ANTHROPOLOGY 100-03
INTRO TO CULTURAL ANTHROPOLOGY
Spring 2015




Instructor: Dr. Melanie Medeiros
Email: medeiros@geneseo.edu
Class Meeting: Wednesday & Friday 1:00-2:15pm, Bailey 102
Office hours: Wednesdays, 9:30am-12:30pm
You may also email me to make an appointment.
Teaching Assistant: Kaitlyn Morgan: kmm56@geneseo.edu

COURSE DESCRIPTION
Cultural anthropology is the study of humans, particularly the many ways people around the world
today and throughout human history have organized themselves to live together. Due to increases in
global flows of people, products and ideas we are increasingly encountering the world's diversity in our
own communities. The study of cultural anthropology helps us develop the skills we need for engaging
and navigating the multicultural, global and continually changing world in which we live. In this class
we will learn about the theories and tools that anthropologists use to study human behavior and
diversity. We will examine the cultural, social, economic and political structures that shape human
behavior and identity, including social constructions of race, ethnicity, gender and class. We will also
address the issues and opportunities that come with globalization and modernization, including social
inequality and global health disparities. Finally, we will learn the ways anthropologists use their tools
to address local and global challenges.

Learning Outcomes
• Students will demonstrate in-depth knowledge of the field of cultural anthropology, particularly in
regard to learning the diverse beliefs, practices and challenges facing living people in a global
context, through examinations, in-class writing assignments, and class discussions and debates.
• Students will demonstrate critical thinking skills and the ability to effectively communicate their
ideas and arguments surrounding themes and issues in cultural anthropology, through in-class
writing assignments, class discussions and debates, and a final paper.
• Students will demonstrate creative expression, cross-cultural skills and global engagement, as well
as the ability to reflect on their civic, personal, and professional lives through in-class writing
assignments and a final paper.
A Participatory Learning Environment
This course deals with extremely sensitive topics and material. Please be respectful of your classmates
-- listen with interest and be open to ideas and opinions that may differ from your own. Treat your
classmates just as you would like to be treated in classroom discussions and outside the classroom as
well. This class should be a comfortable and open environment for you to learn, so please contribute
to that environment.
Although this course already has objectives and a structure, I encourage your input on its direction.
Please email me if you have any particular topic you are interested in learning more about, an
assignment or project not listed in the syllabus that you would be interested in doing (to replace one
already listed), etc. I will do my best to accommodate student requests, but cannot guarantee that I
will be able to fulfill all of them.

REQUIRED TEXTBOOK (available at the bookstore):
- Kenneth J. Guest. Cultural Anthropology: A Toolkit for a Global Age. WW. Norton & Company, Inc.
• I strongly recommend that you purchase the printed rather than electronic version of this
book. [See the class computer policy below]
-­‐
Additional Reading Assignments will be posted to myCourses
- Please purchase an additional notebook (can be as little as 50 pages) to be used exclusively for inclass
writing assignments. This notebook will be handed in periodically and should be separate
from the notebook in which you take your lecture and reading notes.

ASSIGNMENTS
Reading Assignments [Complete the assignment before coming to class]
The reading assignments are mandatory. Students should be prepared to discuss these
assignments in class and in their written assignments. The completion of all the reading
assignments is essential to your grade in this class.
Staying Up-to-Date on Current events
Accomplished by participating on the SUNY Geneseo ANTH 100 Facebook page
[https://www.facebook.com/ANTH100]. To participate, “like” the page, read articles and watch
the videos posted by classmates, and comment on articles you have read.
Reading Pop Quizzes, 25 points
Throughout the semester 5 pop quizzes will be given in class to test whether or not you are
completing the reading assignments.
