University Curriculum Committee
Proposal for New Course
1. Is this course being proposed for Liberal Studies designation?
If yes, route completed form to Liberal Studies.
Yes
No
2. New course effective beginning what term and year? (ex. Spring 2009,
Summer 2009)
3. College
Fall 2011
See effective dates schedule.
SBS
4. Academic Unit /Department
5. Course subject/catalog number
7. Long course title
ANT 465
Anthropology
6. Units/Credit Hours
3
Indigenous Perspectives in Anthropology
(max 100 characters including spaces)
8. Short course title (max. 30 characters including
Indigenous Anthropology
spaces)
9. Catalog course description (max. 30 words, excluding requisites).
This course provides a history of the relationship between anthropologists and indigenous peoples that
contextualizes contemporary indigenous perspectives in anthropology. Work by indigenous anthropologists is
highlighted throughout the course.
10. Grading option:
Letter grade
Pass/Fail
or Both
(If both, the course may only be offered one way for each respective section.)
11. Co-convened with
11a. Date approved by UGC
(Must be approved by UGC prior to bringing to UCC. Both course syllabi must be presented)
12. Cross-listed with
(Please submit a single cross-listed syllabus that will be used for all cross-listed courses.)
13. May course be repeated for additional units? yes
no
a. If yes, maximum units allowed?
b. If yes, may course be repeated for additional units in the same term?
yes
no
(ex. PES 100)
14. Prerequisites (must be completed before
proposed course)
Junior status, Anthropology Major or Minor
15. Corequisites (must be completed with
proposed course)
16. Is the course needed for a new or existing plan of study
(major, minor, certificate)?
yes
no
Name of plan?
Anthropology Major
Note: If required, a new plan or plan change form must be submitted with this request.
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17. Is a potential equivalent course offered at a community college (lower division only)
If yes, does it require listing in the Course Equivalency Guide?
Please list, if known, the institution and subject/catalog number of the course
18. Names of current faculty qualified to teach this course:
yes
yes
no
no
Kerry Thompson, Ph.D.
Chris Downum, Ph.D.
Kelley Hays-Gilpin, Ph.D.
Miguel Vasquez, Ph.D.
19. Justification for new course, including unique features if applicable. (Attach proposed
syllabus in the approved university format).
The course takes advantage of NAU’s strength in Native American enrollment and its
unique location in a state with 22 federally recognized tribes. The course also
contributes to the University’s stated mission of service to Native Americans by
providing a historical context for Indigenous peoples’ involvement in Anthropology.
Additionally, the course provides a wider exposure to contemporary anthropological
research generated by Indigenous anthropologists, which will prepare our students for
working in international contexts.
For Official AIO Use Only:
Component Type
Consent
Topics Course
35. Approvals
Department Chair (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committees use only
For University Curriculum Committee
Date
Action taken:
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2
Approved as submitted
Approved as
modified
Please attach Syllabus here.
SYLLABUS : ANT 465: INDIGENOUS PERSPECTIVES IN ANTHROPOLOGY
General Information
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ANT 465 – Indigenous Perspectives in Anthropology
Department of Anthropology, Social and Behavioral Sciences
Semester: Spring 2010
Meeting times: MW, 2:00 – 3:15 in SBS West, Room 208
Instructor: Kerry F. Thompson, Ph.D.
Office: Building 98D, Office 109J
Office hours: MW, 10:30am – 12:30pm
Course prerequisites
 junior or senior level status, anthropology major or minor, or permission of instructor
Course description
 This course provides a history of the relationship between anthropologists and indigenous
peoples that contextualizes contemporary indigenous perspectives in anthropology. Work by
indigenous anthropologists is highlighted throughout the course.
Student Learning Expectations/Outcomes for this Course
 Explain the relevance of anthropology in the creation of stereotypes and misconceptions about
indigenous people
 Explain the historical relationship between the discipline of anthropology and indigenous
peoples
 Discuss contemporary work by indigenous anthropologists
 Identify points of departure between non-indigenous and indigenous anthropological work
Course structure/approach
The course will be a combination of lecture and discussion with the emphasis on class
discussion. Class assignments are organized to allow students to demonstrate their understanding
of course material both orally and in writing.
Textbooks and other materials
Erickson, Paul A. and Liam D. Murphy (2008) A History of Anthropological Theory, Third Edition.
Broadview Press, Peterborough, Ontario. [EM]
Steckly, John L. (2008) White Lies About the Inuit. Broadview Press, Peterborough, Ontario.
