30%); midterm exam (20%); final essay of 10-12 pages (30%)

ANT 324L • Sonic Ethnography

31659 • Peterson, Marina
Meets TTH 12:30PM-2:00PM WCP 4.118
show description

Sonic ethnography starts with listening, and listening to how people listen. Listening is a practice that people

do as a way of being in and knowing the world – it is something in which we are all expert, even if not always

acknowledged. Thus sonic ethnography investigates ways in which people orient themselves via the aural,

how expertise is enacted through listening, and how sociabilities emerge around attunement to sound. At the

same time, sound it is neither separable from other senses nor an object in and of itself. Instead, sound is, as

anthropologist Steven Feld suggests, a way of being in and knowing the world.

Themes of listening, silence, noise, sound worlds, and technology will organize discussion of topics that

include the history of recorded sound in anthropology, acoustics and environmental sound, the global

circulation of media, and the politics of song. Class meetings will be spent on discussion of readings, listening,

fieldtrips, guest lectures, audio workshops, and writing. The course pays particular attention to concerns of

writing sound, writing with sound, and writing about sound. Writing sound is approached as a practice, with

modes of inscription that might include writing or audio recording. With an emphasis on developing ways of

using written language to address sound as an ethnographic concern, we will also attend to the breadth of the

meaning of “phonography” by listening to ethnographic recordings and creating short audio pieces at the end

of the semester.

ANT 324L • Theories Of Archaeology

31665 • Franklin, Maria
Meets TTH 11:00AM-12:30PM WCP 4.174
show description


This course is a senior seminar for students who are pursuing studies in archaeology, and satisfies the “theory” requirement for the Anthropology degree. It is a broad survey of the major theoretical trends that have shaped anthropological archaeology over time. As such it is a course on the history of archaeological thought that highlights the major debates and key issues that have influenced the ways in which we diversely claim to know what we know about the past.

Why a course on theories of archaeology? We tend to envision archaeology as the discovery of sites and the pursuit of artifacts since field excavations dominate its public persona in the media. Yet archaeologists actually spend more time dealing with the analyses of excavated materials and moving from data to interpretations or explanations of the past than we do digging. The various intellectual approaches that we take towards drawing conclusions, if even tentative ones, are influenced by the different perspectives we have of the relationship between the past and the present, what kinds of information or meaning we believe can be derived from the archaeological record, the questions we seek to answer, and indeed, how much of the past each of us posits is knowable. Thus, what we often refer to as “archaeological theory” is best stated in the plural since there are multiple and competing ways that archaeologists theorize archaeological remains in order to interpret past societies and lifeways. That is to say, there is not a single, proven “archaeological theory” widely accepted by all. Theories are intertwined with practice/methodologies and are what frames and drives our interpretations, or what serve as the basis for our generalizing explanations of the past. Rather than bemoan the discipline’s heterogeneity, it is hoped that students will come to appreciate its diversity and breadth.

While we will spend the majority of the semester addressing how archaeologists use theory to learn about past cultures and societies, we will also explore the politics of the discipline. That is, what role does archaeology play in the contemporary world with respect to urgent issues such as inequality and nationalism? Some of the topics that are now central in archaeology that will be addressed include professional ethics, social responsibility, working with the public, and Indigenous rights over their past.

A note on the format and workload of this course:

This course was designed to provide students with sufficient background knowledge of archaeological theories in order to prepare them for graduate studies in archaeology where the subject will be a core feature of the curriculum. Moreover, it will be taught mainly in the style of a graduate seminar, where student-led discussions are an integral part of the learning process. Thus, students will be expected to give careful consideration to the assigned readings in preparation for discussions. Please note that there is a relatively heavy reading load for this course, and that most of the readings are advanced and may be complicated (i.e., these are not introductory readings).

