Spring 2010 American Studies, Cherokee, and Folklore Courses

AMST 53:  Family and Social Change in America

Section 1:  Robert Allen

9:30 TR, Graham Memorial 213

This course will be structured around a semester-long research project in which you will research the life and times of the members of the last four generations of your family: your parents, grandparents, great-grandparents, and great-great-grandparents.

This will involve your using documents and photographs family members might have saved about your family’s history, interviews with living family members, archival resources available in/through the UNC Libraries and N.C. State Archives, public records held by other state governments, and online resources available through such subscription-based services as Ancestry.com.

You will also research the places associated with your family’s history and the major historical events/trends/developments occuring throughout the lives of each of the last four generations of your family.

Throughout the semester, we will be reading and discussing historical scholarship on the changing nature of family life and the diversity of family forms in America from the colonial period to the present.  You will relate what you learn about marriage, courtship, fatherhood, motherhood, parenthood, childhood, adolescence, divorce, adoption, and other aspects of family life to the lived experience of family represented by your own family history.

The vehicle for organizing, editing, displaying, and sharing your family history project will be the Teams LX area of our Blackboard course site (blackboard.unc.edu).   You will build your family history site over the course of the semester, using information you’ve uncovered from your genealogical research, family documents and photographs, information about the places associated with your family, your own commentary on the relationship between your family’s history and the history of family forms more generally.  

This course has several goals:

--to enable you to gain a better understanding of your own family history over the past four generations

--to enable you to place each of these generations within social, political, economic, and cultural contexts

--to enable you to gain a better understanding of the family as a social institution in America over the past 300 years

--to help you develop research, problem-solving, teamwork, and presentation skills that will be of benefit to you throughout your academic career

NOTE: Because of the richness of archival material in the North Carolina Collection of the UNC Libraries and in the N.C. State Archives in Raleigh, this course is particularly well-suited to students whose family histories are associated with the state of North Carolina; however, students with family histories beyond the state are also welcome.

AMST 89:  Yoga in Modern America:  History, Belief & Commerce

Section 1:  Jay Garcia

3:30 TR; Graham Memorial 210

“I used to stand on the sea-shore at New York, and look at the emigrants coming from different countries, crushed, downtrodden, hopeless, unable to look a man in the face … And, mark you, in six months those very men are walking erect, well-clothed, looking everybody in the face.” This description, reminiscent of many romantic accounts of the wave of European immigration to the U.S. from the late-nineteenth into the twentieth century, comes by way of a non-European. They are the words of the great Hindu educator, Swami Vivekananda, credited with the introduction of Yoga and Vedanta (the spiritual tradition drawn from the Hindu Upanishads) to Europe and America. “Ay, you may be astonished to hear that as practical Vedantists the Americans are better than we are,” Vivekananda told a group in Lahore, India, in 1897. Among other things, Vivekananda’s biography tells the story of the presence of Hindu thinkers in America and the impact of the American scene on their spiritual discourses. Vivekananda’s lecture before the Parliament of World Religions at the 1893 World’s Columbian Exposition in Chicago makes for a valuable starting point for this American Studies seminar.

The seminar examines the impact of a range of Hindu spiritual figures and ideas in American cultural and intellectual history through many kinds of documents and cultural forms – memoirs, speeches, fiction, biography, letters, and music. While the readings will familiarize students with Hindu concepts and provide a working knowledge of Hindu precepts, the seminar does not comprise a survey in religion. Instead the seminar covers episodes and texts in the cultural history of Hindu spiritual belief in America. Seminar topics extend beyond the introduction of Hindu spiritual beliefs in America to several related events and twentieth-century developments, including 1) the meanings attached to Mahatma Gandhi’s anti-colonial movement in American life; 2) writings about America by the Bengali poet Rabindranath Tagore; 3) the musical practices of kirtan; 4) the growth of the physical practices of yoga in modern American culture; 5) the work of Henry David Thoreau, Pearl S. Buck, Christopher Isherwood and other writers influenced in different ways by readings and immersion in Indian spiritual belief; and 6) the emergence of Hindu ideas in cultural works such as Philip Glass’s opera Satyagraha and different popular media.