Attendance and Participation, 20 points [attendance, in-class small group & entire class discussion
and activity on ANTH100 FB page]
Your participation grade includes coming to class prepared to discuss the reading assignments,
as well as preparation for and performance in in-class activities such as debates, small-group
discussions, entire class discussions, presentations, etc. Additionally you are expected to post,
like and comment on the course Facebook page. In order to succeed in this course you must
participate in class discussions and class activities. Furthermore, if you miss more than 2 classes
with unexcused absences, your grade in this course will decrease by one letter grade, (more than
4 classes by 2 letter grades, and so on). For an absence to be excused you must either receive
advanced approval from the professor via email OR in the case of illness email the professor
and then present a doctor’s note at the next class meeting. Approving an absence as unexcused
is at the professor’s discretion.
Course Journal, 25 points
Bring your course journal to class every time we meet. You will often have short writing
assignments that you work on in class. You will complete these assignments in a notebook
separate from your lecture and reading notes. Your notebooks will be collected periodically and
given grades of ✓+, ✓, ✓-. The “✓s” are used to inform you as to whether you need to put more
thought and effort into the reading you do at home and writing that you do in class. At the end
of the semester your notebook will be given a final grade. Failure to attend class and complete
an in-class writing assignment will lower your assignment grade.
“Who Is Dayani Cristal” Film Attendance & Short Essay [2/19, 2/27], 20 points
Attend the screening of the film “Who Is Dayani Cristal” and the post film discussion on
Thursday, 2/19 at 7pm. Write a 1 page single-spaced (1-inch margins, 12pt Times New Roman
font) short essay about the film and the discussion. Questions will be posted in class on the day
before the screening to help guide you in writing your essay. Please cite from the assigned
reading and from the film. There is a citation guide on myCourses to help you with citations
[myCourses/CourseMaterials/Writing Tools/]. The essay is due in class on 2/27.
Exam #1 [2/13], 30 points [Exam will be held in the Milne Library Lower Level Room 104; Group
1(A-J): 1:00-1:35pm; Group 2(K-Z): 1:40-2:15pm]
This exam will be multiple-choice, matching and true/false questions and cover the material
from class 1-7.
Exam #2 [3/13], 30 points, [Online Exam will be taken from home, No In-Class Meeting]
This exam will be multiple-choice, matching and true/false questions and cover the material
from class 9-15.
Final Exam [5/12], 60 points, [Exam will be held in the Milne Library Lower Level Room 104; Group
1(A-J): 12:00-1:30pm; Group 2(K-Z): 1:30-3:00pm]
The cumulative final exam will be multiple-choice, matching and true/false questions and cover
material from classes 17-26 (60% of the exam) and will also have questions from material from
lessons 1-15 (40% of the exam)
Ethnographic Portrait: [Due 5/1], 40 points
The description and details of this assignment are available in the file "Paper/Project
Assignment Description" at myCourses/Course Materials/Ethnographic /].
Option 1: 1500-word Paper. Must be typed, double-spaced, 12-point Times New
Roman font, with 1-inch margins. [See "Paper/Project Outline Guide" at
myCourses/CourseMaterials/Writing Tools/].
Option 2: Poster Presentation. Posters should contain at least 1000 words of text and
images, and be presented in a visually appealing way [See an example of a Research
Poster at myCourses/Course Materials/Ethnographic Portrait/Sample Poster and Film].
Option 3: Short Film. Students have the option of creating a short film (10 minutes). A
film transcript of at least 750 words must be submitted with the film. [See an example of
a Short Film at myCourses/Course Materials/Ethnographic Portrait/Sample Poster and
Film].
Paper/Project Grading Rubric:
• A = Paper/project fulfills the requirements of the question and assignment, demonstrates
excellent understanding of the concepts, is well-written (carefully proofread, no
grammatical errors), and provides clear examples and strong insights into the assigned
material.
• B = Paper/project fulfills the requirements of the question and assignment and
demonstrates adequate understanding of the concepts involved.
• C = Paper/project fulfills the requirements of the question & assignment.
• D = Paper/project fulfills some but not all of the requirements of the question and
assignment.
• E = Paper/project does not fulfill any requirements; Paper/project was not submitted..
Extra Credit: You may receive up to 1 percentage point of extra credit for each essay. You can
receive up to a maximum of 2 percentage points of extra credit for the entire semester.
