“The present was an egg laid by the past that had the future inside its shell.”
-Zora Neale Hurston
Greetings & welcome to ANTH 310 which I have nicknamed “Critical Histories of Anthropological Theory.”
Also, welcome to Anthropology at Humboldt State University, which resides on unceded land of the Wiyot People, which includes the Wiyot Tribe, Bear River Rancheria, and Blue Lake Rancheria. Arcata is known as Goudi’ni which means “over in the woods” or “among the redwoods.” But what good is a land acknowledgement if it is followed by inaction? Learn more with this toolkit and by watching this excellent video produced by my colleagues in the Department of Native American Studies at HSU.
I applaud your decision to advance towards your degree in these tumultuous times and I express gratitude that you have chosen this course. It actually could not be a better time to be thinking anthropologically about the world around us.
I’ve created this website for you to be able to access course material without logging into a Learning Management System (our LMS at Humboldt State is the Canvas platform). However, all assignments must be submitted to our course Canvas page (which I’ve linked in the course schedule.
As part of my ongoing effort to increase my public scholarship, I’ve also decided not to sequester the course syllabus on Canvas so that it is accessible to the general public of self-learners.
About Your Professor

Hello, I am Dr. Gordon Lewis Ulmer, your instructor for ANTH 310. Feel free to look around my website to learn more about me, my pedagogy, and research.
Students who have taken my previous courses have participated in fun, collaborative projects such as hosting an art show about anthropology in the anthropocene and producing autoethnographic vignettes and expressive works about the SARS-CoV-2 global pandemic.
I want to be upfront about my ambition for you as a student of my course. When you complete this class and have moved onward in life, I want you to reflect on this semester having felt intellectually engaged and challenged from examining the world around you through a new critical prism. I also want you to feel part of a learning community and recognize me as your accomplice to learning. Always feel encouraged to contact me with questions, comments, interesting links related to our course, or even just your unfettered excitement whenever you feel moved to reach out! To be resilient learners in these challenging times, we must reimagine the multiple contexts in which learning takes place, especially as we are tasked with new challenges foisted upon us by the SARS-CoV-2 global pandemic. This is an intellectual space where we can *and should* anthropologize these times.
What is this Course About?
Generic Course Catalog Description: Examines the shifting paradigms driving anthropological theories and ethnographic research from the foundations of the discipline to the present. [Prereq: ANTH 104; ANTH 103(C) or ANTH105(C); ANTH 210 (C).]
Most core theory courses across social science disciplines share the same basic description as the above ANTH 310 blurb from the course catalog. Theory courses tend to be where students read classic works from their respective literary canons and learn about established ‘key’ figures and theoretical trends that dominated disciplinary attention. In this course, we will disrupt the literary canon with counter-lineages and counter-histories to situate the discipline within global power relations that were formative in its development and to unmask the social, racial, political, forces that shaped established theory. We will interrogate academic knowledge production of key concepts such as race, primitiveness, and self/other to understand how the discipline was conceived out of Eurocentricity and patriarchy and to appreciate how the field has since developed through its keystone method of critical reflexivity.
The traditional canon of anthropology is dominated by non-Indigenous, white, mostly cis male thinkers. This course design maintains that there are other ways to examine the “shifting paradigms driving anthropological theories and ethnographic research” that elevate historically marginalized voices rather than push them to the margins. Thus, this course addresses the following questions: Whose theories are privileged and marginalized in the production of anthropological knowledge? What should constitute the anthropological canon?

Learning Outcomes
By the end of this course, students will:
- Examine the shifting paradigms in anthropology over time (Course outcome).
- Analyze and critique various theoretical concepts, arguments, and frameworks in anthropology through a multivocality of perspectives (Course outcome).
- Understand how theory is situated in social, racial, and political conditions that shape knowledge production and dictate who becomes part of the traditional canon (Course outcome).
- Articulate the relevance of anthropology to present-day social issues and policy such as human rights, health, historical preservation, conservation, economic development, language use, and cultural practices (Anthropology Major learning outcome).
- Understand the complex and interrelated processes of change (biological and cultural evolution, diffusion, colonialism, globalization) both within cultures and across cultural boundaries (Anthropology Major learning outcome).
