Anthropology (ANTH-GA)

Students explore fundamental theoretical and methodological issues for the academic study of religion, including some of the more important theories of the origin, character, and function of religion as a human phenomenon. Students cover psychological, sociological, anthropological, dialectical, post-colonial and feminist approaches, as well as some problems for the study of religion today: secularization theory and the intersection of religion and media. Departmental permission required

Introduces the principal theoretical issues in contemporary social anthropology, relating recent theoretical developments and ethnographic problems to their origins in classical sociological thought. Problems in the anthropology of knowledge are particularly emphasized as those most challenging to social anthropology and to related disciplines.

Focuses on a group of central anthropological concepts, examining their geneaologies and limits. Looks at the relation of theoretical and ethnographic practices as they developed in post-World War II and post-colonial contexts, primarily in the Anglophone traditions, as anthropologists grappled with rapid social change. Attention is paid to multilayered power relations, social movements, practical consciousness, practice theory, invented traditions, and the production of culture.

This course explores how modern molecular genetics techniques and data are deployed by forensic science. DNA data, especially, have both in reality and in the cultural imagination become a primary tool of forensic investigation. We will look at how crime scenes are investigated, what types of data are collected, how molecular genetic information is turned from a crime scene sample to a probabilistic match to a suspect. We will review numerous case studies that illustrate how genetic data can be used (or misused) in criminal cases, mass disasters, and the search for missing persons.

Introduces and examines the interdependence of anthropology and the study of language both substantively and methodologically. Topics include the relationship between language, thought, and culture; the role of language in social interactions; the acquisition of linguistic and social knowledge; and language and speech in ethnographic perspective.

This seminar introduces graduate students to the principles and practice of working in archaeology, both in academic and industry contexts. The seminar’s goal is to provide training through examples on how to create the documents students will need to craft a varied professional self, and the reflectiveness to use it. The seminar also focuses on helping students develop time and work management skills, set themselves up for successful academic development, and cultivate better networks. It also aims to explicitly describe the implicit rules by which the academy, as well as the “real world” beyond it work. By the end of the seminar we will learn how to write effectively, copiously, and professionally. We will learn to give conference papers, write abstracts, perform and respond to peer reviews. We will also learn how to master oral presentations, and to understand the ethics of research and teaching.

This course’s main objective is to provide students with a firm understanding of the African prehistoric record and its importance for the evolution of human biology and cultural behavior. Africa provides the world’s longest and richest archaeological record. It furnishes evidence for the earliest representatives of the human family, the first artifacts, and the most complete account of the development of a hunting-gathering way of life. This course takes a different approach to African prehistory focused on thematic areas rather than chronological developments. Topics of discussion include archaeological approaches to diet and mobility, technology, climate change, cognition, and prehistoric population demography. The class is taught in a symposium format with specific importance placed on class discussions and debates.

This seminar will provide an in-depth look at the Stone Age prehistory of Eurasia to the end of the last Ice Age (roughly 13 thousand years ago). Graduate students and advanced undergraduates will progress chronologically, beginning with the first hominins to come out of Africa, moving on to the world and lifeways of Homo erectus and the Neanderthals and Denisovans, followed by the second major dispersal out of Africa by the first modern humans, and ending with the Last Glacial Maximum and the warming period leading up to the Holocene. Students will be reading critically from primary sources and writing and presenting about the preserved material culture remains of different periods and their environmental and biological contexts.

Studies techniques used to identify animal remains found in archaeological sites. Practical laboratory work is emphasized. Topics include ethnoarchaeology, taphonomy, and paleoecology.

The study of disease in ancient bones. Provides in-depth survey of the various ways in which disease presents in the mammalian skeleton. Reviews major disease classes and how they influence bone; how to construct a differential diagnosis; and how diseased remains are used to interpret aspects of population history.

This course offers a critical revision of the history of the genre of ethnographic film, the central debates it has engaged around cross-cultural representation, and the theoretical and cinematic responses to questions of the screen representation of culture, from the early romantic constructions of Robert Flaherty to current work in film, television, and video on the part of indigenous people throughout the world. Ethnographic film has a peculiar and highly contested status within anthropology, cinema studies, and documentary practice. This seminar situates ethnographic film within the wider project of the representation of cultural lives, and especially of ?natives.? Starting with what are regarded as the first examples of the genre, the course examines how these emerged in a particular intellectual context and political economy. It then considers the key works that have defined the genre, and the epistemological and formal innovations associated with them, addressing questions concerning social theory, documentary, as well as the institutional structures through which they are funded, distributed, and seen by various audiences. Throughout, the course keeps in mind the properties of film as a signifying practice, its status as a form of anthropological knowledge, and the ethical and political concerns raised by cross-cultural representation.