In addition to introducing students to writings that generally do not enter curricula in American cultural and intellectual history, the seminar also affords opportunities for directly engaging the interplay of Indian spiritual belief and contemporary American culture. Chapel Hill and surrounding towns are the home to many yoga and meditation centers. Moreover, the area includes many experts in Indian spiritual practices. Through a combination of visitors and class trips, students will gain access first-hand accounts of the ways in which ideas drawn in part from Indian spiritual traditions have been woven into contemporary social and cultural life.

The materials in this seminar are designed to engender in students an appreciation for the transnational and global character of much of American cultural history. Moreover, the seminar invites reflection on intellectual challenges and problems in the study of social, cultural and philosophical difference.

AMST 101:  Emergence of Modern America

Section 1:  Joy Kasson

12 MWF; Bingham 103

This course traces major themes in American culture as viewed through history, literature, art, film, music, politics, and popular culture, from the American Revolution to the present.  It is not a comprehensive survey but rather an examination of the ways in which history and the arts interrelate as the present emerges from the past.  Topics include American diversity, the natural environment, the rise of the cities, social criticism, the cultural impact of war.  Reading consist of primary sources:  poetry (Walt Whitman), fiction (Ernest Hemingway and Tim O'Brien), and autobiography (Frederick Douglass and Jane Addams).  Each unit will include the work of an artist or photographer, such as Thomas Cole, Matthew Brady, Jacob Riis, Dorothea Lange. Topics include the heritage of the American Revolution; slavery, Civil War, and memory; technology and the environment; writers, film-makers, and artists as social critics.

AMST 201:  Literary Approaches to American Studies

Section 1:  Jay Garcia

12:30 TR; Graham Memorial 035

An introduction to methods and materials in the interdisciplinary study of American society, including theoretical influences upon research in American Studies.  The course explores interpretive practices within the field by focusing on three different historical moments and considering a range of literary and visual artifacts.  Subjects include visions of cultural renewal in the 1910s, the responses of critics in the 1940s to "race" and racialized relations, and narratives about migration, dislocation and war from the 1990s to the present.  Throughout the course we will investigate relevant transnational contexts for understanding developments and changes in American intellectual and cultural life.

AMST 203:  Approaches to American Indian Studies

Section 1:  Valerie Lambert

3:00 – 5:30 W; Bingham 217

American Indian Studies is an interdisciplinary field that depends on and reflects the particular intellectual perspectives of many different disciplines.  Like tributaries of a river, each discipline contributes a body of knowledge based on unique research methods that when merged contribute to our understanding of Native America.  This course is designed to serve as an introduction to both the many scholars at UNC who compose the faculty of American Indian Studies as well as to the various approaches that comprise the program.  Although American Indian Studies draws on several disciplines, our goal in this course is to show students how to integrate these disciplines so that they can arrive at a more complete and balanced understanding of the histories, cultures, and expressions of American Indian peoples.  American Indian experience, and the course will consider the impact of contact and conflict between different groups as well.

This course will be team taught by faculty involved in the American Indian Studies program in the fields of archeology, anthropology, history, cultural studies, and literature.  Professor Valerie Lambert (ANTH) will administer the course, and each faculty member will be leading class meetings in his/her discipline or specialty.  It will meet once weekly; therefore students must attend every session.  Grading will consist of short response papers and a final exam.  Readings will be extensive, broad, and exciting.

AMST 211:  Introduction to Southern Studies:  The Cultural Worlds of the American South

Section 1:  Bernard Herman

Section 2:  Marcie Ferris

9:30 TR; Gardner 008

There is not one South, but rather many Souths.  For generations, artists, documentarians, musicians, scholars, and writers have attempted to capture this diverse region in the works of their hands and minds.  They have done so in expressive forms of material and visual culture, in the literature of native southerners and those who live in the many “southern diasporas” of America such as New York’s Harlem and Chicago’s South Side, in the musical traditions of the blues, gospel, country music, and hip hop, at the tables of white linen restaurants, corner cafes, and home kitchens, and in the contemporary media world of blogs, websites, journalism, film, and television that have taken southern cultural forms to a global audience.  Students will consider the region in all its complexity through a multi-disciplinary conversation about the American South that considers art, archaeology, architecture, cultural tourism, ecology, folklife, foodways, geography, history, language, literature, material culture, myth and manners, music, politics, religion, values, and more.