- HSU graduates will be able to critically evaluate issues, ideas, artifacts, and evidence to guide one’s thinking. (HSU Institutional Learning Outcome: Critical Thinking)
Unlearning Objectives
We also have a lot to unlearn. By the end of this course, students will make headway towards unlearning:
- Eurocentric views about culture, ethnicity, race, gender, and sexuality that are rooted in Western chauvinism
- Patriarchy and male-dominant models of human behavior and biology
- Scientific claims of race as a biological fact, rather than as socio-political constructs with material and biological consequences
- Biases rooted in your own identities, backgrounds, and experiences.
Textbook & Course Materials
- Canvas (www.humboldt.edu> myHumboldt> Canvas) is the main informational site for this course. There are no required books for this course— all readings are freely available on Canvas or online embedded in the course schedule. Check Canvas for assignments, readings, and schedule updates. Check out this helpful link to a Canvas setup infographic/
- Internet: You will need a computer and access to the Internet. HSU Help Desk: 826-4357, help@humboldt.edu
Course Structure & Format
This course is offered in an online format and uses Canvas for accessing course materials, assignment submissions, and online discussions. Please follow the course schedule in the last section of this document.
This is an upper division, 4-unit course, meaning that the university standard is that you will spend at least 180 hours on this course over the semester, which equates to approximately 12 hours per week. This course is organized as follows, with the goal of building theoretical knowledge and practical skills, actively participating in your own learning, and welcoming intellectually challenging material:
The format of this course is dependent upon student participation in our weekly scheduled Zoom seminars and asynchronously through on our Canvas discussion forum and “Reading Lab” Google doc.

Because many topics covered in this course are sensitive, it is important to remember to be respectful of one another in any discussion format. Students enter this class with a variety of experiences. Please do not be shy about asking for clarification or help. In fact, this class promotes social learning i.e. learning from your peers and collaboratively synthesizing course material. Let’s reimagine social learning online! Do not be afraid to offer help to your classmates, or to seek help from those around you—consider our class a “learning community” or “learning cooperative.”
Grading & Assignments
I assess student learning based on four equally-weighted categories of tasks to complete for course credit:
Grade Breakdown:
25% – Class Participation & Attendance
25% – Learning Community Contributions
25% – Critical Reading Assessments
25% – Biographic Sketch
Grading Scale (no curve): A = 93% or above; A- = 92.9-90%; B+ = 89.9-87%; B = 86.9-83%; B- = 82.9-80%; C+ = 79.9-77%; C = 76.9-73%; C- = 72.9-70%; D+ = 69.9-67%; D = 66.9-60%; F = <60%. Course must be taken for a letter grade and passed with a D (60%) or higher to be used to fulfill Anthropology major/minor requirements. If taking CR/NC, the course must be passed with 70% or higher for CR, and will not count towards Anthropology major/minor requirements.
1) Class Participation and Attendance – 25%
You will be assessed based on your attendance and participation in our weekly zoom meetings and periodic Canvas Discussions. Plan to actively engage in our Zoom sessions—arrive on time and prepared, pay attention to discussions, and contribute to the social learning environment by making comments and by facilitating other students’ participation. Because it is difficult to do well in the course if sessions are missed, attendance at every class meeting is required. Late arrival and early departure are considered poor participation.
2) Learning Community Contributions – 25%
You will be assessed based on your contributions to our learning community on 5 different weekly topics worth 5 points each (25 pts total). Contribute to our Reading Lab Google document by sharing notes, critical reflections, questions for discussion, and links related to course materials. Think of this space as your unstructured space to engage the course material and one other.
3) Critical Reading Assessments – 25%
Students will complete a total of 5 critical reflections (worth 4 points each, 25 pts total), which are designed to:
- Help you demonstrate your understanding of course material
- Assess your understanding of specific case studies discussed in the readings and other course material
- Evaluate your comprehension of anthropological perspectives
- Critically reflect on unifying themes within each course section
4) Biographic Sketch – 25%
Choose an anthropologist whose work interests you and undertake research into their life and work. Characterize their contributions to anthropological theory and history. If their work was largely ignored or marginalized because of their ethnicity, nationality, politics, gender, sexuality, or disability, provide an account and describe what the discipline lost in result of their minoritization. If they were/are particularly influential, describe the theoretical interventions they made or how they changed a particular paradigm. The final product will be linked to our discussion board in the format of a presentation via Google Slides or a video presentation.