In the last decade, a new field?the ethnography of media?has emerged as an exciting new arena of research. While claims about media in people?s lives are made on a daily basis, surprisingly little research has actually attempted to look at how media is part of the naturally occurring lived realities of people?s lives. In the last decade, anthropologists and media scholars interested in film, television, and video have been turning their attention increasingly beyond the text and the empiricist notions of audiences (stereotypically associated with the ethnography of media), to consider, ethnographically, the complex social worlds in which media is produced, circulated, and consumed, at home and elsewhere. This work theorizes media studies from the point of view of cross-cultural ethnographic realities and anthropology from the perspective of new spaces of communication focusing on the social, economic, and political life of media and how it makes a difference in the daily lives of people as a practice, whether in production, reception, or circulation.

Yearlong seminar in ethnographic documentary video production using state-of-the-art digital equipment for students in the Program in Culture and Media. The first portion of the course is dedicated to instruction, exercises, and reading familiarizing students with fundamentals of video production and their application to a broad conception of ethnographic and documentary storytelling approaches. Assignments undertaken in the fall raise representational, methodological, and ethical issues in approaching and working through an ethnographic documentary project. Students develop a topic and field site for their project early in the fall term, learn to write and pitch their documentary proposals and treatments, begin their shooting, and complete a short, 5 minute video preview/trailer by the end of the semester. This work should demonstrate competence in shooting and editing using digital camera/audio and Adobe Premiere Pro nonlinear editing systems. Students devote the spring semester to intensive work on the project, continuing to shoot and edit, presenting work to the class, and completing their (approximately 20-minute) ethnographic documentaries. Student work is presented and critiqued during class sessions, and attendance and participation in group critiques and lab sessions is mandatory. Students should come into the class with project ideas already well-developed. In addition to class time, there are regular technical lab sessions on the use of equipment. Students who have not completed the work assigned in the first semester are not allowed to register for the second semester. There is no lab fee, but students are expected to provide additional memory cards as needed, and their own external hard drives for backing up their project.

Yearlong seminar in ethnographic documentary video production using state-of-the-art digital video equipment for students in the Program in Culture and Media. The first portion of the course is dedicated to instruction, exercises, and reading familiarizing students with fundamentals of video production and their application to a broad conception of ethnographic and documentary approaches. Assignments undertaken in the fall raise representational, methodological, and ethical issues in approaching and working through an ethnographic and documentary project. Students develop a topic and field site for their project early in the fall term, begin their shooting, and complete a short (5- to 10-minute) edited tape by the end of the semester. This work should demonstrate competence in shooting and editing using digital camera/audio and Final Cut Pro nonlinear editing systems. Students devote the spring semester to intensive work on the project, continuing to shoot and edit, presenting work to the class, and completing their (approximately 20-minute) ethnographic documentaries. Student work is presented and critiqued during class sessions, and attendance and participation in group critiques and lab sessions is mandatory. Students should come into the class with project ideas already well-developed. Students who have not completed the work assigned in the first semester are not allowed to register for the second semester. There is no lab fee, but students are expected to provide their own videotapes. In addition to class time, there are regular technical lab sessions on the use of equipment.

As you read this course description there are approximately three billion people across the globe engaging in a range of practices, activities, and encounters in online fora. In this graduate level seminar, we will read selected ethnographic and theoretical texts and reflect on our own quotidian ‘digital’ practices, to critically engage with the impact of information and communication technologies (ICTs) across a range of geographic and social locations. A key part of the work in our time together will be to contextualize platform based communicative and creative practices and the worlds they create by carefully scrutinizing the materialities, infrastructures, and labor arrangements that undergird and maintain them, as well as think through how these technologies are being utilized in ongoing projects of governance and extraction. Our other equally important goal will be to grapple with how ethnography – a method of knowing premised on ‘being there’ – has been recalibrated and reimagined to research digital culture(s), a term used to broadly describe the various self and worldmaking practices and encounters that ICTs enable and engender.