ANT 324L • Urban Unrest

31670 • Tang, Eric
Meets TTH 11:00AM-12:30PM RLP 1.104
CDE (also listed as AAS 330, AFR 372F, AMS 321)
show description

Please check back for updates.

ANT 324N • Muslim Women In Politics

31695 • Shirazi, Faegheh
Meets TTH 11:00AM-12:30PM MEZ 2.124
(also listed as ISL 372, R S 358D, WGS 340)
show description

There has been a religious resurgence since the 1970s, and Islam has come to play a significant role in the world. Despite the restrictions placed on women by the religious authorities, the most unexpected effect of this religious renaissance is the overwhelming political participation of many Muslim women at different levels in their respective cultures. While a large number of Muslim women are winning elections in many countries, in general, women's rights are still an issue in the Muslim world.

Since the beginning of recorded Islamic history, Muslim women with political influence have held political offices and positions of leadership. At the same time, we know that in some Muslim nations the rights of women are limited, and their participation as public servants is almost impossible. In both of these cases, Islam is given as the key rationale for participation or lack of participation of women in their society. Both Quranic and hadith commentators vary as to whether women's political participation is a correct interpretation of religious imperatives.

Debate about the religious legitimacy of Muslim women and their participation in politics are the themes of this course. We will study and discuss the historical developments and debates about both religious and cultural perspectives that affect the role of Muslim women in politics. We will study important Muslim women who have held or hold important political positions or influential positions in NGOs or as political activists and grassroot leaders. In addition, we also will study issues on gender, ethnicity, culture, and faith that impact Muslim women's political participation and how Muslim women constitute themselves as social and political actors as a result of their interactions within the structural frameworks and political cultures.

ANT 324P • Gender/Labor In Global Asia

31700 • Hindman, Heather
Meets TTH 2:00PM-3:30PM GAR 1.134
GCWr (also listed as ANS 379, WGS 340)
show description

This course will examine the production, distribution, and consumption of East Asian popular culture. Specific topics include Hong Kong cinema, Japanese animation, Japanese trendy dramas, Korean television dramas, and K-po music. Noting the “globalization” phenomenon, this course will address what has caused the increasing visibility of East Asian Cultural products outside of the region. The growing recognition of East Asian pop culture around the globe, however, has also accompanied by more vibrant circulations of the cultural products and interactions among recipients within the region. Therefore, this course will take the globalization of popular culture as an analytical lens through which to reflect modernity, tensions of (trans)nationalism, urbanization gender politics, and identity formations in East Asia.


Class Participation; 20%

Reading Responses: 20%

Student Presentation: 20%

Midterm and Final Paper: 40%

ANT 325L • Cultrl Heritage On Display

31705 • Seriff, Suzanne
Meets MWF 9:00AM-10:00AM WCP 4.118
show description

This course is designed to take you behind the scenes in the public construction, negotiation, contestation and display of “American culture” by focusing on a number of cultural heritage sites in the public sphere. In particular, the course will examine fairs, festivals, theme parks, history sites, and museum exhibitions as contested sites of heritage production in American history—focusing especially on those moments when defining and displaying an image of the “true American” becomes an active—if contested— agent in the process of nation building and ideological construction. We will focus closely on the histories and agencies of specific “exhibitionary complexes,” paying close attention to what one critic calls ‘the problematic relationship of their objects to the instruments of their display.” (Barbara Kirshenblatt-Gimblett). Students will have the opportunity to conduct original research and participate directly in confronting and critiquing a contested cultural heritage site

