Globalization Theory Immersion

By exploring critical issues of globalizing culture, we examine how ideas, attitudes, and values are exchanged or transmitted across conventional borders. How has the production, articulation, and dissemination of cultural forms (images, languages, practices, beliefs) been shaped by global capitalism, media industries, communication technologies, migration, and tourist travels? How are cultural imaginaries forged, exchanged, and circulated among a global consumer public? How has the internationalizing of news, computer technologies, video-sharing websites, blogging sites, and other permutations of instant messaging served to accelerate cultural globalization? Students will be introduced to anthropological perspectives on cultural globalization, the transmission of culture globally, and the subsequent effects on social worlds, peoples, communities, and nations. Lecture 3 (Fa/sp/su).

This course examines immigration to the U.S. within the context of globalization. We examine the push- and pull-factors that generate immigration, and changing immigration policies and debates. We consider how changes in the American workplace have stimulated the demand for foreign workers in a wide range of occupations, from software engineer to migrant farmworker and nanny. We review the cultural and emotional challenges of adapting within the American cultural landscape, transnationalism and connections with the homeland, the experiences of refugees, and how immigration has changed since 9/11. Special attention is given to immigration from Latin America, the largest sending region. Lecture 3 (Fall or Spring).

This course examines connections between gender and health that are both conceptual and empirical. Students will explore the causes of gender-based differences in health outcomes through case studies of sexual and reproductive rights, HIV/AIDS epidemics and violence. Students will also examine global gender and health trends. The course concludes with an examination of gender inequity in health care and policy implications of these inequities. Lecture 3 (Annual).

Physically, culturally, and socially, humans live through food and drink. Spanning the globe, as nearly limitless omnivores, humans have developed myriad ways of collecting and cultivating food and taking advantage of local environments. We also put food to work for us socially by creating cuisine. Through cuisine, we forge and nourish relationships, commune with deities, and through luxury choices, demonstrate our "taste" and lay claim to elite status. Through the cultural practices of production and consumption of food and drink, we wield power. Food and drink consumption patterns have sustained slavery, poverty, malnutrition, and illegal immigration, and have laid waste to the environment. In this class, we explore physical, cultural, social, political, and economic dimensions of food and become more aware of how the private, intimate act of a bite connects us to the rest of humanity. Lecture 3 (Fa/sp/su).

Global health is a term that reflects a complex series of problems, policies, institutions and aspirations that have only recently made their way to the global stage. From its earliest days, global health was guided by principles in public health that situate the nation-state as responsible for the health of its population. While international health and tropical medicine, the precursors to global health, was driven by the distinction between wealthy and poor nations, global health today, as this course explores, is oriented to the unequal burden of disease around the world. The course will consider major global health challenges, programs, and policies through an integrated social science lens. After placing global health in historical context, we will focus on how the science of disease cannot be dissociated from the social context and policies that both drive the emergence of disease(s) and respond to the unequal burden of disease around the world. We will analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies, health inequity, health systems reforms, and major global initiatives for disease prevention and health promotion. Lecture 3 (Annual).

This course considers the diversity, contours and synergies of African films and filmmaking, traversing the continent to view films from Senegal, the Democratic Republic of Congo, Nigeria, South Africa, Zambia, Kenya, Egypt and Mali. Though much scholarship has focused on influential African filmmakers and nationally located cinemas, the straight-to-video systems of the 1980s and 1990s had a profound impact on African films and filmmaking. Nollywood and other video film industries began to dominate film production and transnational mobility, influencing new film technologies and industries, accessibility and addressability across the globe. Topics in this course include the influence of African film directors on filmmaking, and critical developments in major industries; Nollywood and beyond, and the cultural aesthetics, politics and economics that affect their global mobility and popular appeal; postcolonial identities and power; music and oral traditions of storytelling; didactic, post-colonial cinema with moral, political missions vs. ‘arthouse’ approaches; Afrofuturist and speculative cinema; channels such as African Magic that are shown in more than 50 African countries; and the effects of video streaming on global stardom and popularity. Students will learn about diverse African films and approaches to filmmaking, and the vibrant people and creative cultures that make up these film industries. Lecture 3 (Fall or Spring).