Investigates the key role that objects have played within the discipline of anthropological theory, methods and practices. Traces the theoretical lineage of concepts such as objectification, material culture, commoditication, materialism, perspectivalism, to build up a nuanced picture of the analytic frameworks used to understand the material qualities of social life, and to make sense of the divergent ways in which things are magnified within social worlds.

Stone tools, or lithics, are often the only material remain of past culture, especially when we go back far enough in time, to the first human ancestors. Therefore, they have received an enormous amount of scrutiny from archaeologists. This course will review the history of research in lithic analysis with the aim to identify which areas of the field are in need of improvement and develop ideas for the future. The course has an intensive practical component, involving the analysis of experimentally knapped stone tools.

The goal of this class is to teach students the basics of dental anthropology and how to apply it to a variety of research areas including population variation, evolution, bioarchaeology and forensics. Topics covered include: dental anatomy, evolution, growth and development, dental genetics, pathology, variation in nonhuman primates, recent and fossil hominins, age estimation, forensic applications, and cultural modifications. There is a separate lab component to the class. In the labs students learn how to identify human and non-human teeth, how to distinguish deciduous and permanent teeth, how to age individuals based on dental wear and eruption, how to score and interpret dental morphological traits and how to take dental measurements. Grades are based on mid-term and final exams, lab exercises/quizzes and a term paper.

Law is basic to social life but highly variable in different cultural and historical contexts. This course offers theoretical and methodological tools in legal anthropology for understanding the cultural dimensions of law and the multiple ways law acts and influences a diverse range of social and cultural relationships. With specific attention to law as a form of discipline, power and governmentality, we will also explore legal pluralism, the colonial lives of property law and the legal dimensions of settler colonialism, transnational law and its localization, and the implications of quantitative measurements and standards for global governance and international law. Drawing upon ethnographic studies of everyday legal phenomenon, we will discuss the relationship between theory and method and how an analysis of law can help make visible intricate relationships of power central to the operation of daily life. Permission of Instructor required.

We tend to think of the secular as an absence of sorts: the neutral emptiness that remains once religion is removed. In this course, we will explore how the secular is imagined, represented, and produced. Like religion, the secular requires and creates particular images, sensibilities, regulations, practices, and beliefs. Like religion, it also operates through the authorization of certain forms of knowledge and the refusal of other actions and ideas as impossible. In everyday language, “secular” can imply a host of meanings, including atheist, profane, rational, or modern. We will work to give greater specificity to the concepts of secularism, secularization, and the secular. We will also address the presumed secularity of scholarly critique. What kinds of assumptions undergird scholarly inquiry? How do these assumption limit the agents, practices, and connections deemed significant or plausible? Together, we will take up the task of articulating what it means to live in a “secular age”—a framework which, although often invisible or implicit, establishes and limits much of what we experience, expect, and encounter in our daily lives.

Examines the mind and brain as sites of conflict over difference, value, control and self-determination. Drawing on literature from anthropology and science and technology studies, the course will alternate between two lenses: 1) reconceptualizations of mental phenomena as political, and 2) specific contests over racialized and gendered neurosciences of intelligence and criminality, antipsychiatry/survivor movements, post-colonial psychiatry, neurocapital and neurochemical prosthesis, autism, addiction, trauma and recovery.

This seminar will explore the classic and recent work that defines the expanding field of critical race studies. Our readings will be interdisciplinary and will include thinkers from the 19th, 20th, and 21st centuries who have grappled with definitions of “race,” with the ways that race intersects with other categories of identity, and with the potential for the concept of “race” to inform anti-racist forms of agency and practice. We also will be interested in the work of race: the ways that theory is shaped by practice and practice is guided by theory.

This course will will explore, interrogate, and challenge the theoretical frameworks that define performance ethnography, along with the methodologies employed by researchers, artists, and practitioners (not mutually exclusive roles) under the umbrella of performance ethnography and ethnographic writing. However, not all of our interlocutors will define themselves as ethnographers or anthropologists nor their work as anthropological. Our task is to engage everything we encounter in our seminar through our ethnographic lens to determine what we find essential for our own research and writing investments - in and beyond the academy.