AMST/HIST/ANTH 234:  American Indian Tribal Studies:  Lumbee History

Section 1:  Malinda Maynor Lowery

2 TR; AR 218

This class will investigate the history and culture of the Lumbee of North Carolina, through readings, class discussions, and collaborative research projects. Students will use online technology (wikis and web conferences) to collaborate on three levels: 1) with each other, 2) with experts on Lumbee history and culture throughout the United States, and 3) with interested members of the public. To conduct their research, students will draw on the digital holdings of the Southern Historical Collection at UNC and other area collections for primary source material, and will produce their own oral and video interviews with Lumbee tribal members. At the end of the semester students will present their work during an online interactive seminar that will be accessible to the public.

AMST /HIST 235:  Twentieth Century Native America

Section 1:  Jenny Tone-Pah-Hote

1 MWF;  Murphey 204

This course explores the multiple ways that American Indians navigated cultural, political, and economic changes in the twentieth century.  Opening with assimilation policy in the 1880’s and extending to contemporary struggles for autonomy, this course emphasizes the continuities of American Indian life ways and their adaptability to changing cultural and political landscapes.  It will examine a number of important, interrelated questions.  First, how have American Indian peoples maintained sovereignty as Native nations and autonomy as individuals in the shifting contexts of the twentieth century?  How have federal policies shaped their lived experiences, and how have they responded to and resisted these policies?  This course will approach these questions though historical texts, literature, and film. The readings for this semester include articles and the following texts: Beyond Red Power: American Indian Politics and Activism Since 1900, Miko Kings:  An Indian Baseball Story, and Like a Hurricane:  The Indian Movement from Alcatraz to Wounded Knee.

AMST 256:  Anti-Fifties

Section 1:  Robert Cantwell

2 MWF; Murphey 204

We remember the nineteen-fifties as a period of relative tranquility, happiness, optimism and contentment.  The decade saw unprecedented prosperity, an expanding middle class, the consolidation of a postwar national security state and the ascendancy of America as a global power.  The picture is not altogether mistaken.  Yet the ‘fifties had its sores and blemishes:  a too passionate social conformity, a crass and overblown consumerism, a fatuous ideology of the family, as well as the usual forms of racism, anti-semitism, homophobia and class resentment which in such eruptions and McCarthyism enjoyed episodes of national assent.

 This course will consider a handful of counter-texts:  voices from literature, film, politics, and mass culture of the nineteen-fifties that each for one or another reason found life in the postwar world repressive, empty, frightening, or insane, and predicted the social and cultural revolutions that marked the decade that followed.

AMST 275H:  Documenting Communities

Section 1:  Rachel Willis

2:00-4:50 T; Murphey 204

General Education Requirements: SS (Social & Behavioral Sciences,
non-Historical), CI (Communication Intensive), NA (North Atlantic World), EE
(Experiential Education/Fieldwork)

This honors seminar will cover the definition and documentation of communities within North Carolina through study,  experience, and practice in film.  The viewing and analysis of key community documentaries, short field study to several communities, and readings will be used to identify the formation and identity of communities within the region.

Students will undertake a small group project on the documentation of an internal University community through research, video filming, and editing of a short documentary (images and sound) during the first part of the semester.  Each student will then independently pre-produce, film, edit, and preview a short video documentary of a regional community of their choice.  We will learn how to use Final Cut Pro on University MAC computers at the Beasley Multimedia Center and the Multimedia Resources Center at House Undergraduate Library. 

If you’re interested in this course, are an AMST major or minor, and have a g.p.a. of 3.2 or higher, on Nov. 11 you may go to the Honors Office in Graham Memorial to sign up or be placed on a waiting list.  Training in digital recording and editing technologies is not  expected, but will be offered as part of the course.  There are no prerequisites for the course and students need not own recording or editing equipment as they are available for loan or use at no charge during the semester.

AMST 292:  The South in Black and White

Section 1:  Tim Tyson

7:00 – 9:30 p.m. T; Hayti Heritage Center, Durham

The South in Black and White explores Southern history, politics and culture in the 20th century.  This lecture and discussion course is open to students at Duke, UNC, NCCU and the larger community.  We will constitute a kind of front porch on Southern history and culture, where we will join those whom Zora Neale Hurston called "the big picture talkers" and hear their stories.  We meet in the Hayti Heritage Center at St. Joseph's Church on Fayetteville Street in Durham, just off the Durham freeway.  (Bus transportation may be available.)  There will be live music, poetry, lectures, stories, discussions, oral histories, and dramatic performances.  We will explore a history as rich and complicated, painful and delightful as the South itself.

