COURSE OFFERINGS

For the most current listing, see http://websoc.reg.uci.edu/perl/WebSoc.

Graduate students from any department on campus are encouraged to enroll in our courses. Indeed, we encourage students to consider the Graduate Specialization in Anthropologies of Medicine, Science, and Technology, which only requires taking four courses (three of which must be from our department).

 

The only exceptions to this policy are:
Courses limited to Ph.D. students in the Department of Anthropology: 202A (Proseminar A), 202B (Proseminar B), 202C (Proseminar C), 215B (Research Design) and 215C (Grant and Proposal Writing)
Please note this listing is only a tentative plan. It is subject to change.

Last updated April 4, 2019

 

Fall 2019 Course Offerings

Course Number
 
Course Title
202A

Proseminar in Anthro (Sojoyner, D.)
Year-long intensive introduction to the history of anthropological thought and reading in classical and contemporary ethnography for first-year graduate students.

215A

Ethnographic Methods (Fortun, K.)
Exposes students to diverse methods, both traditional and experimental, used in anthropological ethnographic research. Students gain experience practicing diverse methods, and learn to select methods appropriate to particular study designs and contexts.

245A

Seminar in Political Anthropology (Bernal, V.)
Explores anthropological approaches to politics. Covers a range of issues and topics, including: theories of culture, power, and hegemony; approaches to colonial and post-colonial relations of global inequality; and ethnographic approaches to the modern state.

289

Postfield Project Management (Peterson, K.)
This course is for all graduate students who have completed long-term field research and are at any stage of dissertation preparation: transcribing fieldnotes, coding data, and drafting chapters. Objectives are geared toward the following, which in combination, are critical for managing dissertation projects: 1) revisit and engage 2nd year Concept Work that rigorously links data to theory-making and to ethnographic writing; 2) practice time management: learn how to refine your organizational skills as well as keep your memo and diss writing going no matter the deadlines in front of you; 3) receive online, supportive daily check-ins from the instructor and other students regarding progress, frustrations, breakdowns, goal-meeting, or anything else that seems pertinent to the process; and 4) learn how to build in self-care and time off from your work in ways that bring a sense of ease to the process. Format: 1) Prior to the first meeting, everyone will create two time management calendars: one that charts everything that needs to be done from fall quarter week 1 to the moment the dissertation is filed. The second calendar will draw on the first by prioritizing what needs to be done in the fall and then creating a weekly work schedule for the next ten weeks. Instructions will be provided. Based upon these individual 10 week calendars, the course syllabus will be constructed by all members of the course on the first day of class; 2) There will be two groups created for the duration of the quarter: those analyzing data and those writing diss chapters. The data analyzers will be transcribing, coding, and creating weekly memos regarding analysis; and all will be trained to do so. Dissertation writers will be working toward overarching goals, which include diss chapters, job letters, etc. There will be opportunities to provide feedback on the week's progress in small groups. 3) At each class meeting two people will circulate either data memos or chapter drafts for feedback from the entire class. Note: there will be a very strict format on how feedback will be given, one that de-emphasizes lobbying for what a reader wants and emphasizes options for a writer's future drafts. 4) Some class meetings will focus on professionalization. For the academic job market, we will examine/reverse engineer successful job letters, postdoc statements, CVs, teaching statements, articles, etc., in order to get a deep understanding of genre. We will also talk about jobs outside of academia, which might be far more desirable for many participants. Overall, the course will provide a springboard for the Dissertation Writing seminar where much of this work, especially writing chapters, will continue.

289

Teaching Anthropology (Jenks, A.)
This course examines the teaching and learning of anthropology in higher education from both theoretical and practical perspectives. Topics include critical and decolonizing pedagogies, theories of learning, course design and instructional strategies, inclusive teaching, and teaching in academic careers.