This course provides an introduction to the history of biological anthropology from its origins to today. It begins with the foundation of anthropology as a field before focusing in on the emergence of physical/biological anthropology in the 19th century and subsequent incorporation of evolutionary theory and genetics. This includes the history of the study of human variation, comparative morphology, skeletal biology, primate evolution, paleoanthropology, molecular anthropology and the development of field primatology. The shifting intellectual paradigms of the discipline will be discussed, including how biological anthropology integrated ideas and techniques from geology, paleontology, evolutionary biology, psychology, and zoology, to become a multidisciplinary field of diverse intellectual and methodological approaches. Students will come away from the course with a deep understanding of the history of biological anthropology.

Aims to provide an introduction to many of the ethical issues that confront students and scholars in biological anthropology, as well as to provide practical training in professional skills that students will find essential in their early academic careers. The topics included in this course are not generally covered as part of traditional disciplinary courses, but they are considered just as critical for long‐term professional development. Individual classes will focus on ethical issues related to science in general, research with animals and humans, and professional relationships, as well as practical skills such as proposal writing, writing for publication, the peer review process, oral presentation, and how to succeed in the job market.

Molecular anthropologists use biochemical technologies to address anthropological topics such as the phylogenetic relationships among humans and African apes, models of modern human origins, and the identity of archaic humans like the Denisovans. This course intends to provide students with both a background in elementary genetics and also a review of some of the major research in molecular anthropology and primatology. The first section will begin with a brief overview of genetics, inheritance, population genetics, and major methodological advances of genomics. Subsequently, we will discuss major findings in human and primate genetics, including work on phylogeny, population genetics, molecular adaptation, and species’ history in detail. The main goal is to provide students with a background sufficient for i) an understanding of the field of molecular anthropology, ii) teaching it and related topics to undergraduates, and iii) future reading and research in genetics.

This course provides a detailed overview of the early stages of human evolution from the Miocene to the early Pleistocene, focusing on the fossil and archaeological record of the earliest hominins up to and including early Homo in East and South Africa. It emphasizes the anatomical, phylogenetic, and behavioral traits of Plio-Pleistocene hominins in Africa. Special topics include: a critical review of recently described fossils purported to be early hominins from the late Miocene of Africa; an introduction to phylogenetic methods, geochronology, and the evidence used to reconstruct global climate change; comparative morphology and tool-using behavior of extant hominoids; the earliest tool industries; models of early hominin dietary behavior; functional morphology and locomotor behavior; and debates surrounding early hominin biogeography, taxonomy and phylogenetic relationships. Students will supplement their reading of the primary literature with the study of comparative skeletal materials and casts of early hominins in the laboratory.

Provides a detailed overview of the evolution of the genus Homo. The course focuses on the fossil evidence and archaeological record to provide insights into hominin evolution, ecology and culture. Students will supplement their reading of the primary literature with the study of comparative skeletal materials and casts and of stone and osseous tools, art objects and personal ornaments

Examines the social interactions of nonhuman primates from an evolutionary perspective, with a special focus on the roles that kinship and the social environment play in the development and expression of social behavior. Introduces relevant contemporary theoretical perspectives, including biological markets and social network theory, that complement traditional sociobiological approaches. Topics for discussion include dominance interactions; territoriality and inter-group aggression; coalitions, alliances, and other cooperative behavior; paternal care and cooperative breeding; and inter-sexual conflict.

An in-depth survey of the various ways in which biological anthropologists employ human osteology, the study of bones and the skeleton. In addition to presenting a detailed review of the anatomy of the human skeleton and its associated musculature, examines a series of thematic issues and topics that emphasize the multidisciplinary nature of the study of skeletal morphology. Topics include bone biology and development, comparative osteology, biomechanics, bioarchaeology, forensic anthropology, and taphonomy.

Provides an intensive introduction to the methods and techniques used to reconstruct soft tissue anatomy and behavior from the human skeleton. Focuses on techniques and applications to all areas of skeletal biology, including bioarchaeology, paleoanthropology, forensics, and anthropology. Addresses bone biology, developmental processes, and soft tissue anatomy. Students learn (1) fundamentals of aging, sexing, and individuating human skeletal remains; (2) how to estimate stature, weight, and, to the extent possible, geographic ancestry; and (3) how to recognize and evaluate pre- and postmortem modification, including evidence of disease and activity.