General Class Policies
- Prepare for Discussions: Complete the readings before attending our Zoom meetings or engaging in Canvas discussions. Make notes, jot down any questions, reflections of course topics, and be prepared to engage.
- Missed/Make-Up/Late Work: Assignments are due as they are listed on the syllabus and Canvas schedule. Other accommodations are possible in extenuating situations – please contact the instructor if you would like to request additional accommodations for an assignment. Late work is accepted for half credit up to two weeks past the due date.
- Be Respectful: Always feel free to ask questions, share ideas, and voice opinions. We are here to share ideas and to learn from one another, and participation is key to collaborative learning. Class discussions and polite academic debates are encouraged, but always be respectful.
- Anti-Racist Curriculum: As your instructor, I am committed to a zero-tolerance policy on white supremacy and other hateful ideologies in our classrooms and online platforms. See the National Museum of African American History & Culture of the Smithsonian for more on antiracism.
- Inclusivity: Students in my courses are members of learning communities in which people of all backgrounds are welcome and can safely interrogate racism, settler-colonialism, patriarchy, and other interrelated structural violences that shape the human condition. Students in this class are encouraged to speak up and participate online. Each of us must show respect for each other because our class represents a diversity of beliefs, backgrounds, and experiences. I believe that this is what will enrich all of our experiences together. I recognize that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, beliefs, ethnicities, ancestries, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel that you are in some way isolated from our classroom community or if you have a specific need, please speak with me early in the semester so that we can work together to help you become an active and engaged member of our class and community.
- Accommodations: If you require testing or other accommodations and have documentation from the SDRC, please see the instructor ASAP at the beginning of the semester and provide reminders as relevant.
- Incompletes: It is the responsibility of the student to arrange an “incomplete” grade if warranted. The Student must submit, in writing, a plan to complete the course if instructor agrees to an incomplete.
- Academic Integrity: Please familiarize yourself with the University’s policies on academic misconduct (cheating, plagiarism, etc.). Ignorance of these policies or what constitutes academic misconduct is not an acceptable defense. Failure to comply will result in a grade of F (0) on the assignment or on the course, and potential HSU disciplinary actions. See HSU’s academic honesty policy here: https://studentrights.humboldt.edu/academic-honesty.
- Please see your instructor ASAP if you have questions or concerns. An appointment is not needed during office hours, but I encourage you to make one to secure a specific time.
- Academic resources: While you are always welcome to come to my office for help,I also recommend visiting the HSU Writing Studio for assistance in written assignments. You can call or go online to make an appointment: http://learning.humboldt.edu/writing-studio. You might also consider following one of these note-taking techniques to help you with the assigned readings: https://www.oxfordlearning.com/5-effective-note-taking-methods/.
University Policies & Resources
Students are responsible for knowing information on campus policies and resources on the website below, such as: Add/Drop Policy, Resources for Students with Disabilities, Academic Honesty, Complaints, Attendance and Disruptive Behavior Policy, Code of Conduct, Financial Aid, Emergency Procedures, Academic/Career Advising, and Counseling & Psychological Services. Monday, February 8th, 2020 is the last Spring ‘21 deadline to Add/Drop classes without a serious & compelling reason.
http://www2.humboldt.edu/academicprograms/syllabus-addendum-campus-resources-policies
Emergency Procedures
(If this class had been F2F, I would tell you, “Please see the emergency evacuation plan for the classroom located on the colored card by the door. Also review the Campus Emergency Procedures at the following website: http://businessservices.humboldt.edu/emergency-procedures”. But we are living through a global pandemic, so even emergency procedures are no longer relevant.

ANTH 310 PRELIMINARY SCHEDULE
HSU, Fall 2021, Online
Schedule below is subject to change with fair notice
Assignments due on Thursdays before weekly Zoom meetings unless otherwise noted
Part I Decanonizing & Indigenizing Anthropology
Artwork from University of Victoria webpage “Turning the wheels of change: Indigenizing the Academy
Week 1: Counter-lineages and Classics- What should constitute the disciplinary canon?
