Merican born Korean vs. Korean born American

Course Description
Institutionalized as a?the science of man,a? anthropology was identified with its subject of study: the humans. Yet anthropologyas account and analysis of the human remain as ambiguous and lively as the subject matter that came to define the discipline. On the one hand, only particular kinds of humansa in particular, those considered to be not entirely a?civilizeda? and thus not entirely humana were the primary subjects of anthropological inquiry. On the other hand, even as anthropology disentangles itself from its colonial heritage, it continues to be deeply embedded in the European and Enlightenment tradition of humanism. The question of being and knowing human thus continues to shape anthropological and broader interdisciplinary discourses today, especially at a time when liberal humanism is enacted on a a?globala? scale. This course is organized around the following questions. How does the production of the Othera in the forms of the a?primitives,a? animals, things, virtual humans, aliensa mold and challenge the ways in which we think about the human? How do we conceptualize and refigure the division and tension between the traditional subjects of our study and our analytical traditions? This seminar examines alternative forms of humans, humanisms, and posthumanisms in order to explore the inherent ambiguities and shifting boundaries of knowing and being, and to venture into modes of analysis that problematize the universality and globality of liberal humanism. To do so, it considers a wide range of interdisciplinary literatures including works in anthropology, critical theory, STS, comparative literature, film, and fiction.

Module I. Making the human

Week 2 April 8 The Rise of the Secular Man
Declaration of the Rights of Man. Approved by the National Assembly of France, August 26, 1789. dept/americanstudies/lavender/decwom2.html

Susan Buck-Morss. 2000. a?Hegel and Haiti.a? Critical Inquiry, Vol. 26, No. 4. (Summer, 2000), pp. 821-865.

Week 3 April 15 a¦ and the Other
Assignment 1 due: one paragraph about your research project 5 points)

Claude LA©vi-Strauss. 1963. Totemism.

Week 4 April 22 Classification and imagination
Harriet Ritvo. 1998. The Platypus and the Mermaid: And Other Figments of the Classifying Imagination. Harvard U Press. selections

Week 5. April 29 We are what we eat?
Assignment 2 due: research design (10 points)

Mei Zhan. 2005. a?Civet Cats, Fried Grasshoppers, and David Beckhams Pajamas: Unruly Bodies after SARS.a? American Anthropologist, Mar., 2005, vol. 107, no. 1, p. 31-42.

Film/video: Bizarre foods with Andrew Zimmerman

Module II. New boundaries, modalities, and relations

Week 6 May 6 Posthumanisms
Cultural Anthropology. 2010. Volume 25. Issue 4. November 2010. Special issue.

Week 7 May 13 Transformations
Assignment 3 due: analyze an ethnographic vignette (10 points)

Film: Pom Poko: the great raccoon battles.

Week 8 May 20 Intimacies
Hugh Raffles. 2010. Insectopedia. Pantheon. Selections.

Week 9 May 27 Memorial day NO CLASS

Week 10 June 3 Presentations

that was the syllabus
the order instructions are
1) description of groupAmerican born Korean vs Korean born americans
2)methods of the study of 1st generation and 2nd generation how korean international students are perceived of cultural identity with the admissions process. basically
-What role their korean whether American born or not plays a role in admission.
-What they think admissions process more broadly, a cultural identifier. how they identify themselves, the process. what role they played in admission
-What koreans think about identity played in admissions whether their is a difference or not

3)Examples of Vignetteyou can pretend you interviewed both sides and make a story from my Korean Church I go to since i was 7 .
4)analyze the Vignettes/story, tie it with koreans admission, affirmative action
main portion of paper is the analysis of the vignettes
5)with the vignettes tie a conclusion

their needs ethnographic analysis!!!
his rubric

Close Readings of Texts
Opening Paragraph
Concluding Paragraph


Focused, clear, well-articulated statement of thesis and strong clear voice (yours) throughout. Paper continually engages and struggles with argument
Nuanced reading of sources; texts are not proof-texts but opportunities for critical analysis that makes claims about the text; strong voice
Clear, articulate, and argument flows effortlessly. A pleasure to read, and the phrasing a?soundsa? beautiful. Recognizable concern
for style and flow.
Precise and to the point.
Strong voice. No need to read further to understand the argument and its significance
Extends thesis in new
directions in ways unavailable before this point. Expansive thinking