ANT 325L • Cultures Of Sustainability

31715 • Hartigan, John
Meets TTH 11:00AM-12:30PM WCP 4.118
show description

This course guides students in recognizing how ecological concerns are articulated

and perceived in different cultural contexts. Environmentalists in the U.S. and Europe often face

challenges both in convincing peoples around the world to participate in conservation projects

and in recognizing local, situated (particularly indigenous) forms of caring about ecological

health and social equity. Notions of “nature” are fundamentally culture-bound, entangled with

concepts of personhood and agency, power and risk, and cosmological orderings of humans and

nonhumans. Beginning with an explanation of culture and its dynamics, this course will survey

ecological activities in a range of settings, providing students a comparative framework for

recognizing the criteria mobilized as people assess whether or how their environments are in

peril. The analytical foundation is anthropological, emphasizing biocultural perspectives and

recent work in cultural ecology, but the course will encourage interdisciplinary formulations of

student research projects. Some of our case-studies will draw from science and technology

studies, and students will be assisted in developing proposals that tap and mobilize various forms

of expertise and knowledge claims. We will also spend time considering disciplinary debates

over the Anthropocene (how to understand its dimensions and consequences) and sampling the

exciting new development of “multispecies ethnography” (projects that analyze nonhumans’

roles in social and political formations).

Over the course of the semester, students will research particular settings where resource

management, climate science, or environmental ethics involves work of cultural translation—

generally, encounters of natural scientists, governmental agents, and ecological activists with

local peoples who are being impacted by conservation efforts. Students will learn to develop a

commodity-chain analysis—how resources (from lumber to coffee) are harvested and circulated

for markets—and to recognize the underlying ecological dynamics both impacted by and

influencing various forms of consumption. They will then be introduced to the range of cultural

conflicts over conservation, from local/national clashes to transnational disputes over

establishing and managing cross-border preserves. We will also cover basic methods and

techniques of ethnography and ethnology, so students will comprehend how they are deployed in

field research. From this foundation, students will pursue projects that analyze the cultural

dimensions of conservation efforts and the interactions of humans and nonhumans in such


ANT 325L • Jewish Folklore

31704 • Gottesman, Itzik
Meets TTH 2:00PM-3:30PM GEA 127
GCWr (also listed as GSD 360, J S 363, R S 357)
show description

Dybbuks, golems, evil eye are just some of the more well-known aspects of Jewish folklore, but this course will also examine the folklife of the Jews, their world view, their folk beliefs and fears. Call it folk religion if you will; many of these practices were dismissed by the "offical" Jewish religion as unJewish, but the "folk" persisted and eventually the practice became Judaized and accepted.

Using literary sources, ethnographic memoirs, historical documents, films (among them "The Dybbuk" 1939), folklore collections and field trips (among them - to the oldest Austin Jewish cemetery), we will focus on what makes Jewish folklore Jewish. Among the folklore genres to be examined -folktale, legend, folksong, folk music, custom, belief and of course, Jewish humor.

ANT 340C • Ethnographic Research Methods

31720 • Sturm, Circe
Meets T 2:00PM-5:00PM WCP 4.118
show description

Understanding human behavior is immensely challenging. Fortunately, there are tools

to help us make sense of social, cultural and political complexity. This course offers an

introduction to the various methods and techniques used in conducting ethnographic

research such as participant observation, interviewing, collecting life histories and

genealogies, archival research, working with material culture, social media-based

research, and visual ethnography. Our primary objectives will be to explore research

design, what constitutes evidence, how to analyze data, and strategies for writing up

and presenting results. We will pay particular attention to the ethical considerations

entailed in anthropological research, including questions of knowledge production,

power, location, experience, translation and representation. The course is run largely as

a “hands–on” workshop, in which students practice a variety of ethnographic methods

(both inside and outside of class), engage in ethnographic writing exercises, and actively

guide one another’s work. Students will apply what they learn during the course to

designing their own ethnographic research project, conducting independent field

research, and presenting their findings to the class. By the end of the semester, they will

have a firm grounding in ethnographic research methods and be better prepared for

more advanced work.

ANT 347C • Methods In Primate Biology

31725 • Sandel, Aaron
Meets M 1:00PM-2:00PM WCP 4.120
show description

This course focuses on the study of primate behavior and the methods by which animal behavior is observed and documented.  Students will learn how to conduct library research, formulate hypotheses and predictions, devise research projects to test these predictions, collect and analyze data, and write comprehensive research reports describing these results.