(1) Attend an approved (by the professor) film viewing, play, or speaker presentation and write
a 1-page (single-spaced, 1 inch margins, 12 point Times New Roman font) essay describing
the content of the film/play/talk and how it relates to themes from the course. The response
essay is due 1 week after the event via EMAIL.
(2) Post an article about a topic that is relevant to course themes on the course Facebook page
and respond to posted comments. Acceptable sources of articles: New York Times, NPR,
CNN, The Guardian, The Washington Post. Articles may be traditional news articles,
editorials, or opinion pieces (op-eds). To receive credit for posting to the Facebook page,
write a one-page, single-spaced essay in which you summarize the article and relate it to
anthropological theory. Email essays to the professor at any point in the semester but no
later than April 24.
ALL Assignments must be completed by the start of class on the due date. Late assignments will
be marked down one letter grade for each day late. It is your responsibility to complete course
requirements to pass this course. Please contact me if you are having problems with the course
assignments.
Exam Review Sessions
I highly recommend you attend the exam review sessions to help you prepare for the three
exams in this course. The sessions will be lead by the course teaching assistant Kaitlyn Morgan
from 8:45pm-10:00pm in the Milne Library room, on Tuesday 2/10, Tuesday, 3/10, and
Thursday, 4/30.

COURSE GRADING POLICY
Film Attendance & Essay: 20 points
Pop Quizzes: 25 points
Attendance and Participation: 20 points
In-Class Short Written Assignments: 25 points
Ethnographic Portrait: 40 points
Exams #1 and #2: 60 points
Final Exam: 60 points
TOTAL:
250
points
Standard Grade Curve:
A = 94-100%
A – = 90-93.99%
B+ = 87-89.99%
B = 83-86.99%
B- = 80-82.99%
C+ = 77-79.99%
C = 73-76.99%
C- = 70-72.99%
D = 65-69.9%
E = 0-64.9%

PLAGIARISM
Plagiarism constitutes a violation of academic honesty and will be dealt with very strictly. Plagiarism is
the representation of someone else’s words or ideas as one’s own, or the arrangement of someone
else’s material(s) as one’s own. Such misrepresentation may be sufficient grounds for a student’s
receiving a grade of E for the paper or presentation involved or may result in an E being assigned as the
final grade for the course.
Any one of the following constitutes evidence of plagiarism:
1. direct quotation without identifying punctuation and citation of source;
2. paraphrase of expression or thought without proper attribution;
3. unacknowledged dependence upon a source in plan, organization, or argument.
You can read the college's academic dishonesty and plagiarism policy on-line at:
http://www.geneseo.edu/dean_office/dishonesty.

ACCOMODATIONS
SUNY Geneseo will make reasonable accommodations for persons with documented physical,
emotional, or cognitive disabilities. Accommodations will be made for medical conditions related to
pregnancy or parenting. Students should contact Dean Buggie-Hunt in the Office of Disability Services
(tbuggieh@geneseo.edu or 585-245-5112) and their faculty to discuss needed accommodations as early
as possible in the semester.

EMAIL POLICY
I respond to emails Monday through Saturday from 8am to 6pm. If you email me after 6pm I will not
respond until the next day. I do not respond to emails on Sundays. Please plan accordingly.

LAPTOP / TABLET / CELL PHONE POLICY
In this class, the use cell phones is prohibited. Phones should not be out on students’ desks or laps. If a
student is witnessed using their cell phone or it visible, they will be considered absent for that class.
The use of Facebook, You Tube, Vimeo and other media that does not pertain to this class is prohibited
as well. The Teaching Assistant will be walking around the room during class; if she sees that you are
using your computer or tablet for anything else than taking notes she will tap you on the shoulder and
ask you to speak with me after class. After the first time this happens you will be given an absence for
each time this occurs.

