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Anthropologists have long realized that the human body was “good to think” (to paraphrase Claude Levi-Strauss). In this course, we will “think the body” through theories of particular relevance to medical anthropologists, but also feminists and other students of society and culture. Not only is the literature on the body intrinsically interesting and fundamental to medical anthropological perspectives, it is a very good way to introduce students to the critical thinkers whose influence is being felt throughout contemporary social, cultural and even medical studies. Highlight theorists in this course will include Marcel Mauss, Mary Douglas, Pierre Bourdieu, Michel Foucault and Donna Haraway.

Beginning with the body as a genetically-mandated object, subject to the contingencies of evolution and local ecologies, we will move from the body as adaptive device, to the social body, the body as political metonym and natural symbol (Douglass), and the body as mnemonic device, in which ‘culture’ is embodied through habitual practices and dispositions (Bourdieu). These perspectives have enabled our current understanding of the body as a focus for the instantiation of contemporary culture, society and the individual. One attempt to reconcile some of the contradictions in this variety of theorizations is the ‘mindful body’ (Scheper-Hughes and Lock).

From there we will move to consider Foucault’s genealogy of the body, in which the body is understood as a site and instrument of knowledge and power. As such, the body is fundamental to the emergence of various disciplines that purport to protect the health and well-being of the individual, but simultaneously serve the interests of the state in the form of “biopower”. Certain professions –like medicine– emerge as well-meaning but complicit in the disciplining and regimenting of populations, such that conceptions of gender, race and illness mirror social and political arrangements, and ensure that even the individual body re-presents the hegemony of the status quo. We will examine this deployment of biopower in the guise of ‘beauty’, body modification such as tattooing, the colonized body, the medicalization of normal physiological processes, medical treatments and political and public health concerns about immigrants.

In the final weeks of the course, we ‘go back, to the future’ by re-focusing on the notions of genes, nature, and the human body as part of a wider system. In focusing on current concerns with immune systems and tensions about the human-technology interface, we are lead to ask whether we are, or are not, all cyborg bodies?

Body, Biopower & Cyborgs is an oral intensive course. This course is intended for undergraduate students, and is structured to help you develop important oral presentation skills, and the ability to discuss challenging social theories.

So often, students are asked to write down their ideas, and are evaluated on written work, or exams. You probably find that when a friend or family member asks “what are you learning in school?” that you cannot actually talk about those concepts! This is because the process of composing written words is quite different from speaking, especially speaking about ‘esoteric’ academic subjects. But speaking ‘academese’ is just another learned skill. This course is intended to help you become comfortable with actually talking theory. Being able to talk about complex ideas is important: only then will you really be able to recognize the relationship of so-called ‘high theory’ to your own everyday life experience.

Students are be graded on their ability to verbally represent complex ideas in ways that are cogent, reasoned and accurate; on your ability to query and offer oral critiques of others’ analyses, to respond (orally) to critiques of your own work, and on your improvement in all of these areas. While we may laugh with each other, we will not embarrass or ‘put down’ each other. Nor will gender, ethnicity or any other form of discrimination be permitted to interfere with our in-class discussions. This class will be a safe place to ‘talk story’ and the ‘story’ is going to be both theoretical and applied. This class is going to expand your mind, by way of your mouth!

A course pack will be available for purchase from Professional Image, 2633 South King St. (973-6599). There are no other required texts. It is essential that you do the readings and are prepared to engage actively in each and every class. Early registration and pre-reading for the 1st class is recommended.

Students must commit to pre-class preparation. In order for the class to succeed, everyone must be committed and come to class prepared. Preparation means that:

•    you read the required material in advance (the week before, at least!),
•    you have prepared notes and questions in writing (typed).
•    you attend EVERY class.
•    you contribute in qualitative and meaningful ways to each class.

Each student must keep a hard-bound journal (coil ring is fine) in which you record three types of notes:
a. Notes on each reading. These notes should include 5 items:
    i] the author’s name, the title of the article and reference information.
    ii] the main point, hypothesis or argument of the article, and the conclusion
    iii] the key proofs or ‘data’ upon which the author bases their argument
    iv] your opinion as to whether the author proves their point
    v] your ‘feelings’ or response to the article: is it exciting, does it make you angry, is it confusing? Does it relate to another theorist who you’ve read?

b. Questions that arise from the article. What did you not understand, what do you think the author did not think of when making her or his argument?
c. In class notes.

You must bring your notes and questions journal to each class, and show them to me. You must also hand in your (typed) queries on at least one of the weekly assigned articles, one class in advance.