AMST 336:  American Indian Film:  The Silver Screen in Red

Section 1:  Tol Foster

3:30 – 6:30 T, 3:30 – 5:30 R; Manning 209

From the Lone Ranger and Tonto (1949) to Southpark’s Chief Runs With Premise (2003), and even before, American Indians and their stories have been a staple of the film and media industry.  But what happens to those familiar constructions of the Indian when American Indians and other indigenous people in settler-societies start to construct their own media through short and feature-length films, documentaries, and animations?  Through a large number of surprising films and locales – from a Cherokee science future (Hero) to apocalyptic aboriginal Australia (The Last Wave), from arid Texas (The Searchers) to a frozen river between New York and Canada (Frozen River), this course seeks to move along the contested terrain of film as it shifts from a medium with Indians to one by and for indigenous peoples.

This large-format course meets five hours a week during evening hours to facilitate the viewing of numerous films in class with lectures and discussions that contextualize them to American Indian history and cultural studies.  Evaluation is determined through four response papers and a final exam.  Because of the nature of the class, attendance is mandatory.  Students from Duke, NCCU, NC-State and elsewhere within the inter-institutional framework are welcome to enroll via the following procedure: (http://regweb.unc.edu/students/interinstitutional.php)

 AMST 350: Main Street Carolina

Section 1:  Robert Allen

2 TR; Graham Memorial 038

No matter what town or city in North Carolina you might visit (or be from), its downtown is likely to share many common features with other “Main Streets” across the state and around the country.  By the same token, each downtown is unique—the product of local forces and a specific history.  Hundreds of towns and cities in the state began to assume their modern forms in the years between 1880 and 1920—when more towns were chartered in N.C. than in any other period of the state’s history and when existing towns and cities replaced older wooden structures and dirt roads with multi-story brick buildings and streetcars. 

This course looks at how downtowns in N.C. developed and how downtowns then shaped the economic, social, and cultural life of communities across the state.  We will try to reimagine the experience of “being” downtown for our great-grandparents’ generation.  We will research and think about how race, gender, religion, class, and ethnicity inflected that experience.   We will look at the establishment and growth of businesses and cultural institutions that come to define Main Street throughout most of the twentieth century: movie theaters, department stores, drug stores, fraternal organizations, restaurants, and barber shops, among them.

 We will use Wilson Library’s extraordinary collection of materials about towns and cities in North Carolina in our study of downtowns at the turn of the century: newspapers, city directories, maps, photographs, and postcards in the North Carolina Collection; family papers, oral histories, business records, and diaries in the Southern Historical Collection.

 A major focus of the course will be on using the latest digital technologies to document and share the history of Main Street.  Students will have a chance to use and contribute to “Going to the Show” (www.docsouth.unc.edu/gtts), a recently launched digital collection that documents more than 1300 places where movies were experienced in more than 200 N.C. communities between 1896 and 1930.

 We will also use this class as a beta-testing site for an exciting new digital project, also called Main Street, Carolina, which will allow local libraries, museums, schools, and historic preservation organizations to collect and display a wide range of content about the history of downtown layered on top of highly detailed historic maps (Sanborn Fire Insurance Maps).  Development of Main Street, Carolina is supported by the 2009 C. Felix Harvey Award to advance Institutional Priorities at UNC and a grant from the National Endowment for the Humanities.

 AMST 375:  Cooking Up a Storm:  Exploring Food in American Culture

Section 1:  Marcie Ferris

2 TR; Greenlaw 101

This course examines the cultural history and meaning of food in America.  We will explore how food shapes national, regional, and personal identity.  We will consider how region, gender, ethnicity, class, race, religion, the media, global politics, and corporate America affect the food we eat.  We will discuss food as both a source of healing and a source of conflict, and the ways in which it impacts community, from the American family to the “national family.”  Students will examine a variety of sources including cook books, recipes, journalism, film, literature, art, photography, and artifacts to develop an understanding of food in American culture. 

AMST 384:  Myth and History in American Memory

Section 1:  Timothy Marr

11 TR; Murphey 204

This course examines the contested role of memory in how historical meaning is constructed and how the cultural boundaries of communities are imagined. We will examine together a variety of symbolic and material expressions that Americans have developed over time to celebrate ethnic, regional, and national difference by exploring popular fictions, films, rituals, artifacts, monuments, landscapes, and performances.  The diverse readings for this class provide a variety of case studies that will provide you with models designed to enrich your understanding of interdisciplinary scholarship. A course project will provide you with opportunity to analyze a site of memory of your own choosing. At the end of the semester you will better understand the manifold processes through which the past is made to matter.