1 lecture hour and 3 lab hours per week.

ANT 348 • Human Origins And Evolution

31730-31735 • Kappelman, John
Meets MW 9:00AM-10:00AM WCP 5.172
show description

This course examines the evidence for the origin and evolution of humans with particular emphasis placed on reconstructing the paleobiology of extinct hominins.  Lectures will draw upon a diverse range of disciplines (anatomy, archaeology, ecology, ethology, genetics, geology, paleontology) and integrate these into a framework for understanding the origin and evolutionary history of this unusual group of primates.  Weekly laboratories provide the student with an opportunity to examine firsthand the fossil evidence for human evolution.

ANT 348K • Primate Conservation

31745 • Sandel, Aaron
Meets MW 10:00AM-11:30AM WCP 4.118
show description

This course will introduce you to the major issues in primate conservation. What are primates and why do they matter? What are the threats facing primates and the ecosystems in which they live?What are the strategies to combat those threats, and how can you as a student at UT Austin make a difference?

ANT 350C • Primate Sensory Ecology

31750 • Kirk, Edward
Meets TTH 9:30AM-11:00AM WCP 5.172
show description

Primate Sensory Ecology is a course designed for advanced undergraduates in physical anthropology and the biological sciences. This course provides an opportunity for detailed study of primate sensory systems from an ecological and comparative phylogenetic perspective.
    The core topics covered in this course are the special senses of hearing, vision, and smell, with a special emphasis on the adaptive and ecological significance of sensory adaptations in primates. For each of these senses, lectures and readings will provide a comprehensive review of the following concepts: 1) general anatomy and physiology, 2) development and genetic regulation, 3) functional morphology and mechanics, 4) neural control and regulation, 5) psychophysics, 6) biological role and behavioral ecology, 7) phylogenetic history and fossil record. Additional senses that will be covered in a less-comprehensive fashion include touch, taste, balance and equilibrium, and the Jacobson's organ.
In studying each sensory system, a strong emphasis will be placed on understanding the relationship between variant morphologies and behavioral capabilities. This dual focus on morphology and behavioral ecology will provide students with an explicit understanding of the effect that the  functional design of a sensory system has on an organism's adaptive niche. All information will be presented within a comparative phylogenetic framework, so that evolutionary novelties (e.g., the haplorhine retinal fovea) can be understood in terms of the macroevolutionary processes responsible for the novel feature's appearance. This approach will further emphasize the importance of certain evolutionary changes in primate sensory systems as key innovations. Toward this end, discussions of current literature will cover a number of special topics in addition to the more basic aspects of sensory system morphology and function.

ANT 351E • Primate Evolution

31755 • Shapiro, Liza
Meets TTH 11:00AM-12:30PM WCP 5.172
show description

This course is an examination of the fossil record for (nonhuman) primate evolution.  The fossil record will be examined after a basic grounding in the anatomy, ecology, and systematics of living primates.  Each of the major radiations of fossil primates will be explored with respect to adaptive diversity, functional morphology, and systematics.

ANT 366 • Anat And Bio Of Human Skeleton

31765 • Kirk, Edward
Meets TTH 12:30PM-1:00PM WCP 5.172
show description

This course introduces the student to an in-depth study of the human skeleton. Class sessions combine lecture and laboratory sessions and cover topics including developmental biology, functional morphology, and skeletal identification, with a special focus on the latter skill as it relates to forensics and archaeological studies. Students will also be introduced to new 3D imaging techniques for studying the skeleton. 

This class requires both intensive in-class and out-of-class preparation. Participants must be prepared to handle actual human osteological specimens and have a professional approach to this subject and the human remains. An interest in human skeletal identification is especially applicable to the fields of archeology, physical anthropology, health sciences, law, and law enforcement.

