Lewis & Clark Moodle

An anthropological approach to the tacitly, accepted notions of place and space. Theoretical, consideration of experience, meaning, and behavior, in relation to our material surroundings stresses, the social production of space. Key topics include, wilderness, pathways, home, cities, buildings,, monuments, and movement. Students are encouraged, to reflect on their own background in, consideration of these themes. The course provides, conceptual, bibliographic, and methodological, structure for students to imagine, design, and, carry out individual research projects.

In this course, we will explore how a wide variety of communities harness the power of myths, rituals, and symbols in mostly positive – but sometimes dangerous – ways. For example, we will discuss gender representations in folklore, examine different ways that people alter their consciousness in collective groups, and the dangers of cults and conspiracy theories. Meanwhile, students will write a research paper about the myths, rituals, and symbols utilized by a community of their choice. During the semester, students will develop greater familiarity with sociological and anthropological concepts, strengthen their skills at writing research papers, and improve their ability to give oral presentations.

The money form often appears to have single dimension. We may have little problem defining it as a unit of account; consolidating through price the value of other things. This is an awesome power! But is this singular view of the relationship between money and value shared by everyone in our own and other cultures? The historical and ethnographic perspectives offered by many social scientists document that it is not ~ even in modern political economy, where capitalism remains the dominant form of social reproduction. This semester, students will be introduced to concepts, theories and methods that inform these perspectives. Our goal is to two-fold. First, we will explore how money has more socio-cultural plasticity than we might anticipate as it is used to create and shape relations between people, society, and economy. Second, students will use the concepts and methods to examine money’s varied roles and, perhaps, some of its separation from value in your own life. This will take place through the conduct of a semester-long, auto-ethnographic and bibliographic research project that culminates in a final paper and presentation.

This project will require work (participant observation, fieldnotes, maybe interviews, and library research) outside of class preparation. So, as you decide whether to take this class, consider if you have the time and willingness to devote to the work this semester.

Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.

Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.

Gender and sexuality in Latin America through an, anthropological lens. Ethnographic and theoretical, texts - including testimonial and film material -, dealing with the different gender experiences of, indigenous and nonindigenous peoples, lowland, jungle hunter-gatherers, highland peasants, urban, dwellers, and transnational migrants.

Critical exploration of the invention, rise, and, current moment of global development projects, aiming to end poverty, improve living standards,, and ensure the freedoms of individuals in the, Global South, drawing largely on scholars from, the region to problematize mainstream, understandings of and solutions to social and, economic development. First, an exploration of, how "development" has been defined, measured, and, understood over the past century, from colonial, conceptions to post-development rejections of the, term. Second, reading of several exemplary, critical analyses of development thinking and, practice, focused on questions of international, aid, microfinance, cash transfers, and the global, economic system.

Dynamics of social change in Latin America, with a, particular focus on revolutionary transformations., Comparative analysis of social change in Cuba,, Guatemala, Peru, Mexico, and other countries. An, introduction to key concepts from development, theory, social movements research, cultural, studies, and political economy analysis.

Introduction to the anthropology of the Middle, East and North Africa, with an emphasis on the, relationship between global and local forms of, social hierarchy and cultural power. Topics, include tribalism, ethnicity, colonialism,, nationalism, gender, religious practices,, migration, the politics of identity.

Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.

Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.

Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.

Examines core topics related to social inequality.
Why do some people have more opportunities in life
than others? What produces power differentials
between people? Exploration of the structural
factors that produce inequality (such as class,
race, and gender); the material, cultural, and
affective dimensions of experiencing inequality;
and possible solutions to contemporary inequality.

Investigation of the "borderland" nature of, anthropology dealing with Tibet and the broader, Himalayan region. Without clear state definition,, scholastic inquiry is dispersed among distinct, themes rather than a cohesive historical or, cultural approach. Focus on ethnographies of, non-state peoples, cross-border travel,, marginalized lives, and international development, and representation. Reading-intensive course with, a series of literature review assignments leading, toward a final project.

Focused examination of contemporary and seminal, theoretical and ethnographic topics in the, subfield of medical anthropology. Each semester, will explore a given topic, e.g., structural, violence, intersectionality, kinship and care,, death and dying, body and pain, addiction,, pharmaceuticalization, medical techniques and, technologies, illness narratives. Particular, emphasis on how subjective and phenomenological, experiences of illness shape and are shaped by, structural (socio-cultural, political,, historical, physical, material) contingencies., Students will engage in a semester-long, ethnographic project.

Focused examination of contemporary and seminal
theoretical and ethnographic topics in the
subfield of medical anthropology. Each semester
will explore a given topic (e.g., structural
violence, intersectionality, kinship and care,
death and dying, body and pain, addiction,
pharmaceuticalization, medical techniques and
technologies, illness narratives). Particular
emphasis on how subjective and phenomenological
experiences of illness shape and are shaped by
structural (sociocultural, political, historical,
physical, material) contingencies. Students will
engage in a semester-long ethnographic project.
Topics will always be health-studies-related.

Cultural practices surrounding the production and, consumption of technoscientific and biomedical, knowledge. Articulation between different, constituencies, both inside and outside the, scientific community, and the asymmetries that, shape their relations. Heterogeneity of science,, including contrasts between disciplinary, subcultures and different national traditions of, inquiry. Political economy of science, including, the allocation of material and symbolic resources., Networks of associations that link human and, nonhuman allies, such as medical prosthesis,, robotics, information. Representation of science, and technology in popular culture.

Introduction to anthropological and sociological, scholarship that uses affect as a theoretical, device to explore social meaning in emotions, the, body, and spoken language. The course is oriented, through feminist intellectual traditions that, problematize perceptions of objective knowledge, production. Literature will include theoretical, articles, programmatic essays, and ethnographic, monographs. Case studies will emphasize affect in, the production of racial, gendered, classed, and, laboring identities within a framework of, neoliberal social, economic, and political, restructuring.

In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.

In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.

In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.

In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.

Who are students with exceptionalities and how do, we adapt curriculum to meet their needs? This, course addresses characteristics of student, exceptionalities, principles and practices for, effective planning, approaches to instruction,, and options for assessment of all students. It, prepares teacher candidates to advocate for, appropriate instruction for all students in the, least restrictive environment. Emphasis is placed, on providing relevant information for the, development of individualized education plans, (IEPs), planning instruction that is guided by, students' IEPs, and adapting curricula for all, learners, including the use of Universal Design, for Learning.

Who are students with exceptionalities and how do, we adapt curriculum to meet their needs? This, course addresses characteristics of student, exceptionalities, principles and practices for, effective planning, instruction, and assessment of, all students, and prepares teacher candidates to, advocate for appropriate instruction for all, students in the least restrictive environment., Emphasis placed on Special Education law and, providing relevant information for the development, of individualized education plans (IEPs)., Admission to a preservice teacher education, program required.

Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.

Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.

Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.

Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change. Admission to School Psychology Program, required.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.

This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.