More than half the global population today lives in densely populated urban areas, which are further surrounded by complex networks of smaller communities. Yet, the earliest cities appeared less than 6,000 years ago, a small fraction of time since our species’ first appearance. The characteristics that define us as human were forged in radically different social universes from those of today. We lived our lives among not much more than 20-30 other people at any one time, hunting and gathering our food, and occasionally moving from place to place. This lifestyle was so successful and adaptable it endured pressures from more complex societies well into the 20th century. Understanding what life was like in such these small-scale societies is important because the material and social world in which they lived is the foundation for societies where food production, social hierarchy, and occupational specialization are the norm. This course will examine both the ethnographic and archaeological record of hunter/foragers from around the globe in an attempt to understand how it proved to be such a versatile and resilient way of life and how its successes, in fact, laid the foundation for social inequality, complexity, and food production. Lecture 3 (Fall or Spring).

Tourism is a global industry and an important part of the human experience. There are many forces within tourism that act upon people’s lives, and in particular their environments, economies, cultural heritage, and identity. This course will explore tourism and its many dimensions. Beginning with an examination of kinds of tourism, this course unpacks tourism’s ancient trade and pilgrimage roots as well as its class dynamics of post-industrialization. Other aspects of tourism to be explored include strategies and effects of tourism development and production, nationalism and cultural identity, commoditization and marketing of culture and the ethics of development, labor and infrastructural changes, social inequalities, ecological impact, sustainable tourism, the experience of tourists, ritual and authenticity, and the relationship between tourists and tourism workers. This course provides opportunities for cross-cultural analysis of tourism sites, for participant-observation of the tourist experience, and for evaluation and recommendation of tourism site development in and around Rochester. Lecture 3 (Fall, Spring).

This course evaluates global forms of “addiction” in medical, cultural, national, and transnational situations of encounter. Though primarily a EuroAmerican concept of illness, addiction is now discursively and experientially widespread, assuming the status of a “global form.” Addiction narratives and experiences shape people and social life everywhere, as scientific and cultural or national knowledge intersect to form subjectivities, identities of addicts, and communities of addicted bodies. Concepts of will, morality, the addicted self and other, and living and dying also impact the cultural, national and international infrastructures we build—whether and how, for instance, we put resources into medical or criminal justice systems and networks. A closer look at the intimate lives of addicts thus enables us to consider identity boundaries and crossings; addiction languages; family relations and parenting; self-made communities and social bonds; work at the economic fringes of society; personal and institutional violence; policing and navigating enforcement or incarceration; homelessness and legal, medical and social service bureaucracies; as well as transnational production, trafficking, forms of addiction, and policing. By the end of the course, students will comprehend concepts and theories of addiction, and global perspectives on people living with addiction. Lecture 3 (Fall, Spring).

The destruction and survival of societies hinges on collective ideas of identity. In times of social stress, identities—whether racial, ethnic, religious or national—become critical “sites” of conflict over the sovereignty of nation-states, and the legitimacy of social, cultural practices. When ideas fail to incorporate people, essentialist categories of identity, historical grievances, and accounts of extreme violence become interrelated, potent sources of destruction. Slavery and exclusive ownership of resources leave people starving or living in perilously polluted environments. Global cultural economies threaten local systems and self-representation. In this course, we will take critical, anthropological approaches to studies of ethnocide, genocide and transitional justice. Students will assess the destruction and survival of societies, from the 19th century slaughter of Native Americans and Amazonian Indians to more recent genocides in Cambodia, Bosnia, Rwanda, the Sudan, Iraq, Myanmar, Bangladesh and China. Students will consider similarities and differences in the social experiences of mass violence, and the ethics of protecting particular identity-based groups, and not others, in international, national and local laws. Students will become familiar with multiple inter-related justice systems, for instance, the International Criminal Court, national and United Nations-backed tribunals, and local justice systems such as the Rwandan Gacaca courts. Recent developments in legal ethics and international law will enable students to see how public sentiments, legal advocacy and other social, political processes facilitate enhanced protections for the world’s most vulnerable people. Lecture 3 (Fall or Spring).

Humans and their societies have always been shaped by their environment, but as human societies became more complex, their relationship with their environment changed from one of simple adaptation to one in which they had the power to change their environment. Often, the changes they have wrought have had unintended consequences, forcing societies to adapt to the changes that they themselves have brought about. Although we tend to think that this is a relatively recent phenomenon, humans have been altering their environment since the first human societies made the transition to agriculture over ten thousand years ago, if not longer. In this class, we will use the tools of environmental archaeology to explore the history of human interactions with their environments and to draw lessons on how we could manage that interaction today. Lecture 3 (Fall or Spring).