Read/Watch/listen:
- Fukuzawa, Sherry. 2019. What is the role of anthropology in accepting different ways of knowing in the Academy? Teaching Anthropology.
- Benton, Adia. 2017. Reading the classics: Ideology, tautology, and memory. Ethnographic Emergency Blog.
- Price, David. 2019. Counter‐lineages within the history of anthropology: On disciplinary ancestors’ activism. Anthropology Today 35(1):12-16.
*Attend/Complete:
- Zoom: Thursday, August 26, 2021
- * Due Before August 29th: Canvas Discussion #1: Introduction Thread (Mandatory)
+Optional material for further learning:
- Dechavez, Yvette. 2018. It’s Time to Decolonize that syllabus. Los Angeles Times.
- Resource: Anthropology was Not All White Males: Early Ethnographies by Women and Persons of Color
Week 2 Reversing the Gaze: BIPOC Perspectives of Anthropology
Read/Watch/listen:
- Ntarangwi, Mwenda. 2010. “Imagining Anthropology, Encountering America” (Chapter 1), In Reversed Gaze: An African Ethnography of American Anthropology.
- Baldy, Cutcha Risling. 2018. “Wung-xowidilik: Concerning It—What has Been Told. Anthropology and Salvage Ethnography” (Chpt 3) In We are Dancing for You: Native Feminisms and the Revitalization of Women’s Coming-of-Age Ceremonies. Seattle: University of Washington press.
- https://youtu.be/tXR_KtHdZQg Renaming Kroeber Hall
*Attend/Complete:
- Zoom: Thursday, September 2, 2021
- Due: Learning Community Contribution 1
+Optional material for further learning:
Mwenda Ntarangwi’s entire book is available on Proquest (log in with HSU credentials).
Week 3 Reversing the Gaze (continued)
- Film: Anthropology on Trial (1983)
- Whiteley, Peter M. The Native Shaping of Anthropological Inquiry (Chapter 14) In Footprints of Hopi History Hopihiniwtiput Kukveni’. Tucson: University of Arizona Press.
*Attend/Complete:
- Zoom: Thursday, September 9, 2021
- Due: Reading Assessment #1 “Reversing the Gaze”
+Optional material for further learning:
From the Margins to the Mainstream: Black and Indigenous Futures in Archaeology. Inspired by recent Black Lives Matter protests, a new webinar series explores how contemporary activism and social justice are transforming the discipline of archaeology.
Week 4 Anthropologizing the Other
Read/Watch/listen:
- Ntarangwi, Mwenda. 2010. “Of Monkeys, Africans, and the Pursuit of the Other” (Chapter 3), In Reversed Gaze: An African Ethnography of American Anthropology.
- Abu-Lughod, Lila. 1996. “Writing Against Culture” in In Richard G. Fox (ed.), Recapturing Anthropology: Working in the Present. School of American Research Press. pp. 137-162.
- Who Gets to Study Whom?
*Attend/Complete:
- Zoom: Thursday, September 16, 2021
- Due: Learning Community Contribution 2
+Optional material for further learning:
TBA
Part II: Gender, Race, & Anthropological Marginality
Artwork: “Ripples of Loss” by Ojibwa artist Terry McCue. Read more about his work here
Week 5 Women, WOC in Early Anthropology
Read/Watch/listen:
- How Zora Neale Hurston and Margaret Mead Revolutionized Anthropology. 2019. The Atlantic.
- Salamone, F. (2014). His Eyes Were Watching Her: Papa Franz Boas, Zora Neale Hurston, and Anthropology. Anthropos, 109(1), 217-224.
- Hoefel, Roaeanne. 2001. “Different by Degree” Ella Cara Deloria, Zora Neale Hurston, and Franz Boas Contend with Race and Ethnicity. American Indian Quarterly, Spring 25(2):181- 202.
*Attend/Complete:
- Zoom: Thursday, September 23, 2021
+Optional material for further learning:
- Resource: List of women anthropologists
- Resource: Zora Neal Hurston resource list
- Zora Neale Hurston, The Making of an Anthropologist. Anthrodendum Blog (formerly Savage Minds).