Tengan, Ty P. Kwika (2008) Native Men Remade: Gender and Nation in Contemporary Hawai'i. Duke
University Press, Durham.
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Thomas, David Hurst (2000) Skull Wars: Kennewick Man, Archaeology, and the Battle for Native
American Identity. Basic Books, New York.
Recommended optional materials/references
Baker, Lee D. (2010) Anthropology and the Racial Politics of Culture. Duke University Press, Durham
Fine-Dare, Kathleen S. (2000) Grave Injustice: The American Indian Repatriation Movement and
NAGPRA. University of Nebraska Press, Lincoln.
Course outline
Week 1 - American Cultural Anthropology & Archaeology
January 11: Introduction to the course & course expectations
[EM, pgs. 21-89; Tylor 1873; Morgan 1877; Darwin 1871]
January 13: [EM, pgs. 93-111, 141-150; Schoolcraft 1847; Field 2003]
Week 2 – Précis are Due Every Monday beginning January 18th!
January 18: Martin Luther King, Jr. Day (No Class)
January 20: [Boas 1920; Kroeber 1923; Steward 1942; Binford 1962; Lamphere 2004]
Week 3 - French Structural & British Social Anthropology
January 25: [EM, pgs. 111-134; Mills 2006; Abega 2006]
January 27: [Lévi-Strauss 1967, Radcliffe-Brown 1958, Malinowski 1922; Gluckman 1963]
Week 4
February 1: Cognitive Anthropology & Language [EM, pgs. 138-141; Sapir 1929; Conklin 1998]
February 3: Biological Anthropology [EM, pgs. 150-156; Morton 1844; Bieder 2000; Beaulieu 1984]
Week 5 {Review 1 Due February 10th}
February 8: (No class meeting) watch “Nanook of the North” (on VISTA); and
“Nanook Revisited” (online via Films on Demand link on Cline Library Webpage – type in film title)
February 10: [Steckly 2008]
Week 6
February 15: Stereotypes [Martinez 2008; Schweninger 2009; Montejo 1999]
February 17: [Hinsley 2000; Medicine 2001; Dilworth 1996; Langton 2003; Palattella 1998]
Recommended: [Hughte 1995 or Hughte 1994]
Week 7
February 22: Colonialism [Césaire 1972; Willis 1973]
February 24: Colonialism [James 1973; Lewis 1973; Asad 2002]
Week 8
March 1: What does it mean to be postcolonial? [EM, pgs. 157-215; Childs & Williams 1997]
March 3: Knowledge & Power [Deloria 1969; Foucault 1977; Said 1978; Morauta 1979]
Week 9 {Review 2 Due – March 10th}
March 8: Indigenous Anthropology and Indigenous Anthropologists
[Narayan 1993; Jacobs-Huey 2002; Jones 1970; Ohnuki-Tierney 1984]
March 10: Decolonizing Research [Smith 1999; Deloria 1997; Kanaaneh 1997]
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Recommended: Trouillot 1991
Spring Break
March 15 – (No Class)
March 17 – (No Class)
Week 10 - Hawai'i
March 22: [White and Tengan 2001; Trask 1991; Tengan 2005; Hau’ofa 1982]
March 24: [Tengan 2008]
Week 11 - Australia
March 29: [Kowal 2008; Langton et al. 2005; Guilfoyle et al. 2009]
March 31: [Veth and MacDonald 2002; Burke et al. 1994; McGhee 2008]
Week 12 - Africa
April 5: [Owusu 1978; Schmidt 1983; Pankhurst 2006]
April 7: [Obbo 2006; Launay 2006; Ezeh 2006; Onyango-Ouma 2006]
Week 13 – The Americas
April 12: [Thomas 2000; Johnson 2009; Pensley 2005; Vincent 2005]
April 14: (No class meeting) KT at the SAA Mtngs
*Week 14 – The Americas (cont.)
April 19: [Hamilton 2009; Zimmerman 2005; Luby and Nelson 2008]
April 21: [Montejo 1999; Arquín 2002]
*Week 15
April 26: [Chagnon 1988; Albert 1989; Bommersbach 2008]
April 28: Film: Napepe—Blood Memory and Cultural Rights among the Yanomami
Week 16 – Final Paper Due in my department mailbox by 2:30 pm, May 5, 2009
Assessment of Student Learning Outcomes
Methods of Assessment
Commentaries. You will write ten commentaries that will help you prepare for class discussions. This
assignment is helpful in a variety of contexts and the value of concise writing cannot be overstated. Most “Howto” references provide helpful instructions for writing a précis, or short summary, on a single article and those
are helpful in and of themselves. Write commentaries that encapsulate authors’ arguments, themes in a week’s
reading, and your own reaction to the readings in 1-2 pages. The idea is to simultaneously prepare for class
discussion, evaluate texts, and work on conveying your thoughts in organized, concise writing. Your
commentaries also give me the opportunity to interact with you one-on-one over class material.