COURSE OUTLINE
Class 1) Wednesday, 1/21 Course Introduction
- In-Class Video: The Danger of a Single Story (19 min)
[Stream here: http://ed.ted.com/on/tHD6BmwN]
Class 2) Friday, 1/23 Cultural Anthropology & Globalization
Key concepts: anthropology, ethnocentrism, ethnographic fieldwork, four-field approach,
holism, physical anthropology, paleoanthropology, primatology, archaeology, prehistoric
archeology, historic archeology, linguistic anthropology, descriptive linguists, historic
linguists, sociolinguists, cultural anthropology, participant observation, ethnology,
globalization, time-space compression, flexible accumulation, increasing migration, uneven
development, rapid change, climate change.
Key questions: What is anthropology? Through what lenses do anthropologists gain a
comprehensive view of human culture? What is globalization, and why is it important for
anthropology? How is globalization transforming anthropology?
- Read: Chapter 1 "Anthropology in a Global Age" in Cultural Anthropology, pp. 5-31.
- In-Class Video: (1) What Is Globalization (8 min)
[Stream here: http://ed.ted.com/on/tOlLjxhL]
(2) Advertising Missionaries (6 min)
Class 3) Wednesday, 1/28 Defining "Culture"
Key concepts: culture, enculturation, norms, values, symbol, cultural relativism, unilineal
cultural evolution, historical particularism, structural functionalism, interpretivist approach
Key questions: What is culture? How has the culture concept developed in anthropology?
- Read: Chapter 2 "Culture" in Cultural Anthropology, pp. 33-49.
- In-Class Video: America Through the Eyes of Sudanese Immigrants (4 min)
[Stream here: http://ed.ted.com/on/jpanBO9A]
Class 4) Friday, 1/30 Culture, Power and Globalization
Key concepts: power, stratification, hegemony, agency, cosmopolitanism, nature versus nurture
Key questions: How are culture and power related? How is culture created? How is
globalization transforming culture? How much of who you are is determined by biology and
how much by culture?
- Read: Chapter 2 "Culture" in Cultural Anthropology, pp. 50-71
- In-Class Video: (1) Understanding Power (7 min)
[Stream Here: http://ed.ted.com/lessons/how-to-understand-power-eric-liu
(2) Living Genomics (2 min) [Stream Here: http://ed.ted.com/on/dTjMkOnd]
(3) Julian Baggini's TED Talk “What Makes The Real You” (12 min)
[Stream here: http://ed.ted.com/on/J1AfhMFJ]
Class 5) Wednesday, 2/4 Ethnographic Fieldwork
Key concepts: ethnographic fieldwork, participant observation, reflexivity, literature review,
anthropologists toolkit, quantitative data, qualitative data, rapport, key informant, interview,
life history, survey, kinship analysis, social network analysis, field notes, mapping, built
environment, mutual transformation
Key questions: What is unique about ethnographic fieldwork, and why do anthropologists
conduct this kind of research? How did the idea of fieldwork develop? How do anthropologists
write ethnography?
- Read: Chapter 3 "Fieldwork and Ethnography" in Cultural Anthropology, pp.73-96.
-In-Class Video: (1) Franz Boas (6:00)
(2) Wife Among Wives (5:45)
Class 6) Friday, 2/6 Ethics and Ethnography
Key concepts: emic, etic, ethnology, polyvocality, informed consent, anonymity.
Key questions: What moral and ethical concerns guide anthropologists in their research and
writing? How are fieldwork strategies changing in response to globalization?
- Read: (1) Chapter 3 "Fieldwork and Ethnography" in Cultural Anthropology, pp. 97-110.
(2) AAA Response to the Human Terrain System [MyCourses]
-In-Class Video: Clips on the Human Terrain System (5 min)
Class 7) Wednesday, 2/11 Ethnographic Film
Key concepts: ethnographic film, holism, goal of truth
Key questions: What are the essential features of ethnographic film? What are the differences
between ethnographic film and other film?
- Read: (1) Heider, Karl . Chapter 1: Introduction. In Ethnographic Film. University of Texas
Press, pp. 1-14.
(2) Klein, Patricia. Review of “The Ax Fight” (1975). American Anthropologist 79(3):
747.