AMST/ECON 385:  Women and Economics

Section 1:  Rachel Willis   

11 TR; check with dept. for location

General Education Requirements: SS (Social & Behavioral Sciences, non-Historical), CI (Communication Intensive), NA (North Atlantic World), EE (Experiential Education/Fieldwork)

This interdisciplinary investigation of the role of gender in economic decision-making will begin with a survey of men’s and women’s time allocation patterns (work and home), labor force participation trends, earnings, occupational selection, and economic history.  Group projects on the impact of gender on occupational categories will require research, interviews, and presentations.   In addition, there will be a final examination.   PERMISSION NEEDED FOR PRE-REGISTRATION SPRING 2010.

AMST 390/FOLK 690:  Documentary Photography

Section 1:  Bill Bamberger

6:00 – 8:30 p.m. R; Murphey 204

Instructor permission required - contact Debbie Simmons-Cahan to set up an appt.
Theory and practice of documentary photography.  Students will complete a documentary photographic study of a community outside the university.  Covers the documentary tradition and classic documentary books while emphasizing photographs produced by students in the course.  Students must have Adobe Photoshop CS3 and a 35 mm film or digital camera.

AMST 440:  American Indian Poetry

Section 2:  Tol Foster

12:30 TR; LG 304 (Wilson Library)

Poetry is the dominant form of cultural expression for American Indian people, and has been  throughout their history and across the continent.  One cannot fully understand the cultural heritage of American Indians without placing poetry at the center of that understanding, yet most people encounter American Indian culture through films, museum galleries, and prose, most particularly through novels.  This course restores poetry its rightful place in the center of American Indian cultural expression, not as a relic of the past, but as a vibrant contemporary form of expression. Through a focus on cultural events and American Indian history, as well as an attention to particular themes such as gender, class, tribal specificity, and global indigeneity we will trace the trends of contemporary indigenous communities through their poets, people such as Leslie Marmon Silko, Sherman Alexie, Joy Harjo, Simon Ortiz, Roberta Hill, Heid Erdrich, Ester Berlin, and Luci Tapahonso, in the process becoming scholars of the field.  Following the lead of the poets we will consider issues of justice, cultural resurgence, feminism, mass culture, and the struggle to become fully human.  Each student will focus on one poet over the semester, creating a close reading, a book review, a presentation, and a research paper, as well as contributing responses to the readings.

AMST 499:  Documentary Theater:  Performing Community Stories

Section 1:  Mike Wiley

3:00 – 5:50 M; 104 DC (Dramatic Art Building)

Explores the way humans narrate, document, and interpret their lives through storytelling, individual interpretation, and drama.  Focuses on various aspects of documentary theater including fieldwork, archival research, narrative strategy, and dramatic interpretation.  Uses oral histories, film footage, diaries, and other archival sources as raw materials to create historical narratives.  First semester of possible two course sequence.  Spring semester focused on research and development of documentary interpretations from oral histories, followed by fall course focused on public performance and dramatic interpretations of community histories.

AMST 499:  Art of the Quilt

Section 2:  Bernie Herman

3:30 – 6:00 p.m. W; Love House

Since the turn of millennium in 2000, industry estimates (the type of information manufacturers, wholesalers, and retailers rely on for business decisions) consistently place the number of quiltmakers in the United States at 20,000,000 and commerce of quiltmaking (excluding buying and selling quilts) in excess of $2,000,000,000. Our course begins with a simple question:  how can so many Americans be engaged in an aspect of artistic production about which the rest of us know so little?  Art of the Quilt examines the range and variety of quilts through contexts of design, making, and reception.  Our topics include quilt types (for example, Baltimore album quilts from the early 1800s), contemporary art quilts, quilt "spaces" (the practices of design, spiritual praise, and display surrounding the quilts of Gee's Bend, Alabama), and the politics of quilts in history and art.  The class will also develop research projects around the digital collections of The Alliance for American Quilts including the 1,000 full text interviews in the Quilters' Save Our Stories project.