- Resource: Ella Deloria Archive
- Podcast: Interview with Deborah G. Plant, editor of Barracoon.
- Hains, Brigid. 2020. The Meaning of Margaret Mead. Aeon Magazine.
Week 6 Gender, Feminism, & Theory
Read/Watch/listen:
- hooks, bell. 1991. “Theory as Liberatory Practice.” Yale Journal of Law and Feminism 4:1, 1-12.
- Lutz, Catherine, The Gender of Theory (1995). Ruth Behar and Deborah Gordon, eds., Women Writing Culture/Culture Writing Women, Berkeley: University of California Press, 1995, Available at SSRN: https://ssrn.com/abstract=2323826
- Haraway, Donna. 1988. Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14(3):575-599.
*Attend/Complete:
- Zoom: Thursday, September 30, 2021
- Due: Reading Assessment #2 Women, Gender, & Anthropology
+Optional material for further learning:
- My Nonbinary Child: An anthropologist muses on what her career and child have taught her about gender stereotypes and fluidity.
- Anthrobites Podcast: Feminist Anthropology
- Queer Anthropology. The Cambridge Encyclopedia of Anthropology
Week 7 Anthropology & Race, Part I
Read/Watch/listen:
- Baker, Lee D. 1998. “History and Theory of a Racialized World View” (Chapter 1) In From Savage to Negro: Anthropology and the Construction of Race, 1896-1954.
- Baker, Lee D. 1998. “The Ascension of Anthropology as Social Darwinism” (Chapter 2) In From Savage to Negro: Anthropology and the Construction of Race, 1896-1954.
- Wade, Lizzie (2021) A racist scientist built a collection of human skulls. Should we still study them?
- Rodrigues, Michelle A. Haunted By My Teaching Skeleton. Sapiens.
*Attend/Complete:
- Zoom: Thursday, October 7, 2021
- Due: Learning Community Contribution 3
+Optional material for further learning:
Week 8 Anthropology & Race, Part II
Read/Watch/listen:
- Roberts, Dorothy E. 2014. AAA Conference Keynote Address (audio recording): The Future of Race in Science: Regression or Revolution?
- Anthrobites: Scientific racism- podcast, and list of resources
- How Eugenics shaped statistics
- Parikh, Anar. 2018. Race is Still a Problem in Anthropology. Anthrodendum.
- Rana, Junaid (2019) Anthropology and the Riddle of White Supremacy. American Anthropologist 122(1): 99-111.
*Attend/Complete:
- Zoom: Zoom: Thursday, October 14, 2021
- Due: Reading Assessment #3 Anthropology & Race
+Optional material for further learning:
- Allman, Jean M. 2019. #HerskovitsMustFall? A Meditation on Whiteness, African Studies, and the Unfinished Business of 1968. African Studies Review 62(3):6-39.
- Video: Alternatively, watch the presidential address upon which the above article is based. ASA 2018 Presidential Lecture by Jean Allman, “#HerskovitsMustFall? A Meditation on Whiteness, African Studies, and the Unfinished Business of 1968”
- Herskovits at the Heart of Blackness Excerpt
- Independent Lens | Herskovits at the Heart of Blackness Excerpt
- Another Excerpt
- Another Excerpt
Week 9 Anthropology & Race, Part III
- Read/Watch/listen:
- A Rap on Race: Margaret Mead and James Baldwin’s Rare Conversation on Forgiveness and the Difference Between Guilt and Responsibility
- Audio recording: Margaret Mead & James Baldwin – A Rap On Race (1971)
- The Case for Letting Anthropology Burn? Race, Racism and Its Reckoning in American Anthropology
*Attend/Complete:
- Zoom: Thursday, October 21, 2021
+Optional material for further learning:
<See last week’s optional material>
Week 10 The ‘Father’ of American Anthropology
Read/Watch/listen:
- Bil, Geoff. 2020. Boas in the Age of BLM and Idle No More: Re-Evaluating the Boasian Legacy. History of Anthropology Review.
- Baker, Lee D. 2020. The One-Two Punch. History of Anthropology Review.