289

Citizenship (Hundle, A.)
How has the circle of membership been constructed in different kinds of societies? Does the acquisition of modern, legal citizenship provide for rights to citizens, create equality among citizens and erase other social hierarchies in society? Does the attainment of citizenship erase "Otherness" or "alienness"? This course introduces students to anthropological approaches to the study of citizenship in the "Global North" (liberal, "democratic" societies) and in the postcolonial "Global South." Through ethnographic case studies, we will explore the historical development and mobility of the concept of "the citizen", the modern nation-state and citizenship. We will also explore how citizenship, membership and belonging take place at scales beyond the juridical-legal or formal definition of nationality linked to the nation-state, particularly as they have been derived and constructed by Western, liberal intellectual traditions. Rather, students will explore how there are multiple ways of negotiating citizenship and exclusion and belonging to a place, especially in the context of contemporary neoliberal economic globalization and its attendant processes of transnational migration, diaspora identity formation, and other forms of governance such as human rights frameworks.

The course will begin by examining civic republican and liberal traditions of citizenship and nationhood. It will then shift to postcolonial debates on the politics of community, race, gender and difference—highlighting the problems and challenges of dominant liberal notions of citizenship through the study of colonialism. Students then begin to explore ethnographic studies of the practices, performances, and claims surrounding citizenship in cross-cultural contexts through readings that deal with cultural and biological citizenship, urban citizenship, and flexible citizenship. In the process, students will assess the utility, possibilities and limits of these terms. Through these readings, they will explore the concepts, heuristics, and methodologies that anthropologists and political theorists are using to highlight "on the ground" practices in the articulation of claims for citizenship or the study of the limits of citizenship: "inclusion" and "exclusion", "citizen" and "subject," "citizen" and "non-citizen," "insider" and "outsider" and "autochthone" and "migrant."

The advanced student will consider how theoretically generative the ethnography of citizenship is—what kinds of concepts and tools make the anthropology of citizenship more precise? What are their limitations? How does local context matter and how does it inform the study of citizenship? What concepts and tools allow anthropologists to provincialize normative, liberal-democratic notions of citizenship?

Ultimately, this course will allow students to interrogate fundamental assumptions around the notion of the "citizen" and "citizenship"—as well as reconsider the basis of political communities.

289

Multimodal Anthropology (Varzi, R.)
This past year anthropologists Collins, Durington, and Gill published an important call to arms in their manifesto "Multimodality: An Invitation." The call coincided with the inauguration of a multimodal section in the journal of American Anthropology – but in no way does this imply that this process or practice is a new one. Anthropologists have been doing multi-modal anthropology since Franz Boas began working with wax cylinder recording and his star student Zora Neale Hurston started experimenting with text. Anthropology has always been an inter-disciplinary field lending its methods to fields as diverse as Science and Technology Studies and Studio Art, and being influenced by these fields in turn. This course will explore the history and contemporary practices of multimodal anthropology, from sound to sensory studies, (to give a small example), allowing students to engage their research data while experimenting with new forms. It will allow a space for process, the time and the permission to play, to move material in and out of various forms until it finds its home, which may entail a form or function wholly unexpected even by its own author. The course encourages multi-disciplinary and to that end is open and encourages graduate students in any field to join us.

 

Winter 2020 Course Offerings

Course Number
 
Course Title
202B

Proseminar in Anthropology (Fortun, M.) 2:00-4:50 pm Wednesdays
Year-long intensive introduction to the history of anthropological thought and reading in classical and contemporary ethnography for first-year graduate students.

204A

Proseminar in Medicine, Science, and Technology (Zhan, M.)(MSTS course)  9:00-11:50 am Wednesdays
Explores the phenomena studied by "medical anthropology" and "science and technology studies" are inextricably linked, and how understanding formations requires moving between disparate fields of inquiry. Required for students pursuing a Graduate Certificate in Anthropoligies of Medicine, Science, and Technology.