- In-Class Film: The Ax Fight. 1975. Tim Asch & Napoleon Chagnon (30 min)
___________________________________________________________________________________
Class 8) Friday, 2/13 Exam #1 [in Milne LL104, Group 1: 1:00-1:35pm; Group 2: 1:40-2:15pm]
Class 9) Wednesday, 2/18 Religion
Key concepts: religion, martyr, saint, sacred, profane, ritual, rite of passage, liminality,
communitas, pilgrimage, cultural materialism, shaman, magic, imitative magic, contagious
magic, symbol, authorizing process,
Key questions: What is religion? What tools do anthropologists use to understand how religion
works? In what ways is religion both a system of meaning and a system of power? How is
globalization changing religion?
- Read: Chapter 15 in Cultural Anthropology. pp. 573-617.
- In-Class Video: The Great Gathering (4:57)
___________________________________________________________________________________
Class 10) Friday, 2/20 Migration
Key concepts: pushes and pulls, bridges and barriers, chain migration, hometown association,
remittance, cumulative causation, labor immigrant, guest worker program, professional
migrant, brain drain, social capital. How is immigration affecting the United States today?
Key questions: Why do people move from place to place? Who are today's migrants? Where do
people move to and from?
- Read: Chapter 13 in Cultural Anthropology, pp. 489- 519.
Recommended:
Seth Holmes. Introduction to “Fresh Fruit, Broken Bodies” (pg. 1-29) [My
Courses]
- In-Class Video: Brother Towns (5:49)
___________________________________________________________________________________
Class 11) Wednesday, 2/25 Kinship, Family and Marriage
Key concepts: kinship, nuclear family, descent group, lineage, clan, affinal relationship,
marriage, arranged marriage, companionate marriage, polygyny, polyandry, monogamy, incest
taboo, exogamy, endogamy, bride wealth, dowry, family of orientation, family of procreation
Key questions: How are we related to one another? Are biology and marriage the only basis for
kinship?
- Read: Chapter 10 "Kinship, Family, and Marriage" in Cultural Anthropology. pp. 349-371 and
374-377
- In-Class Video: (1) A Wife Among Wives (6 min)
(2) Marriages in Heaven (5:52 min)
Class 12) Friday, 2/27 Kinship & Social Change
Key questions: Is a country like one big family? How is kinship changing in the United States?
How is kinship changing globally?
- Read: Chapter 10 "Kinship, Family, and Marriage" in Cultural Anthropology. pp. 377-391
- In-Class Video: Saheri’s Choice (30 min)
- Assignment: Who Is Dayani Cristal Essay Due
___________________________________________________________________________________
Class 13) Wednesday, 3/4 Race and Racialization
Key concepts: race, genotype, phenotype, colonialism, miscegenation, white supremacy,
whiteness, Jim Crow, hypo descent, nativism, eugenics, racialization
Key questions: Do biologically separate races exist? How is race constructed around the
world? How is race constructed in the United States?
- Read: (1) Chapter 6 Race and Racism in Cultural Anthropology, pp. 195-222
(2) Selected Text from an "Interview with Nina Jablonski.” [My Courses]
Recommended:
Smedley and Smedley. 2005. Race as Biology Is Fiction, Racism as a Social Problem Is
Real: Anthropological and Historical Perspectives on the Social Construction of
Race. American Psychologist. 60(1): 16–24. [My Courses]
-In-Class Video: The Illusion of Skin Color (20 min)
[Stream Here: http://ed.ted.com/on/sxEBy6Ut ]
Class 14) Friday, 3/6 Racism and Social Inequality
Key concepts: racism, individual racism, institutional racism, racial ideology
Key questions: What is racism?