ANT 366 • Anat/Bio Human Skeleton-Wb

31770 • Kappelman, John
show description

This course introduces the student to an in-depth study of the human skeleton. Class sessions combine lecture and laboratory sessions and cover topics including developmental biology, functional morphology, and skeletal identification, with a special focus on the latter skill as it relates to forensics and archaeological studies. Students will also be introduced to new 3D imaging techniques for studying the skeleton. 

This class requires both intensive in-class and out-of-class preparation. Participants must be prepared to handle actual human osteological specimens and have a professional approach to this subject and the human remains. An interest in human skeletal identification is especially applicable to the fields of archeology, physical anthropology, health sciences, law, and law enforcement.

ANT 388 • Applied Data Analysis

31799 • Di Fiore, Anthony
Meets TTH 3:30PM-5:00PM WCP 5.112
(also listed as BIO 384K)
show description

This course provides an overview of methods and tools for applied data analysis. It is geared toward research in biological anthropology and evolutionary biology, but the material covered is applicable to a wide range of natural, social science, and humanities disciplines. Students will receive practical, hands-on training in various data science workflows, including digital data acquisition and management, exploratory data analysis and visualization, and statistical analysis and interpretation. Statistical topics to be covered include basic descriptive and inferential statistics, hypothesis testing, regression, and general linear modeling, as well as additional specific methods based on student interest (e.g., geospatial data analysis, phylogenetic comparative methods, social network analysis, corpus construction and text mining, population genetic analysis). The course emphasizes the development of data science skills, focusing on the practical side of data manipulation, analysis, and visualization. Students will learn to use the statistical programming language R as well as other useful software tools (e.g., shell scripts, text editors, databases, query languages, and version control systems).

ANT 388 • Primate Anatomy

31800 • Shapiro, Liza
Meets M 3:00PM-4:00PM WCP 4.174
show description

This course is an exploration of the primate body by means of dissection.  Our goal is to identify the major anatomical structures of the body and to understand their interrelationships both spatially and functionally.

ANT 389K • Race/Ethncty In Amer Socty

31803 • Menchaca, Martha
Meets W 2:00PM-5:00PM WCP 5.118
(also listed as LAS 391, MAS 392)
show description

This course seeks to develop a student’s theoretical and historical understanding of race and ethnicity in the United States.  We will begin by examining the different historical processes of incorporation that led to economic inequalities between different ethnic groups in the United States.  After examining the formation and incorporation of the American ethnic and racial structure we will review a broad spectrum of topics dealing with American culture and identity. Topics receiving particular attention include:  critical race theory, globalization/neoliberalism, Latino immigration, modern manifestations of racism, and education and social mobility .

ANT 391 • Ethnography Of Digtl Media

31804 • Sidorkina, Maria
Meets W 2:00PM-5:00PM BUR 231
(also listed as REE 388)
show description

Have you ever broken up with someone using a text message? Felt your senses extended by a new gadget? Or wondered why trolls troll? In this course, we will investigate new digital technologies and their impact on social worlds. While the course will begin with a brief overview of old media paradigms (the novel, the newspaper), we will spend most of our time exploring new social kinds (the troll, the hashtag, the GIF archive, the emoticon, the TikTok challenge). Readings will focus on “practical” contributions to conversations about media, but we will bring in classical theoretical texts as needed. The goal is to develop a rigorous understanding of new media forms, and to design ethnographic data collection methods for projects that can answer a variety of questions about digitally mediated interaction.

A substantial part of the course will consist of an ethnographic research project on some aspect of digital life that students will design in collaboration with others. Students working independently and in small groups, at home and in class, will contribute to different components of this project. To do this, students will conduct research exercises using “Evernote,” a note-taking application that can be used to create snapshots of public interactions, pool data, and present findings. Group presentations early in the semester will serve as the testing ground for the proposed research project. A conference-style midterm paper on a research topic will serve as the rough draft for a final paper. Additionally, weekly blog responses to assigned readings will be required.