The format for your commentaries should follow the SAA Style Guide. One inch margins, no title page, 12point Times New Roman font, and you may use either single or 1.5 spacing.
Book Reviews. There are two book reviews assigned for the semester. In addition to critiquing the book you
will be required to situate the book and its author in their historical and intellectual contexts, which will require
that you incorporate material from class. Depending on the book, additional research may be necessary. For
book review one you may select a book from the attached list. Everyone is required to review Tengan (2008) for
the second book review.
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Final Paper. Your final paper will bring together the content of this course, our discussions, and the subjects of
your two book reviews. You will answer the questions: “What is Indigenous Anthropology? Is Indigenous
Anthropology intellectually different from mainstream Anthropology? If so, how so? If no, why do you think it’s
not? What are the key themes written about in Indigenous Anthropological works that you found most
interesting and why? ” I'm interested in what you think based on what you have learned about the history of
anthropology, classic anthropological works, the changing relationship between anthropology and indigenous
people and the perspective of indigenous anthropologists.
Timeline for Assessment
Commentaries are due each week beginning January 18, 2009 (remember you have to do 10)
Book Review 1 is due on Wednesday, February 10, 2009
Book Review 2 is due on Wednesday, March 10, 2009 and both are in lieu of a Midterm Examination.
The final paper is due on April 23, 2009 by 5:00pm in lieu of a Final Examination.
Grading System
For three credit hours of study it is expected that you will spend approximately 5 – 8 hours a week reading,
preparing for class, and completing course assignments. Whether you practice a system of time or goal
management, it is important that you create a realistic study schedule in order to balance this course with your
other courses.
Assignment
Total Points
GRADE
POINTS
Commentaries (10) X 10 points each
100
A
351-390
Book Reviews (2) X 50 points each
100
B
312-350
Final Paper (1) X 100 points
100
C
273-311
90
D
234-272
Class Participation (30 days) X 3 points each day
Total Points
390
Course policy
Retests/makeup tests: The due dates for assignments in this class are firm. Please talk to me if you’re having
difficulty with the class schedule.
Attendance: Your success in this class depends upon your being present and prepared to engage with me and
your classmates in discussion.
Statement on plagiarism and cheating: Northern Arizona University does not tolerate plagiarism or cheating.
According to Webster’s Dictionary, Plagiarism is “the unauthorized use or close imitation of the language and
thoughts of another author and the representation of them as one's own original work.” I do not allow the
submission of work completed for a prior or concurrent course.
Classroom Management Statement
Membership in the academic community places a special obligation on all members to preserve an atmosphere
conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each
member of the NAU community to maintain an environment in which the behavior of any individual is not
disruptive.
It is the responsibility of each student to behave in a manner that does not interrupt or disrupt the delivery of
education by faculty members or receipt of education by students, within or outside the classroom. The
determination of whether such interruption or disruption has occurred has to be made by the faculty member at
the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and
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enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in
accordance with University regulations and the course syllabus.
At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive.
Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from
the instructional environment. Significant and/or continued violations may result in an administrative
withdrawal from the class. Additional responses by the faculty member to disruptive behavior with the student
to referral to the appropriate academic unit and/or office of Student Life for administrative review, with a view
to implement corrective action up to and including suspension or expulsion.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety
of all individuals within the University. The goal of this policy is to prevent the occurrence of discrimination on the basis
of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual
harassment, sexual assault or retaliation by anyone at this University.
You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is
important that you contact the department chair (523-3180), dean’s office (523-2672), the Office of Student Life (5235181), the academic ombudsperson (523-9368), or NAU’s Office of Affirmative Action (523-3312).
STUDENTS WITH DISABILITIES
If you have a learning and/or disabilities/physical handicaps, you are encouraged to make arrangements for class
assignments/exams so your academic performance will not suffer due to the disability and/or handicap. If you have any
questions, you should talk with your instructor or contact Disabled Student Services, Counseling and Testing Center, 5232261.
It is your responsibility to register with the Counseling and Testing Center. Applications should be made at least
eight weeks before the start of the semester. If the Counseling and Testing Center verifies your eligibility for special
services, you should consult your instructor during the first week in the semester so appropriate arrangements can be
made. Concerns related to non-compliance in the students with disabilities area should be directed to the Disabled
Students Coordinator in the Counseling and Testing Center.