- Simpson, Audra. 2018. “Why White People Love Franz Boas; or, The Grammar of Indigenous Dispossession”. In Indigenous Visions: Rediscovering the World of Franz Boas. Eds Ned Blackhawk and Isaiah Lorado Wilner
- Kristina Killgrove(@DrKillgrove)’s Twitter thread on Boas’ history
*Attend/Complete:
- Zoom: Thursday, October 28, 2021
- Reading Assessment #4 Early Anthropological Figures
+Optional material for further learning:
- Resource: Notable Folklorists of Color
Part III Anthropology’s Practices: To Gaze, Define, & Exhibit
Week 11 Social Constructions of Primitiveness & Early Humans
Read/Watch/listen:
- Adam Kuper, Adam. 2011. “The Original Sin of Anthropology” (Chapter 2) In The End of Anthropology, eds. Holger Jebens and Karl-Heinz Kohl. Pp 37-61
- Early big-game hunters of the Americas were female, researchers suggest
- Stone Age Myths we made up
- Imagining the Neanderthal’s world
- Sussman, Robert. 1999. The Myth of Man the Hunter/Man the Killer and the Evolution of Human Morality. Journal of Religion & Science. 34(3):453-471. (shortened version).
*Attend/Complete:
- Zoom: Thursday, November 4, 2021
- Due: Learning Community Contribution 4
+Optional material for further learning:
- The Kennewick Man Finally Freed to Share His Secrets. The Smithsonian. 2014.
Week 12 Museums & Power
Read/Watch/listen:
- Who owns the bones? Human fossils shouldn’t just belong to whoever digs them up
- Experience: I steal from museums
- The Museum as Weapon
- Rodriguez, Julia E. 2020. Decolonizing or Recolonizing? The (Mis)Representation of Humanity in Natural History Museums. History of Anthropology Review.
- Wenner-Gren Webinar: “Skeletons in the Anthropological Closet” Museum Collections and the Demand for Principles of Accountability
*Attend/Complete:
- Zoom: Thursday, November 11, 2021
+Optional material for further learning:
- Tuck and Yang 2012, Decolonization is not a metaphor
- Pan African Heritage World Museum
Week 13 Decolonization
Read/Watch/listen:
- Tuhiwai Smith, Linda. 2012. “Research Through Imperial Eyes” (chapter 2) In Decolonizing Methodologies : Research and Indigenous Peoples, Zed Books.
- Tallbear, Kim. 2014. Standing with and speaking as faith: A feminist-indigenous approach to inquiry. [Research note]. Journal of Research Practice, 10(2).
- O’Sullivan, Sarah. 2019. Decolonizing the Classroom: A Conversation with Girish Daswani. Cultural Anthropology blog.
*Attend/Complete:
- Zoom: Thursday, November 18, 2021
- Due: Reading Assessment #5 Decolonization
+Optional material for further learning:
***FALL BREAK—No Zoom session on 11/25/21***
Week 14 From Past to Future
Read/Watch/listen:
- Nader, Laura. “The History of Anthropological Ideas” (Chpt 13) In Perspectives: An Open Introduction to Cultural Anthropology, 2nd
- E, Escobar A. ‘Other Anthropologies and Anthropology Otherwise’: Steps to a World Anthropologies Framework. Critique of Anthropology. 2005;25(2):99-129.
- Ortner, Sherry B. 2016. Dark anthropology and its others Theory since the eighties. Hau: Journal of Ethnographic Theory 6 (1): 47–73.
*Attend/Complete:
- Zoom: December 2, 2021
- Due: Learning Community Contribution 5
+Optional material for further learning:
- Guyer, Jane I. 2009. On ‘possibility’: A response to ‘How Is Anthropology Going?’ Anthropological Theory 9(4):355-370.
- Langlitz, Nicolas. 2020. Devil’s advocate: Sketch of an amoral anthropology. Hau: Journal of Ethnographic Theory. 10(3):989-1004.
- Doing/Undoing Disability Ethnography and Performance. American Anthropological Association Webinar.
- Disability. The Cambridge Encyclopedia of Anthropology
Week 15 Finals
*Attend/Complete:
- Zoom: December 9, 2021
- Due: December 9th, 2021 Bio Sketch