Grade Breakdown:

  1. Do the assigned readings and exercises and be active in discussing them each class (10% of grade).
  2. Ethnographic research journal (10%). You will keep an ongoing journal of your participant observation online using Evernote. Resulting snapshots, transcripts and field notes can be used for your own research and shared with others.
  3. Reading responses, 1 paragraph long (10%). Due at the beginning of each class (except first day of semester). 
These are not graded for writing style. But they must constitute clear evidence that you carefully did the reading, and so are ready to actively participate in the discussion.

  4. Presentation on preliminary research results (10%).
  5. Summary, synthesis, extension, and critique of 1-2 readings in first half of class in relation to research topic, 5-7 pages long. (30%)
  6. Final paper (40%): development of the midterm essay based on instructor and student comments, and in light of readings covered in second half of class, 10 pages long.

ANT 391 • Ethnography Of Global Asia

31802 • Hindman, Heather
Meets T 5:00PM-8:00PM WCH 4.118
(also listed as ANS 391)
show description

This graduate seminar is designed to familiarize students with recent literature discussing transnational Asia and the Asian diaspora.  Students will be expected to be researching related material and the research interests of the students will in part shape the course context.  The class will consider topics including the role of diasporas in shaping national imaginaries, the popularity and transformation of Asian medias and the importance of off-shored manufacturing and knowledge work.

ANT 391 • Indig Ppls Neolib And State

31805 • Canova, Paola
Meets W 1:00PM-4:00PM WCP 4.120
(also listed as LAS 391)
show description

This seminar examines theoretical and ethnographic approaches to understanding the

ways in which the neoliberal State is constructed and experienced in different

contemporary contexts. Challenging conceptualizations of the State as bounded and

homogenous we will critically engage key themes such as governmentality, bureaucracy,

welfare, sovereignty, multiculturalism, and citizenship to reflect on the multilayered and

oftentimes contradictory nature of the State. The course will provide students with

analytical tools to understand the State as a set of processes, discourses, practices and

representations embedded in unequal power dynamics that are in constant flux and that

respond to particular historical and cultural contexts. While readings will cover a

different range of case studies, particular attention will be given to the experiences of

indigenous peoples and the State in Latin America.

ANT 391 • Polit/Conditns Of Indigeneity

31815 • Sturm, Circe
Meets TH 10:00AM-1:00PM WCP 4.120
show description

This course explores the history, politics and conditions of indigenous people

throughout the world. One organizing theme of the course will be the ongoing

relationships between indigenous people and their respective settler-states, relationships

that have been characterized by equal parts continuity and change. Though our primary

focus will be on Anglophone indigenous peoples in the United States, Canada,

Australia, New Zealand and the Pacific Islands, we will also bring in other examples

from around the globe when relevant. Our goal is to understand how indigeneity, as

both a theoretical concept and a lived experience, intersects with ideas about

sovereignty, citizenship, race, culture, gender, nationalism, colonialism and authenticity.

Students will be exposed to a range of voices, including native and non-Native writers,

scholars and activists. Course content will cover key issues and topics critical to

indigenous communities, including defining the indigenous and the Fourth World;

comparative histories of colonialism; the various forms of legal inclusion and exclusion

in the polities of indigenous people and their settler states; the relationship between

sovereignty and citizenship; the politics of indigenous political recognition and

identification; and the image of the “native other” as it is appropriated and understood

by settler-states.

ANT 391 • Rsch/Grant Proposal Writing

31820 • Cons, Jason
Meets TH 3:00PM-6:00PM WCP 5.118
show description

“This course is designed to prepare graduate students for a range of professional activities including: developing research questions and research methods for dissertation research, writing grants to secure funding for fieldwork, developing publications, and more. While it is specifically focused on ethnographic work for students in sociocultural and linguistic anthropology, it will also provide background for interested students working in other subfields and disciplines.