This laboratory course provides an intensive, 2 point, lab-based practical partner course to ANTH GA:1516 (Introduction to Human Osteology and Odontology). The laboratory emphasizes identification of fragmentary human remains, interpretation of anatomical features from bone, and differentiation of human and non-human remains. This hands-on lab will include weekly practical lab write-ups, weekly for-credit and practice quizzes and a final practical lab exam. By the end of this course you should be able to identify and side fragmentary human skeletal remains; differentiate human from nonhuman fragments and adult from subadult human remains; name and recognize normal muscle attachment sites and other bone features, their associated soft tissues and function and pathological manifestations. This knowledge forms the underpinning for research in forensic anthropology, paleoanthropology, and human osteology and cognate areas.

Intensive, lab-based practical partner course to ANTH-GA 1520 (Interpreting the Human Skeleton). The laboratory emphasizes the methods used in the interpretation of recovered human remains and production of the biological profile: age, sex, stature and mass, ancestry, pathology, trauma, and statistical methods.

Intense writing seminar that teaches the fundamentals required to develop and begin a scientific research project in biological anthropology. Provides overviews of the structure of a research project, how to identify research problems, how to construct methods of addressing these problems, how to interpret the resulting data and how to present these data.

Adaptable to a wide range of academic pursuits and individual needs.

This is a stand-alone course on the biological profile, the process of determining age, sex, stature and mass, population affinity, and pathology and trauma based on the analysis of human skeletal remains. Students will read manuscripts and standards guides that establish the theoretical and practical applications of the methods of the biological profile and will be provided with skeletal material on which to apply those methods. By the end of this course students should be able to carry out a biological profile on human remains and fully understand the methods necessary to do so.

The history of anthropology is rooted in philosophical questions concerning the relationship between human beings and the formation of society. This course surveys these issues as they relate to the development of method and theory. Focuses on French, British, and American anthropology and how they contributed to the development of the modern discipline. Covers key figures Franz Boas, Emile Durkheim, Marcel Mauss, Bronislaw Malinowski, and Radcliffe-Brown. Issues: cultural relativism, relation between biology and culture, functionalism, and structuralism.

Through a focus on elites, this course examines how different forms of privilege, dominance, and power, are constituted, maintained, and reproduced across a variety of geographic and sociocultural contexts - from financial institutions, transnational organizations, and state bureaucracies to media industries, scientific laboratories, corporations, and educational institutions

This course will review the development of archaeological theory from the beginnings of antiquarianism in the 16th, 17th, and 18th centuries to the emergence of the post-processual movements beginning in the 1980s and 1990s. The topics to be covered include the development of archaeology as a scientific/humanistic discipline, diffusionism and Childe’s modified diffusionism, the beginnings of modern archaeological theory, Lewis Binford and the processual movement, and the diversity of post-processual approaches.

This seminar aims to introduce graduate students and advanced undergraduates to the most important habitats of human evolution that no longer exist because of climate change. Some of these places have been totally submerged under the waters of the Holocene, others have shifted character to the point where we no longer recognize them. Students will progress chronologically from environments such as Pliocene East Africa to Pleistocene "Savannahstan" to "Green Arabia", Doggerland, and the Ice Free Corridor, while learning to read critically from primary sources about scientific techniques of landscape and climate reconstruction. An ethnographic and ecological context will form a framework for discussions.

Covers the historical development of the concept of heritage as well as exploring the genesis of international heritage administration, charters, conventions, and national heritage laws. It will highlight emerging trends and practices including exploring the concept of “social memory” and contrast it with the more formalized techniques of heritage didactics and curation. Explores the increasing interest in “bottom-up” heritage programming that directly involves the general public in the formulation, collection, and public presentation of historical themes and subjects as an ongoing social activity. Case studies from different regions and social contexts will be explored: “conflicted heritage,” “minority heritage,” “indigenous heritage,” “diasporic heritage,” “sites of conscience,” long-term community planning and involvement in “eco-museums”, the relationship between heritage, development and tourism and public heritage interpretation centers.