215B

Research Design (Peterson, K.) 9:00-11:50 am Tuesdays
Introduces research design for anthropology, including concept work and mapping, research topic and aims development, research question construction, and fieldwork planning.

235A

Transnational Migration (Chavez, L.)(x-listed w/Chc/Lat 215 &  Soc Sci 254A) 2:00-4:50 pm Tuesdays
Examines borders and boundaries as material and semiotic constructs. Drawing upon an array of literatures, but loosely situated in U.S. geo/biopolitics, explores transformative troublings of places, spaces, borders, and bodies of all sorts.

240A

Economic Anthropology (Maurer, W.) 12:00-2:50 pm Wednesdays
Classic and contemporary theory in economic anthropology. Case studies: Latin America (primarily Mexico and the Andes), Africa, and the Pacific. Substantive topics: non-market exchange, markets and marketplaces, households, gender, management of common property (fisheries, pastoral lands, forests), labor, and development.

252A

Queer Anthropology (Boellstorff, T.) 2:00-4:50 pm Tuesdays
Explores historical and contemporary scholarship that employs ethnographic approaches to address the discursive construction of sexuality. Also examines how the discipline of anthropology has been shaped by the study of sexuality.

253A

Design, Aesthetics, and Social Life (Murphy, K.)(MSTS course) 9:00-11:50 am Wednesdays
Anthropology has only recently recognized that design demands consideration as a cultural form linked to, yet nonetheless distinct from, other aesthetic endeavors. Course is largely oriented toward collaboratively working out a conceptual basis for a distinctly anthropological approach to design.

257A

Natures and Environments (Olson, V.)(MSTS course) 2:00-4:50 pm Wednesdays
Examines social scientific understandings of natural contexts and human milieus via a survey of key analytic categories. Begins by examining historical and ongoing definitions and problems organized around "nature" and "environment" as separate but imbricated concepts.

259A

Dissertation Writing Seminar (Varzi, R.) 2:00-4:50 pm Mondays
Intended for advanced, post-fieldwork Anthropology graduate students. Emphasis on the presentation of research design and results, problems of ethnographic writing, and qualitative and quantitative data and analysis. Prerequisites: post-fieldwork; graduate standing in Anthropology or consent of instructor.

289

Graduate Careers Course (Richland, J.) 9:00-11:50 am Mondays

Description

289

Visualization in Ethnography (Marcus, G.) 10:00-12:50 pm Mondays

This is a design anthropology course in which we'll explore, conceptualize and create new modes of ethnographic visualization, participating in the Center for Ethnography's spring 2019 collaborative project, "Visualizing Toxic Places." We'll read texts that explicate the terms in the project title (visualizing, toxic, places), create digital photo essays, and review photo essay created by others. We'll also work toward a gallery exhibit of ethnographic visualizations (to open at UCI in April), re-thinking and experimenting with museum-like presentations of ethnographic knowledge. The Visualizing Toxic Spaces project will spin off from the Center for Ethnography's 2019 project, Visualizing Toxic Subjects, including a digital photo essay and gallery component.

289

Postfield Project Management (Peterson, K.)