ANT 391 • Sexuality And Culture

31825 • Merabet, Sofian
Meets M 2:00PM-5:00PM WCP 5.118
(also listed as WGS 393)
show description

This graduate seminar deals with the cultural analysis of sexuality. Its aim is to evaluate

critically formative concepts and theories that have been subject to debates within

Anthropology, History, Philosophy, and Gender Studies/Queer Theory. Through the

reading of a variety of texts, we will explore the central position sexuality occupies

within culture. By discussing recent scholarship covering Affect Theory and Critical

Gender Studies, we will examine the ways in which the nation and the state are closely

tied to the politics of sexuality, gender, race and class and consider how bodies marked

by those concepts are situated in space and time. One of the basic themes of the material

for this course concerns the extent to which both realities and their perceptions are sociocultural

constructs that are subject to constant change and, therefore, need historical


ANT 391 • Sovereignty Hierarchy Populism

31830 • Keeler, Ward
Meets T 9:00AM-12:00PM WCP 5.118
show description

The seminar will begin by discussing some basic texts in classical

Western political philosophy (Locke, Hobbes, Rousseau, maybe

Montesquieu) as an initial orientation. We will go on to read Foucault

on governmentality, and Agamben's "state of exception." Work by Louis

Dumont and more recent scholars drawing on his analysis of hierarchy,

and its contrasts with Western egalitarianism, will follow. Finally,

we will consider some recent work on populism, drawing on writings by

anthropologists and social scientists in other fields, to consider its

links to both hierarchical and other understandings of

social--including political--relations.


Students who are interested in taking the seminar can contact me for a

more detailed list of readings in December.

ANT 391 • The Behavioral Image

31834 • Stewart-Halevy, Jacob
Meets F 9:00AM-12:00PM WCP 5.124
(also listed as ARH 394)
show description

How do we visualize our behaviors and what do we do with these images? This upper-level course takes place at the intersection of two major traditions during the Cold War period: The attempt by artists, critics, and art historians to locate styles of comportment within artworks broadly defined; and the creation of images of behavior across the social sciences. The course should be of interest to those concerned with connections between aesthetic and scientific approaches to conduct, the history of photography, film, video art, and media theory.

ANT 392J • Phys Anthro: Behav, Gen, Var

31835 • Lewis, Rebecca
Meets T 9:00AM-12:00PM WCP 5.124
show description

This course is Part 2 of a two semester core curriculum in biological anthropology. Part 1 is NOT a prerequisite, however. Topics covered will include grouping patterns, reproductive strategies and mating systems, socioecology, cooperation, sex differences in behavior, genomics, population genetics, and evolutionary genetic theory in relation to human and nonhuman primates. The course also explores biological variation in genetic, physical, and behavioral traits within and between populations of humans and nonhuman primates, exploring both microevolutionary and cultural processes that have shaped these traits. (Part 1 emphasizes the history of the field of biological anthropology, evolutionary theory, primate systematics, methods of phylogenetic reconstruction, primate diversity and anatomical adaptations, and the human and nonhuman primate fossil record). The course provides an overview of behavioral ecology, molecular anthropology, and biological variation in human and nonhuman primates. The goal of the course is to give students an overview of the field, while allowing students to identify potential areas of research to pursue at the master’s and doctoral levels.

ANT 392N • Intro To Grad Ling Anthropol

31840 • Slotta, James
Meets F 9:00AM-12:00PM WCP 4.120
(also listed as LIN 396)
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An Anthropology Core Course, this course is an introduction to the theoretical and methodological foundations of the study of language from a sociocultural perspective. Topics discussed include linguistic, philosophical, psychological, sociological and anthropological contributions to the understanding of verbal and non-verbal communication as a social activity embedded in cultural contexts. No prior training in linguistics is presupposed. Readings include both ethnographic studies and theoretical work about language.