AMST 685:  Literature of the Americas

Section 1:  Maria DeGuzman

11 TR; Greenlaw 302

Multidisciplinary examination of texts and other media of the Americas, in English and Spanish, from a variety of genres.  Prerequisite, two years of college-level Spanish or the equivalent.

AMST 890:  Studies in American Memory

Section 1:  Timothy Marr

3:00 – 5:50 W; Murphey 222

Memory has long been considered a psychological function of the individual. In the past quarter century, however, notions of collective, public, and cultural memory have emerged as a dynamic and useful means of understanding complex patterns of historical meaning and social belonging. Problems we will examine together include the invention of tradition; the politics of commemoration; subaltern expression and counter-memory; and the cultural work performed by celebrity figures, sites of memory, national legends, and literary canons. We will approach these issues from a variety of disciplinary perspectives including those of literature, history, anthropology, cultural geography, and media studies.

Cherokee Courses

CHER 102:  Elementary Cherokee II

Section 1:  MW 4:15 – 5:30 check with dept. for location

We study languages for a variety of reasons.  First of all, language gives us the ability to communicate, and the acquisition of an additional language increases the number of people with whom we can communicate.  Second, learning a language makes available to us a literature in that language so that we can expand our knowledge about the people who produced it.  Finally, a language helps us understand how the participants in another culture think.  That is, language is a system for organizing and expressing thought, and those systems differ just as languages do.  Learning Cherokee can help you accomplish all these goals but in ways that diverge a bit from learning French or Chinese.

In this course, students will continue acquiring conversation, reading and writing skills.  By the end of the course, students should be able to introduce themselves and others to individuals and groups, describe and identify people and objects, discuss daily and habitual activities, describe and identify locations of people and objects, follow simple directions, relate and comprehend short stories, and discuss self and others.  Students also will begin to learn the Sequoyah syllabary.

Folklore Courses

FOLK 323:  Magic, Ritual, and Belief

Section 1:  Terence Evens

12:30 TR; Alumni 205

Starting with the late 19^th century evolutionists, this course discusses, intensively, major anthropological theories of magic-religious thought and practice, then offers an approach of its own.  Admission by permission of the instructor.

FOLK 428:  Religion and Anthropology

Section 1:  James Peacock

11:00 MWF; Alumni 207

Religion studied anthropologically as a cultural, social, and psychological phenomenon in the works fo classical and contemporary social thought.

FOLK 429:  Culture and Power in Southeast Asia

Section 1:  Lorraine Aragon

3:30 – 4:45 TR; Gardner 07

The formation and transformation of values, identities, and expressive forms in Southeast Asia in response to forms of power.  Emphasis on the impact of colonialism, the nation-state, and globalization.

FOLK 470:  Medicine and Anthropology

Section 1:  William Lachicotte

11:00 TR; Alumni 203

This course examines cultural understandings of health, illness, and medical systems from an anthropological perspective with a special focus on western medicine.

FOLK 484:  Discourse and Dialogue

Section 1:  Patricia Sawin

11:00 TR:  LG 304 (Wilson Library)

Study of cultural variation in styles of speaking applied to collection of ethnographic data.  Talk as responsive social action and its role in the constitution of ethnic and gender identities.

FOLK 560:  Southern Literature and Oral Tradition

Section 1:  William Ferris

8:00 TR:  Love House

This course focuses on Southern writers and explores how they use oral tradition in their work.  We will discuss the nature of oral tradition and how its study can provide a methodology for understanding Southern literature.  We will consider how specific folklore genres like folktales, sermons, and music are used by Southern writers, and we will discuss how such genres provide structure for the novel, the short story, and drama. 

The seminar begins by exploring the nature of folklore and how its study has been applied to both oral and written literature.  We will then consider examples of oral history and how they capture the southern voice.  We will discuss how nineteenth century slave narratives by Harriet Jacobs and Frederick Douglass and works by Mark Twain deal with local color and black and white southern voices.  After these readings, we will consider a selection of twentieth century Southern writers and discuss how they use folklore in their work.

FOLK 690:  Documentary Photography

See description above (AMST 390)

FOLK 860:  Art of Ethnography

Section 1:  Glenn Hinson

12:30 TR;  Alumni 304

A field-based exploration of the pragmatic, ethical, and theoretical dimensions of ethnographic research, addressing issues of experience, aesthetics, authority, and worldview through the lens of cultural encounter.  Field research required.