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at NAU, including a class
project, report, or research paper, must be reviewed and approved by the Institutional Review Board (IRB) for the
Protection of Human Subjects in Research and Research-Related activities.
The IRB meets once per month. Proposals must be submitted for review at least fifteen working days prior to the
monthly meeting. You should consult with your course instructor early in the semester to ascertain if your projects need
to be reviewed by the IRB and/or to secure information on appropriate forms and procedures for IRB review. Your
instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes
projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full
board review. If the IRB certifies that a project is exempt from further review, do not resubmit the project for continuing
IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office. If you
have any questions, contact the IRB Director in the Office of the Vice President for Research (VPR), 523-4236.
ACADEMIC INTEGRITY
Academic Integrity means that students and faculty jointly agree to adhere to a code of conduct appropriate to the
mutually trusting relationship that must exist between student and teacher. Those values will not allow either to take credit
for work not their own, or to be deceitful in any way, or to take unfair advantage of other students or of each other, or to
be other than totally truthful and straightforward in all that they do.
The University takes an extremely serious view of violations of academic integrity. As members of the academic
community, NAU’s administration, faculty, staff, and students are dedicated to promoting an atmosphere of honesty and
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are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the
belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are
therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty
members then recommend penalties to the department chair or college dean in keeping with the severity of the violation.
The complete policy on academic integrity is in Appendix G of NAU’s Student Handbook
http://home.nau.edu/studentlife/handbook.asp
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an
hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion,
testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each
unit of credit.” The reasonable interpretation of this policy is that for every credit hour, a student should expect, on
average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be
considered sensitive by some students. “University education aims to expand student understanding and awareness. Thus,
it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of
college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps
challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.”
POLICY ON CIVIL BEHAVIOR
All members of the academic community, whether faculty, students, or administrators, have an obligation to
preserve an atmosphere conducive to the freedom to learn and to teach. The expression of dissent and the attempt to
produce change, therefore, may not be carried out in ways that injure individuals, disrupt their classes, or otherwise
interfere with the ability to teach. Faculty have a particular obligation to maintain classrooms in which the behavior of
students does not interfere with the ability of the students to learn or of the faculty member to teach. It is the
responsibility of the faculty to determine the standards of acceptable behavior consistent with preserving an atmosphere
appropriate for learning. Students who violate these standards will be warned that their behavior is becoming disruptive.
Sanctions, up to and including removal from the class, may be imposed for continued violations.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
The Family Educational Rights and Privacy Act of 1974 (FERPA), also known as the Buckley Amendment, is a
federal law designed to protect the privacy of education records, to establish the right of students to inspect and review
their education records, and to provide guidelines for the correction of inaccurate and misleading data through informal
and formal hearings.
This act provides rights primarily with the student, regardless of age, once he or she enrolls at an institution of
higher education. Only when the student has signed a written release giving their parent(s) or guardians access to their
records, or when an institution accepts proof from the parent that the student is a dependent, is an institution allowed to
release information from the student’s education record to parents. Please see the NAU FERPA webpage:
http://home.nau.edu/enrollmentservices/FERPA.asp for more information.
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Course Bibliography
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1989 Yanomami “Violence”: Inclusive Fitness or Ethnographer's Representation? Current Anthropology 30(5):637640.
Arquín, Margarita Bolaños
2002 Costa Rican Social Anthropology in the Central American Context at the End of the Twentieth Century.
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Guilfoyle, David, Bill Bennell, Wayne Webb, Vernice Gillies, and Jennifer Strickland
2009 Integrating Natural Resource Management and Indigenous Cultural Heritage: A Model and Case Study from
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2009 Of Caucasoids and Kin: Kennewick Man, Race, and Genetic Indigeneity in Bonnichsen v. United States. In
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Hau’ofa, Epeli
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Countries, edited by H. Fahim, pp. 213-222. Carolina Academic Press, Durham.
Hinsley, Curtis M., Jr.
2000 Digging for Identity, Reflections on the Cultural Background of Collecting. In Repatriation Reader: Who Owns
American Indian Remains?, edited by Devon A. Mihesuah, pp. 37-55. University of Nebraska Press, Lincoln.
Hughte, Phil
1994 A Zuni Artist Looks at Frank Hamilton Cushing. Pueblo of Zuni Arts & Crafts, Zuni, NM. (See KT)
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Jacobs-Huey, Lanita
2002 The Natives Are Gazing and Talking Back: Reviewing the Problematics of Positionality, Voice, and
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1973 The Anthropologist as Reluctant Imperialist. In Anthropology and the Colonial Encounter, edited by by Talal
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Johnson, Greg
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Jolie, Edward A.