Postfield Project Management
This course is for all graduate students who have completed long-term field research and are at any stage of dissertation preparation: transcribing fieldnotes, coding data, and drafting chapters. Objectives are geared toward the following, which in combination, are critical for managing dissertation projects: 1) revisit and engage 2nd year Concept Work that rigorously links data to theory-making and to ethnographic writing; 2) practice time management: learn how to refine your organizational skills as well as keep your memo and diss writing going no matter the deadlines in front of you; 3) receive online, supportive daily check-ins from the instructor and other students regarding progress, frustrations, breakdowns, goal-meeting, or anything else that seems pertinent to the process; and 4) learn how to build in self-care and time off from your work in ways that bring a sense of ease to the process. Format: 1) Prior to the first meeting, everyone will create two time management calendars: one that charts everything that needs to be done from fall quarter week 1 to the moment the dissertation is filed. The second calendar will draw on the first by prioritizing what needs to be done in the fall and then creating a weekly work schedule for the next ten weeks. Instructions will be provided. Based upon these individual 10 week calendars, the course syllabus will be constructed by all members of the course on the first day of class; 2) There will be two groups created for the duration of the quarter: those analyzing data and those writing diss chapters. The data analyzers will be transcribing, coding, and creating weekly memos regarding analysis; and all will be trained to do so. Dissertation writers will be working toward overarching goals, which include diss chapters, job letters, etc. There will be opportunities to provide feedback on the week's progress in small groups. 3) At each class meeting two people will circulate either data memos or chapter drafts for feedback from the entire class. Note: there will be a very strict format on how feedback will be given, one that de-emphasizes lobbying for what a reader wants and emphasizes options for a writer's future drafts. 4) Some class meetings will focus on professionalization. For the academic job market, we will examine/reverse engineer successful job letters, postdoc statements, CVs, teaching statements, articles, etc., in order to get a deep understanding of genre. We will also talk about jobs outside of academia, which might be far more desirable for many participants. Overall, the course will provide a springboard for the Dissertation Writing seminar where much of this work, especially writing chapters, will continue.

 

Spring 2020 Course Offerings

Course Number
 
Course Title
202

Proseminar in Anthropology (Marcus, G.
Year-long intensive introduction to the history of anthropological thought and reading in classical and contemporary ethnography for first-year graduate students.

215C

Grant Proposal Writing (Hamdy, S.)
Focuses on production, critique, and revision of student research proposals. A practical seminar designed to improve student proposals, help students through the application processes, and increase students' chances of obtaining support for their research.

246

Capital Empire (Mahmud, L.)
Examines theories of capital and empire via anthropological theory, post/colonial critique, feminist theory, and Black political thought. Moreover, it examines social movements, geo/political trajectories and formations, and political economic trends that have emerged after the 2008 financial crisis.

289

Kinship and Relatedness (Kim, E.)
Description

289

Anthropology of the US (Olson, V.)
This seminar engages 200 years of ethnographic work of, about, and counter to the U.S. as a settler colonial nation. Each week will feature work critically paired to scale different forms of theory and evidence about the U.S. as home, destination, concept, empire, environment, enclave, and experiment.

289

Cities (Nam, S.)
The investigation of modern cities continues to present important challenges to social theory. Scholars have long debated how to read and explain the modern city since the rise of industrialization. In this seminar we will look at these challenges and debates tracking some of the ways in which scholars have worked to fix the city as an object of analysis and struggled to capture its processes of transformation. The study of cities is by its nature multidisciplinary so we will be reading across disciplines (anthropology, urban planning, geography, and sociology) and writing genres (ethnography, theory, and popular media). Readings for the class include the "classics" (Lefebvre, Benjamin, Berman) to contemporary writings by scholars working on cities of the global south and north.

289

Policymaking and Institutions (Al-Bulushi, S.)
Description

289

Open Anthropology (Fortun, M.)
Openness, in multiple ways, has been constitutive and even definitive of anthropology. This course is organized around anthropology's porous edges, where its concepts, methods, modes of production, and institutions are open to difficult uncertainty and vital change. We will explore trends in opening the discipline at both the publishing end (Open Access issues) and at the data end (infrastructure for archiving and sharing research materials). What new openings are emerging for "public anthropology" created by digital technologies, when not only research results can be more openly shared, but anthropological data itself becomes more open, discoverable, and iterable? What new career paths are, or might be, opening up for anthropologists outside the academy (e.g. corporate/organizational ethnography)? Other areas and questions of "openness" to be explored include new forms of collaboration (among anthropologists, and with researchers in other disciplines), openings in the undergraduate curriculum (anthropology moving into global studies, science and technology studies, etc.), and contemporary conceptual, disciplinary, and genre openings in/to anthropological genealogies.

 

Resources:

 

 

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