Much of the knowledge of our social worlds has been digitized. This course explores how social technologies shape our relationships, personal lives, and sense of self. The metric manufacture of diversity has produced new forms of population management and inequality. Our biographic histories as citizens, consumers, workers/professionals, parents, lovers, and social media users are collected as data-bites and assessed in metric terms, thereby forging new sets of identities. The transformation of people into numerical entities is an act of statistical objectification. This process frames the creation of social and racial typologies, and is well demonstrated by the US census. Students will investigate the formation of racial, ethnic, and gender identities in the context of the accelerated desire to digitize humanity. Lecture 3 (Annual).

This course examines the impact of global dynamics on cities from the early 20th century to the present. By tracing urban formations from metropolis to global city, emphasis will be placed on the making of identities, communities, and citizens in the architectural spaces, cultural places, ethnic zones, and media traces of urban life in the context of globalization. Lecture 3 (Fall or Spring).

By exploring issues of gender and sexuality in a global context, students will be introduced to anthropological perspectives on the experience of men and women, as gendered subjects, in different societies and historical contexts, including colonialism, nationalism, and global capitalism. In turn, we will explore how cultural constructions of masculinity and femininity are configured by race, class, ethnicity, and sexual orientation. Course materials are drawn from an array of sources, reflecting various theoretical perspectives and ethnographic views from different parts of the world. Lecture 3 (Fall or Spring).

We see others as we imagine them to be, in terms of our values, not as they see themselves. This course examines ways in which we understand and represent the reality of others through visual media, across the boundaries of culture, gender, and race. It considers how and why visual media can be used to represent or to distort the world around us. Pictorial media, in particular ethnographic film and photography, are analyzed to document the ways in which indigenous and native peoples in different parts of the world have been represented and imagined by anthropologists and western popular culture. Lecture 3 (Fall, Spring).

This topics course focuses on specific themes or issues in anthropology, chosen by the instructor, vetted by the department chair, announced in the course subtitle on SIS, and developed in the syllabus. The topics of this course will vary, but the course number will remain the same. Students may not repeat the same topic. Seminar 3 (Fall, Spring).

Physically, culturally, and socially, humans live through food and drink. Spanning the globe, as nearly limitless omnivores, humans have developed myriad ways of collecting and cultivating food and taking advantage of local environments. We also put food to work for us socially by creating cuisine. Through cuisine, we forge and nourish relationships, commune with deities, and through luxury choices, demonstrate our "taste" and lay claim to elite status. Through the cultural practices of production and consumption of food and drink, we wield power. Food and drink consumption patterns have sustained slavery, poverty, malnutrition, and illegal immigration, and have laid waste to the environment. In this class, we explore physical, cultural, social, political, and economic dimensions of food and become more aware of how the private, intimate act of a bite connects us to the rest of humanity. Lecture 3 (Fall).

This course examines connections between gender and health that are both conceptual and empirical. Students will explore the causes of gender-based differences in health outcomes through case studies of sexual and reproductive rights, HIV/AIDS epidemics and violence. Students will also examine global gender and health trends. The course concludes with an examination of gender inequity in health care and policy implications of these inequities. Lecture 3 (Annual).

Global health is a term that reflects a complex series of problems, policies, institutions and aspirations that have only recently made their way to the global stage. From its earliest days, global health was guided by principles in public health that situate the nation-state as responsible for the health of its population. While international health and tropical medicine, the precursors to global health, was driven by the distinction between wealthy and poor nations, global health today, as this course explores, is oriented to the unequal burden of disease around the world. The course will consider major global health challenges, programs, and policies through an integrated social science lens. After placing global health in historical context, we will focus on how the science of disease cannot be dissociated from the social context and policies that both drive the emergence of disease(s) and respond to the unequal burden of disease around the world. We will analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies, health inequity, health systems reforms, and major global initiatives for disease prevention and health promotion. Lecture 3 (Annual).

How is the murder of one person different from that of one million? Why is one act a crime while the other simply history? While mass atrocities have occurred, and continue to occur, throughout human history, it is only until recently that international laws started to name and criminalize these atrocities as human rights violations. This course revolves around the worst mass atrocities in recent human history and the responses they receive, focusing on violent crimes perpetrated by the state and the emerging human rights regime in response to such crimes after WWII. As a class, we will seek answers to questions such as: Why do ordinary people participate in extreme violence against their neighbors? How is violence sanctioned and organized by the state different from interpersonal violence? Who is responsible for state-sanctioned violence? What is the role of those who do not participate in or stop the violence? What is the role of human rights and human rights laws in preventing state-sanctioned violence? What are the possible responses to state-sanctioned violence under human rights laws? What are the consequences of such responses? Whether/how does social context matter in the way mass atrocities unfold and the responses they receive? To answer these questions, we will examine historical documents, watch movies, read literature, and study scholarly work. This course will be useful for students who seek careers in areas such as international law, diplomacy, human rights advocacy/prosecution, and criminal justice in general. Lecture 3 (Fall, Spring).