ANT 392P • Intro To Cultural Forms

31845 • Hartigan, John
Meets M 1:00PM-4:00PM WCP 5.124
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Seminar Description: Today cultural analysis is being applied more widely than ever before, across varied domains—expressive, corporate, scientific, and social—that require different types of expertise and knowledge to properly comprehend. In this expansion of the scope of “cultural” as an explanatory framework, a focus on form provides a free-floating type of attention across a range of milieus and mediums. The analysis of form is as ancient as Greek philosophy (e.g. rhetoric) but as current as our interests in the latest technologies. This seminar surveys the variety of ways that an overarching interest in form is fueling interdisciplinary research, particularly in projects that track disparate cultural phenomenon across complex landscapes as they manifest in dense, multi-layered arrangements, often fusing financial, aesthetic, and political interests. We will examine the trend towards melding topic areas—such as “media ecology” or using “publics” with collectives of nonhuman life forms—to devise distinct ways of comprehending emergent cultural objects and activities. Media—as it references an array of substances, instruments, or channels—and mediation (in biotechnologies, communication infrastructures, legal practices, and market expansions) will serve as a basic point of orientation for seminar readings and discussion. Other examples of emergent phenomenon will be drawn from current work in science studies, post-human and biodiversity projects, and urban ecologies, which are each held together by an overriding attention to cultural forms of expression and exchange. The seminar will be divided into thirds: the first provides an overarching framework for an attention to form; the second examines a variety of forms (visual, sonic, urban, etc.); the final third focuses on applying these perspectives.

Seminar Dynamics: This initial stage of the seminar will feature a combination of lectures and readings: the first half of each session will primarily be lecture-oriented with a discussion following in the second half. Depending on the pace of discussions we can shift away from lectures entirely as we progress through the semester. A key objective is for participants to apply these analytical approaches, either in relation to their specific areas of research or in a more general manner. The mechanism for doing this will be a series of short, informal essays (3 or 4) in which participants develop sketches of objects, settings, or dynamics via an attention to cultural form.

ANT 393 • Language In Culture

31850 • Webster, Anthony
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Linguistic anthropology comes into being in large part as an effort to document Indigenous languages of the Americas. What they found were languages that differed significantly, both from Indo-European languages they were familiar with, but also from each other. Confronted with such diversity, linguistic anthropologists attempted to make sense of the ramifications of that diversity—one way they did that, though they did not invent the idea, was through a concern with linguistic relativity (asking how languages facilitate particular ways of orienting to the world). This class traces the history of the relationship between languages in cultures and cultures in languages, first as it was formulated by the early Boasians, but later as it became a refigured in the ethnography of speaking, ethnopoetic and language ideologies literatures. While an explicit orientation to linguistic relativity may no longer be at the fore of linguistic anthropology, such a perspective undergirds much work in linguistic anthropology (language ideological work is founded on Whorfian insights, for example). How and it what ways do “language” and “culture” interanimate each other? The class concludes by reading recent work in linguistic anthropology and thinking through the ways that contemporary linguistic anthropology engages the question of languages in cultures and cultures in languages. 

ANT 394M • Sensory Ethnography

31860 • Peterson, Marina
Meets W 9:00AM-12:00PM WCP 5.118
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ANT 394M • Worlding

31855 • Stewart, Kathleen
Meets M 9:00AM-12:00PM WCP 5.118
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ANT 398T • Supv Teaching In Anthropology

31885 • Reed, Denne
Meets W 9:00AM-12:00PM WCP 5.124
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The purpose of this course is to provide you with theoretical and practical knowledge

about teaching and learning at the postsecondary level, ultimately to help prepare you for a

teaching position in a higher education setting. Major topics that we will cover include (1)

teaching effectiveness, (2) modes of learning, (3) teaching philosophy, (4) course design, (5)

lecture design and delivery, and (6) graduate education and the demands of academia.