- Read: (1) Chapter 6 Race and Racism in Cultural Anthropology, pp. 222-235
(2) “Deep Tensions Rise to Surface After the Ferguson Shooting”
[http://www.nytimes.com/2014/08/17/us/ferguson-mo-complex-racial-historyruns-
deep-most-tensions-have-to-do-police-force.html]
(3) “After Ferguson, Race Deserves More Attention, Not Less”
[http://www.nytimes.com/2014/08/31/opinion/sunday/nicholas-kristof-afterferguson-
race-deserves-more-attention-not-less.html?_r=0]
-In-Class Video: Race the Power of An Illusion (Selections from)
___________________________________________________________________________________
Class 15) Wednesday, 3/11 Ethnicity & Identity
Key concepts: ethnicity, origin myth, ethnic boundary marker, situational negotiation of
identity, genocide, ethnic cleansing, melting pot, assimilation, multiculturalism
Key questions: What does "ethnicity" mean to anthropologists? How is ethnicity created and
put in motion?
- Read: Chapter 7 "Ethnicity and Nationalism" in Cultural Anthropology, pp. 237-254
Recommended:
K. Anthony Appiah, A. 1994. Identity, Authenticity, Survival: Multicultural Societies
and Social Reproduction. In Amy Gutmann, ed. Multiculturalism. Princeton.
Pp.149-164. [My Courses]
-In-Class Video: (1) Ethnicity & Identity (8min) [Stream: http://ed.ted.com/on/Nfu9k6JP ]
(2) Multiracial Identity (5 min)
(3) Thandie Newton’s TED talk “Embracing Otherness, Embracing Myself.”
(13 min) [Stream Here: http://ed.ted.com/on/Kw03PgOi]
___________________________________________________________________________________
Class 16) Friday, 3/13 Exam #2 [AT-HOME Online Exam; No In-Class Meeting]
___________________________________________________________________________________
SPRING BREAK
___________________________________________________________________________________
Class 17) Wednesday, 3/25 Sex & Gender
Key concepts: gender studies, sex, gender, sexual dimorphism, cultural construction of gender,
gender performance, intersexual, transgender.
Key questions: Are men and women born or made? Are there more than two sexes?
- Read: Chapter 8 "Gender" in Cultural Anthropology, pp. 269-286.
Recommended:
Lucal, Betsy. 1999. What It Means To Be Gendered Me: Life on the Boundaries of a
Dichotomous Gender System Gender & Society 13(6):781-796.[My Courses]
-In-Class Video: (1) Tough Guise [Stream here: http://ed.ted.com/on/mUHj6gE5 ]
(2) Me, My Sex, and I (selections from, 49 min)
[Stream here: http://ed.ted.com/on/wa1R8tqm]
Class 18) Friday, 3/27 Sexuality
Key concepts: sexuality, heterosexuality, homosexuality, bisexuality, asexuality, sex tourism, sex
work.
Key questions: What is "natural" about human sexuality? What does a global perspective tell us
about human sexuality? How has sexuality been constructed in the United States? How does
globalization influence local expressions of sexuality?
- Read: Chapter 9 "Sexuality" Cultural Anthropology pp. 310-330, 337-340, 344-345.
Class 19) Wednesday 4/1 Gender, Power & Violence
Key concepts: gender stratification, gender stereotype, gender ideology, gender violence,
structural gender violence, sexual violence.
Key questions: How do anthropologists explore the relationship between gender and power?
How is sexuality an arena for working out relations of power? How is globalization
transforming women's lives.
- Read: (1) Chapter 8 "Gender" in Cultural Anthropology, pp. 287-307.
(2) Chapter 9 "Sexuality" Cultural Anthropology pp. 330-337
-In-Class Video: (1) Community (6:30 min)
(2) Three Sisters (5 min)
___________________________________________________________________________________
Class 20) Friday, 4/3 Class and Inequality
Key concepts: class, egalitarian society, reciprocity, ranked society, redistribution, potlatch,
bourgeoisie, means of production, proletariat, prestige, life chances, social mobility, social
reproduction, habitus, cultural capital, intersectionality, income, wealth, caste, achieved status,
ascribed status, dalits
Key questions: Is inequality a natural part of human culture? How do anthropologists analyze
class and inequality. How are class and inequality constructed in the United States? What are
the roots of poverty in the United States? Why are class and inequality largely invisible in U.S.
culture? What is caste, and how are caste and class related? What are the effects of global
inequality?