This seminar examines the growth and development of Latinx Studies from the 1960s onwards and reflects on its potential and future in the U.S. academy. It analyzes major trends of analysis developing within the field including political economy, decolonial perspectives, transnationalism, and new approximation to analyzing multidvierse identities, and unrecognized groups and topics, from LBGTQ and Afro-Latinx communities to transnational Latinx studies beyond the U.S. We will examine the development of Latinx studies within different disciplinary and methodological approaches, while considering how Latinx studies transforms and expands traditional “disciplinary” spaces and methodologies. Throughout students will be encouraged to identify areas, debates and topics where they can contribute to expanding the conversation through their own original research. The course will also feature guest speakers discussing different approaches and methodologies to Latinx studies to expand student’s exposure to the field.

This course takes us beyond text-centered dogma, philosophy, and scriptures toward lived religion in everyday life and practice: The study of bodies in their materiality of corporal performance and physical sensation. The course will introduce concepts of embodiment, subjectivity, agency, affect theory and the materialist turn. A variety of religious archives will be explored.

This course explores how theories of sign relations, also known as “semiotics,” elucidate practices and processes of representation, interpretation, and classification pertaining to the construction of everyday social life and cultural forms.

This course will introduce you to the longstanding and complex connection between religious practices and various media, based upon the premise that, like all social practice, religion is always mediated in some form or other. Yet, religion does not function simply as unchanging content, while media names the ways that content is formed. Instead shifts in media technique, from ritual innovations to the invention of printing, through TV, to the internet, also shape religious practice. We are interested in gathering theoretical tools for understanding the form and politics of this mutual dialectic. We will analyze how human hearing, vision and the performing body have been used historically to express and maintain religious life through music, voice, images, words and rituals. Then we will spend time on more recent electronic media such as cassette, film, television, video, and the internet. We will consider, among other things: religious memory, both embodied and out-sourced in other media; role of TV in the rise of the Hindu Right; the material culture of Buddhism (icons, relics, sutras); religion and commodification; film as religious experience; Christian Evangelical media.

This course offers a critical examination of foundational and contemporary work in the anthropology of science. This course is designed to be complementary with Cultures of Biomedicine, offered in the fall.

Examines theories and methods of ethnographic research, paying particular attention to the links between research questions and data collection techniques. In addition to readings, assignments include practice fieldwork exercises.

Restricted to doctoral students in the Department of Anthropology. This course addresses the central skills and resources needed for a professional career in anthropology and related fields. Topics will include how to submit a research proposal to the human subjects review board; how to write grant applications; how to be a successful communicator, and more.

The single largest economic sector in the world, with unparalleled cultural authority to compel populations to participate, medicine has life altering effects on human bodies and subjectivities across the globe. Ethnographers have generated far ranging critical analysis of how these effects unfold, what drives them and what is societally at stake. In order to illustrate the scope of ethnographers’ insights into medicine(s) as cultural systems, this seminar employs exemplars of these insights, from the meanings of medicine to the role of medicine in colonial and missionary projects, from the cultural construction of race and gender to the nature of political economy and of the body itself.

Theoretical topics selected by students and faculty in consideration.

Theoretical topics selected by students and faculty in consideration.

Theoretical topics selected by students and faculty in consideration.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Drawing on a broad and interdisciplinary range of classic and more recent texts, this seminar will examine the theoretical debates of the body as a subject of anthropological, historical, psychological, medical, and literary inquiry. The seminar will explore specific themes, for example, the persistence of the mind/body dualism, experiences of embodiment/alienation, the phenomenology of the body, multi-species entanglements, bio-politics, bio-power, queering the body, and the medicalized, gendered, and racialized body, among other salient themes. This is a graduate reading and discussion seminar. This seminar is a collaborative exercise that is only as good as each participant's contribution. Attendance, preparation, and participation are essential to the quality of everyone’s seminar experience. Active participation includes being present in the seminar, being prepared (you have read the required readings for that class), being able to discuss the readings and constructively critique them, making comments that are pertinent to the seminar content, and being able to contextualize the readings concerning the broader themes under consideration. The weekly session is organized as follows: during the first hour, two or more students will co-lead a critical discussion of the required readings for that day. The remainder of the class will be a general lecture and discussion fleshing out the primary debates and significance of the week’s theme. Non-anthropology graduate and advanced undergraduate students must seek permission from the instructor to enroll.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.

Adaptable to a wide range of academic pursuits and individual needs.