2008 Some Thoughts on Balancing Professionalism and Advocacy in an Indigenous Anthropology. Paper Presented at
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1970 Towards a Native Anthropology. Human Organization 29(4):251-259.
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1923 What Anthropology is About. In Readings for a History of Anthropological Theory, edited by Paul A. Erickson
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Kowal, Emma
2008 The Politics of the Gap: Indigenous Australians, Liberal Multiculturalism, and the End of the Self-Determination
Era. American Anthropologist 110(3):338-348.
Lamphere, Louise
2004 Unofficial Histories: A Vision of Anthropology from the Margins. American Anthropologist 106(1):126-139.
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Langton, Marcia, Zane Ma Rhea, and Lisa Palmer
2005 Community-oriented Protected Areas for Indigenous Peoples and Local Communities. Journal of Political
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Launay, Robert
2006 An Invisible Religion? Anthropology’s Avoidance of Islam in Africa. In African Anthropologies: History,
Critique and Practice, edited by Mwenda Ntarangwi, David Mills and Mustafa Babiker, pp. 188-203. Zed Books,
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Lewis, Diane
1973 Anthropology and Colonialism. Current Anthropology 14(5):581-602.
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Malinowski, Bronslaw
1922 Argonauts of the Western Pacific (excerpt). In In Readings for a History of Anthropological Theory, edited by
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Martinez, David
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Country. American Indian Culture and Research Journal 32(4):67-84.
McGhee, Robert
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Mead, Margaret (editor)
1960 Introduction. In The Golden Age of Anthropology, edited with Ruth L. Bunzel, pp. 1-17. George Braziller, New
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“Native,” Selected Writings, edited by Dr. Beatrice Medicine and Sue-Ellen Jacobs, pp. 3-15. University of Illinois
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2001b Ella C. Deloria: The Emic Voice. In Learning to Be an Anthropologist & Remaining “Native,” Selected
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Book Review 1 Options
American Cultural Anthropology
Bateson, G. Naven [Cline: DU740.B3 1958]
Benedict, R. Patterns of Culture [Cline: GN400.B4]
Mead, M. Coming of Age in Samoa [Cline: DU813.M47 1973]
British Social Anthropology
Evans-Pritchard, E. E. Witchcraft, Oracles and Magic among the Azande [Cline: GN475.8.E9 1976]
Evans-Pritchard, E. E. The Nuer [Cline: DT132.E8]
Evans-Pritchard, E. E. Nuer Religion [Cline: BL2480.N7E9]
Firth, R. We, The Tikopika [Cline: GN480.F5]
Fortes, Meyer, The Dynamics of Clanship among the Tallensi [Cline: DT511F59]
Malinowski, B. Argonauts of the Western Pacific [Cline: GN671.N5M3]
Malinowski, B. Sex and Repression in Savage Society [Cline: GN671.N5 M346 1985]
Radcliffe-Brown, A. R. The Andaman Islanders [Not available in Cline]
Post-World War II Social Theory
Barth, F. Indus and Swat Kohistan [Not available in Cline]
Barth, F. Ethnic Groups and Boundaries [Not available in Cline]
Lévi-Strauss, C. The Savage Mind [Cline: GN451.L3813]
Lévi-Strauss, C. Tristes Tropiques [Cline: F2520.L4813]
Leach, E. Political Systems of Highland Burma [Cline: DS485.B85 L4 1954a]
The Sixties and Beyond
Abu-Lughod, L. Veiled Sentiments [Cline: DT72.B4A28 1986]
Conklin, H. Hanunóo Agriculture [Cline: SD121.F6 no.12]
Douglas, Mary, Purity and Danger [Cline: GN494.D6 1966 and available as an Electronic Resource]
Geertz, Clifford. The Interpretation of Cultures [Cline: GN315.G36]
Levy, Robert, Tahitians [Cline: DU870.L497]
Mintz, S. Sweetness and Power [Cline: GT2869.M56 1985]
Obeyesekere, G. Medusa’s Hair [Cline: BL600.O23]
Rappaport, Roy, Pigs for the Ancestors [Cline: DU740.42.R36 1984]
Strathern, Marilyn, The Gender of the Gift [Cline: DU490.S79 1988]
Turner, V. The Forest of Symbols [Cline: DT963.42.T8]
Turner, V. The Ritual Process [Cline: GN473.T82 1969]
revised 8/08
15