Each week, each of the 2 or more required readings will be pre-assigned to a student for presentation to the group. In some cases, and depending on class size, complex articles may be divided up between two students. When it is your turn to present a reading, be prepared by knowing that article ‘inside and out’! It will help to do further background reading on the subject and other works by the same author. Most of these people have published extensively, and are discussed widely on the web and in the academic print literature. You will have no trouble finding background material. For your presentation, you will adopt the persona of the author of the reading you have been assigned. Your task will be to present ‘your’ argument, data, analysis, etc. to the group, ‘in character’. The presentations will be limited to approx. 10 minutes (depending on class numbers and time slot). During the class, you may be required to respond to questions put forth by your colleagues, some of whom will also be “in character”.

In this way, the class will resemble an academic conference, where several learned people present their ideas on a subject and, hopefully, engage in debate or repartee about that subject. What we want in this class, is a combination of clear, accurate presentation of the ideas in the article, but also a forum in which the group as a whole engages in discussion and debate about the ideas. Your challenge will be to learn the article (and the author) so well that you can stay “in character”! Costuming, props, or other mnemonic devices are encouraged, and while you may bring notes, you may not read directly from them during your presentation. You will find that performance, in addition to responding to questions is a great way learn a topic.

Students who are not presenting are “Querants”. Your participation as Querant is a very important aspect of the class – we often learn best when explaining things to others, and so by asking good questions, you are demonstrating (to me) that you have read the material and are able to engage intellectually, but also you are helping a classmate to develop their discursive skills. All this by enhancing your intellectual growth by developing good questions and good question strategies!

Please note, it will be important to take notes during these sessions. Write down what the presenters say, the questions other students ask, and the responses. Do not wait for me to tell you to “write this down”!

Feedback: You are required to make an appointment to see me in my office after your presentation. I will then provide individual feedback on your performance. In addition, near the end of each class, I will take time (as necessary) to comment on both presentations & queries & to provide advice that applies to the entire group. For example, I may comment on how a concept might have been explained more clearly, or suggest how to improve querying for the next time. Where there are corrections, clarifications or context to be added about the various readings, I will do this then. At the end of each class, I will give preparatory contextualization on the topic for the following week.

There is no final exam for this class. 60% of your mark will be based on oral communication: Each student can expect to have at least 1 and possibly more opportunities to give presentations (this will depend on class size). You will be evaluated on the basis of your in-character presentations (30%), your preparation of, and skill at asking questions (30%). Your overall improvement in oral presentation, dialogue and repartee over the term is worth (5%).

The two presentations and the weekly question-asking constitute 60% of your overall mark, and improvement in these two areas will bring that percentage of the grade based in oral communication up to 65%.

The other 35% will be based on the written queries that you hand in each week, and my review of your notebooks, which I will collect at thanksgiving, and on the last day of term.

I will take attendance at each class. Attendance is mandatory. You may miss three classes. Students who miss more than 3 classes without clear indication of ongoing emergencies (enough to constitute 4 missed classes) will have their final mark cut by ½ grade point per missed class. For example, if you miss 4 classes, and you had an A+, your final mark will be a B+. The 3 class leeway is your insurance time for family emergencies, appointments, sports meets, etc. please don’t squander that time.

1.    During class, I will provide immediate feedback regarding oral presentations and styles of questioning. I will also use class time to demonstrate academic techniques of presentation and querying.
2.    In the week following your presentation, you will receive a written comment on the previous week’s presentation, with specific indications as to how to improve in the future.
3.    Thirdly, each student will be required to schedule a private meeting with following their presentation. At that point we will discuss, in private, your progress in the class (and grade) to that point, and areas in need of improvement. If there is a further problem and you are not improving, we will schedule another meeting before the end of term.

My Office Hours are on [TBA], and are by appointment. However, if you are in a panic about your presentation, PLEASE do not hesitate to visit, e-mail or telephone me. The point of the class is to have fun and learn, not to get frantic ;-).

Please note: you will be assigned specific articles to present at stages throughout the term. When you are not a Presenter, you are a Querant, and are required to have questions about at least one reading, per week, prepared in writing, handed in 1 class in advance.

Topic, Week 1;        Introduction;
    Orientation to course, theme, in class presentations and querying, class discourse etiquette. Discussion of ad hominem critiques & how to avoid them.

    The Human Evolving
    Instruction in scan-reading vs in-depth reading, note-taking techniques and how to prepare for presentations. Readings by McElroy & Martorell are assigned as in class examples. Demonstration of presentation & query format.

    IN CLASS Readings & practice:
            McElroy, Ann (1997) Genes, Culture, and Adaptation
            Martorell, R (1989) Body size, adaptation and function. Human Organisation 48(1):16-20.
            Lieberman, Sus (2003) Dietary, Evolutionary & Modernizing Influences on the Prevelence of Type II Diabetes. Annual Review of Nutrition 23:345-77

Topic, Week 2:        Nature, Culture & Perception
    Rivers, W.H.R. (1901b) Primitive Color Vision.
    Sahlins, M. (1976) Colors and Cultures, Semiotica, 16: 1-22.