- Read: Read Chapter 11 "Class and Inequality" in Cultural Anthropology. pp. 393-415.
-In-Class Video: Homeless in Paradise (4:30)
Class 21) Wednesday, 4/8
- Read: Read Chapter 11 "Class and Inequality" in Cultural Anthropology. pp. 415-435.
________________________________________________________________________________
Class 22) Friday, 4/10 The Global Economy: Food & Food Production
Key concepts: economy, food foragers, pastoralism, horticulture, slash and burn agriculture,
agriculture, industrial agriculture, carrying capacity, barter, reciprocity, redistribution,
leveling mechanism,
Key questions: What is an economy and what is its purpose?
-Read: Chapter 12 in Cultural Anthropology. Pp. 441-452.
-In-Class Film: Food, Inc. 2008. (selections from, entire film 90 min)
Class 23) Wednesday, 4/15 The Global Economy: Historic Roots and Contemporary Theories
Key concepts: colonialism, triangle trade, Industrial Revolution, modernization theories,
development, dependency theory, neocolonialism, underdevelopment, core countries, periphery
countries, semi-periphery countries. Fordism, flexible accumulation, global city, neoliberalism,
commodity chain
Key questions: What are the roots of today's global economy? What role has colonialism played
in forming the modern world economic system? What is the relationship between the nationstate
and the corporation in the global economy? What are the dominant organizing principles
of the modern world economic system?
- Read: Chapter 12 in Cultural Anthropology. Pp. 452-474.
- In-Class Video: Birdsong and Coffee (5:26 min)
Class 24) Friday, 4/17 Global Economy: Flexible Accumulation & Consumer Awareness
Key questions: How does today's global economy link workers with consumers worldwide? Is
today's global economic system sustainable?
- Read: Chapter 12 in Cultural Anthropology. Pp. 474-487.
- In-Class Film: China Blue. 2005 (selections from, 67 min)
Class 25) Wednesday, 4/22 Health and Illness
Key concepts: health, disease, illness, ethnomedicine, ethnopharmacology, biomedicine, human
microbiome,
Key questions: How does culture shape our ideas of health and illness? How can
anthropologists help solve health care problems?
- Read: Chapter 16 in Cultural Anthropology. pp. 619-642
- In-Class Video: (1) The Most Distant Places (4:46)
(2) Dead Mums Don't Cry (6:07)
Class 26) Friday, 4/24 Wealth, Power & Health
Key concepts: health transition, critical medical anthropology, medical migration, medical
pluralism, illness narratives
Key questions: Why does the distribution of health and illness mirror that of wealth and power?
How is globalization changing the experience of health and illness and the practice of
medicine?
- Read: Chapter 16 in Cultural Anthropology. pp. 642 - 655
- In-Class Film: Unnatural Causes. 2008. California Newsreel. (57 min)
Class 27) Wednesday, 4/29 Applying Cultural Anthropology
Key concepts: applied anthropology, engaged anthropology, development, non-profit organization,
non-governmental organization, urban anthropology.
Key questions: How do cultural anthropologists use their knowledge? What roles do cultural
anthropologists play in our global society? What careers are available to cultural anthropologists?
- Read: Conrad Phillip Kottak. 2013. Applying Anthropology. In Mirror for Humanity: A Concise
Introduction to Cultural Anthropology, 9/e. Boston, MA: McGraw-Hill. pp. 259-280. [My
Courses]
- Assignment: Submit Course Journal at the end of class for final grading.
___________________________________________________________________________________
Class 28) Friday, 5/1 Final Exam Review: Jeopardy
- Assignment: Ethnographic Portrait Due
The Final Exam is on Tuesday, May 12th [Group 1(A-J): 12-1:30pm, Group 2 (K-Z): 1:30-3pm].
The exam will be held in the Milne Library Lower Level Room 104.
NOTE: This syllabus is subject to change. Reading, film and written assignments may be removed or
added when the instructor believes it necessary for the course.