What would a healthy society look like? What questions should we be asking of those in power to ensure health equity? What is health equity? The objective of this course is to develop a sociological language for answering these and other questions. To do so, students will evaluate the relationship between health and society – that is, the connections between contemporary health disparities and today’s social, physical, and political economic environments. This includes an analysis of macro-factors (climate change, environmental pollution, global and/or national economies, laws) and micro-factors (social media, neighborhood conditions, green spaces, poor- or low-quality housing, and leisure spaces). The course emphasizes that health is impacted by the social circumstances into which people are born; inequitable distributions of power; and social/legal categories of exclusion and inclusion. Though sociological in orientation, this course resonates with the disciplinary and professional aims of medical anthropologists, public health professionals, community health practitioners, and anyone committed to eradicating health disparities. Lecture 3 (Annual).

With a focus on forms of (in)justice in urban communities worldwide, we investigate the impact of race, class, and gender and related systems of unequal power relations on perpetuating patterns of social, political, economic, and environmental oppression (policing, hunger, pollution, violence, disease). How do ways of governing urban populations affect the lives of inner city residents and their demands for justice when attempting to navigate the everyday urban worlds? Specific course topics include both historical and contemporary perspectives on urban (in)justice locally, in Rochester NY, and nationally, across the U.S., and in a global comparative framework. Thereby the effects of crime, violence, and inequality on people in urban neighborhoods are also examined among and within nations. By the end of the semester, students should be able to identify and explain various theories that seek to explain (in)justice patterns in the urban context at local, national and global levels. Lecture 3 (Fall or Spring).

Sociologists look to cyberspace to test theories of technology diffusion and media effects on society. This course explores the Internet’s impact on communities, political participation, cultural democracy, and diversity. How have digital technologies and electronic information flows shaped or diminished inequalities of gender, sex, and race? For instance: new electronic technologies have pushed the cultural and physical boundaries of how we have sex; with whom we have sex; and with what we have sex and/or have observed having sex, such as sex toys and avatars. The sociological implications of this new technology depend on economic, legal, and policy decisions that are shaping the Internet as it becomes institutionalized. The course analyzes such new forms of cyber-democracy with a focus on issues of gender, sex, and race. Lecture 3 (Spring, Summer).

Much of the knowledge of our social worlds has been digitized. This course explores how social technologies shape our relationships, personal lives, and sense of self. The metric manufacture of diversity has produced new forms of population management and inequality. Our biographic histories as citizens, consumers, workers/professionals, parents, lovers, and social media users are collected as data-bites and assessed in metric terms, thereby forging new sets of identities. The transformation of people into numerical entities is an act of statistical objectification. This process frames the creation of social and racial typologies, and is well demonstrated by the US census. Students will investigate the formation of racial, ethnic, and gender identities in the context of the accelerated desire to digitize humanity. Lecture 3 (Fall or Spring).

Borders are more than walls; they are social constructions with real consequences. This course examines the creation and consequences of borders. It discusses how borders developed historically, how borders function as tools of population management in places and systems far from the borderlands, and the politics and experiences of border crossing. We will look for borders both between and within nation states when addressing these issues. The course will utilize a variety of materials including but not limited to scholarly sources, policy transcripts, popular cultural products (e.g. films and TV shows), and art (e.g. poetry, paintings). Students will play an active role in determining specific course topics, though they can expect to discuss a range of relevant issues including contemporary immigration politics, Indigenous rights, the war on terror, border disputes and armed conflicts, privatization of immigration management, displacement and segregation of domestic populations, and border activism. This course provides students with tools that ground and expand their understanding of borders, preparing them for participation in one of the most important public debates of our time. The purview of this course is relevant for those who aspire toward professions in public policy, law enforcement, public service, law, and community-organizing, among others. Seminar 3 (Fall, Spring).

This topics course focuses on specific themes or issues in sociology, chosen by the instructor, vetted by the department chair, announced in the course subtitle on SIS, and developed in the syllabus. The topics of this course will vary, but the course number will remain the same. Students may repeat the course for credit, but may not repeat a topic. Seminar 3 (Fall, Spring).