Topic, Week 3:        The Social Body
           Mauss, Marcel (1934 [1979]) Body Techniques
            Mary Douglas, Abominations of Leviticus. In Purity and Danger
            Mary Douglas, The System at War with Itself. In Purity and Danger
            Mary Douglas, The Two Bodies from Natural Symbols

Topic, Week 4;:     The Ritualized Body
    Miner, Horace (1956 [1978]): Body Ritual among the Nacirema
    Poole, F. J. (1982) 'The Ritual Forging of Identity: Aspects of Person and Self in Bimin-Kuskusmin Male Initiation'.

Topic, Week 5;:     Embodiment, Habitus, & The Body as Mnemonic Device
     Bourdieu, Pierre. 1977 Structures of the Habitus & Selected Pages from: Outline of a Theory of Practice.

     Comaroff, Jean. (1985) Bodily Reform as Historical Practice: The Semantics of Resistance in Modern South Africa.
            Vigarello, Georges (1989) Upward Training of the Body.

Topic, Week 6;        The Mindful Body
    SEPT 28    Scheper-Hughes, Nancy and M. Lock (1987): The Mindful Body. A Prolegomenon to Future Work in Medical Anthropology.
    SEPT 30     René Descartes (1641 [1989]) Meditation VI; on the Existence of Material Objects and the Real Distinction of Mind from Body.

Topic, Week 7;        Mortification, Modification, Normalization
     Strathern, Marilyn (1993) Making Incomplete.
      Mascia-Lees, Francis and Patricia Sharpe (1992) The Marked and the Un(re)marked: Tattoo and Gender in Theory and Narrative.
            Saez, Nucunan (1992) Torture: A Discourse on Practice.

Topic, Week 8-9;        Disciplining, Seeing & Biopower
      Foucault, Michel (1979) Docile Bodies in: Discipline and Punish. In The Birth of the Prison, p.135-169.
       Foucault, Michel (1994) Preface p.vii-xix, & Seeing and Knowing. in The Birth of the Clinic p107-123 [chapter 7]
      Sawicki, Jana (1991) Disciplining Mothers: Feminism and the New Reproductive Technologies.
            Gastaldo, Denise (1997) Is Health Education Good for You? Re-Thinking Health Education Through the Concept of Bio-Power, In Foucault, Health and Medicine. p113-133.

Topic, Week 9;         Colonialism, Race, Sex & Biopower
        Comaroff, Jean and John Comaroff (1992) Medicine, Colonialism and the Black Body. p.215-233
            Stoler, Ann Laura (1997) Cultivating Bourgeois Bodies and Racial Selves. In Race & Education of Desire. p95-136.


Topic, Week 10;     Beauty, that Beast...
     Bordo, Susan (1990) Reading the Slender Body. In Body Politics, Mary Jacobus & Ellen Fox Keller, Eds.
    Young Leslie, Heather. N.D. Dangerous Diets, Ugly Beauties and the Corpulence of the King (unpublished manuscript).

Topic, Week 11;    Medicalization
       Dreger, Alice (1998) The Limits of Individuality: Ritual and Sacrifice in the Lives and Medical Treatment of Conjoined Twins
        Lock, Margaret(1997) Culture, Technology & the New Death.

Topic, Week 12;     Biopower, Contagion, Foreign Bodies
     Inda, Jonathan Xavier. 2000. A Flexible World: Capitalism, Citizenship, and Postnational Zones.
       Farmer, Paul (1992) Aids and Racism: Accusation at the Center. Aids and Accusation.

Topic, Week 13; Thanksgiving: NO CLASS.

Topic, Week 14;     Immunology & the Body in the System
     Donna Haraway (1991) The Biopolitics of Postmodern Bodies: The Constitution of Self in Immune System Discourse.
            Emily Martin (1990) Toward an Anthropology of Immunology: The Body as Nation State.
      Emily Martin: Immunology on the Street; How Nonscientists see the immune system.
            Emily Martin: Fix My Head: How Alternative Practitioners see the Immune System

Topic, Week 15;    Cyborgs & Techno-future-bodies?
        Haraway, Donna (1991) The Cyborg Manifesto
        Haraway, Donna (1997) Gene: Maps and Portraits of Life Itself
   Turkle, Sherry (1998) Cyborg Babies and Cy-Dough Plasm. In: Cyborg Babies, Robbie Davis-Floyd and Joseph Dumit, Eds.
            Hari Kunzr (1997) You Are Cyborg

Dr. Heather Young Leslie Dept of Anthropology University of Hawai'i at Manoa hyleslie at hawaii.edu Saunders 306 956-7556
(Oral Intensive Class) Pre-requisites: One of Anth 200, 300, 305, 307 or WS 455.