ANTH 305 A: Anthropology of the Body

Course Information

Fall 2025 - ANTH 305: Anthropology of the Body
Class Days: Monday & Wednesday
Class Times: 8:30am-10:20am
Class Location: RAI 121

Course Description

Anthropology of the Body studies perceptions, representations and beliefs concerning the body in human societies. The point of view is more so cultural, as opposed to biologic; however, there is acknowledgement of medical interventions, and technologies that impact how human bodies navigate society.  To understand the cultural representations of the body allows us to better understand why certain bodies are stigmatized, emulated, and oppressed.

Anthropology of the Body explores questions such as how does culture shape the body? How are new medical technologies changing the ways in which people think about, talk about and inhabit their bodies?  How can anthropological conversations such as culture, the interplay between biology and culture, and cross-cultural comparison enrich knowledge production about bodies and descriptions of embodiment?

Course Objectives

• To expand students’ awareness of the human body as a culturally and historically situated object
• For students to become versed in some of the major theoretical approaches to Gender, Disability, and Race
• To expand students’ awareness of how an individual’s multiple identities and lived experiences shapes their perspective
• For students to work together in small groups to develop an in-depth understanding and assessment of readings and films
• To encourage critical thinking on a range of dilemmas posed by readings and films
• To encourage students to integrate issues of the body into their way of thinking—to take theory and put it into practice

Instructor Information

Heather Clark, Ph.D.
Email: hdc2@uw.edu
Office:  Denny 228
Office Hours: Monday’s 10:30am-11:30am via Zoom
https://washington.zoom.us/j/99023196927
Meeting ID: 990 2319 6927

Teaching Philosophy

My teaching philosophy is that a class is only successful when all students actively participate, engage and understand the objectives of the course. I understand exploring and discussing some of these issues may be difficult for some students as well this may be the first time you have had an opportunity to vocalize your thoughts and opinions. I also understand that some people are quieter than others; however, I expect all students to actively participate in class.  If at any time you are unsure or unclear of the objectives, please ask for clarification. It is more beneficial to me that all of us understand the objectives as opposed to simply getting through the assigned readings and activities.

As the instructor, I will do my best to create an environment where all students have an opportunity to share their thoughts and ideas. I am not interested in having all of us think similarly, nor am I interested in telling students what to think. I am more interested in exploring the differences and the cultural ramifications and beliefs behind our differing opinions. I am not afraid to have a difficult conversation, or to have ‘two truths’ in the room. However, my one requirement is that all students are heard and respected.

Because students learn in different ways, I will take different approaches in presenting the information e.g., readings, large and small group discussions, use different types of media, and writing assignments. In this way it is my goal that all students will be able to leave the course feeling successful.

Student Expectations

• Read the assigned texts prior to class.
• Come to class with discussion questions.
• Submit written assignments via Canvas by 11:59pm on the specific date.
• All assignments must be typed, 1.5 spaced, using either Times or Arial 12pt font.
• Actively participate in all group discussions and activities.
• Respect classmates’ ideas and opinions.

Policies/Accommodations

Inclusivity

Among the core values of the university are inclusivity and diversity, regardless of race, gender, income, ability, beliefs, and other ways that people distinguish themselves and others. If any assignments and activities are not accessible to you, please contact me so we can make arrangements to include you by making an alternative assignment available. 

Learning often involves the exchange of ideas. To include everyone in the learning process, we expect you will demonstrate respect, politeness, reasonableness, and willingness to always listen to others – even when passions run high. Behaviors must support learning, understanding, and scholarship.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at the Religious Accommodations Policy page.

Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Form

Access and Accommodations 

It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at Disability Resources for Students page.

Academic Honesty

All students and faculty are expected to abide by the University of Washington standards regarding academic honesty. Plagiarism is a serious offense; I expect all students to correctly cite the sources used for the written assignments.  I prefer the MLA style of citations. More information about the UW policy on academic honesty you can contact Community Standards & Student Conduct at 206-685-6194 or the Academic Misconduct page

The Use of AI and other machine-related learning and writing tools

All the work you submit in this class, created by you or with fellow students, should result from your thoughts and study, not solely the work of others (human or machine). I do not consider an assignment your work when an AI writing system wrote it for you, even when it has your name on it. It is unethical to have AI writing systems or fellow human beings write a whole paper for you or take a quiz or test on your behalf.

 I do encourage you to ask for help when you create your assignments. This help can take many forms: ask a fellow student to brainstorm with you, work on an assignment in smaller groups, contact a Writing Center on campus, and use AI writing tools to help with grammar and structure (e.g., Grammarly). 

In all assignments, whether written, oral, or visual, you are asked to acknowledge the help (human and machine) you sought in the process.  I will not deduct points for the help you sought. Instead, identifying our sources aids in improving transparency in the creative process called academic research.  Any assignment created primarily by AI writing systems will automatically receive a zero without the possibility of submitting alternative work.

Course Details

Poll Everywhere

It is important to me to hear the different perspectives in the class so we will be using Poll Everywhere several times throughout the quarter. Poll Everywhere is a website designed to encourage interactive learning environments. Make sure you are signed up for Poll Everywhere because we will be using this tool the first day of class. Most of the polls will be anonymous, if not, the lecturer will make sure to inform the class ahead of time. Responses to polls in class can be sent through the website or via text messages. In addition, responses can be moderated to remove the ones with inappropriate language.  Responding to the polls will go towards your overall participation grade, no make-up polls will be offered.  In addition, there are no remote options to submit polls, a student has to be onsite and in class to participate in a poll. Go to the Information and Technology page to set up an account Poll Everywhere Set Up

Class Format

This class will be taught in person; there is no asynchronous or remote option. From time-to-time students will be asked to sit with their assigned group presentation peers to have small group discussions and participate in the in class graded activities. I plan to present short lectures and then have small group discussions and activities so it will be important for students to attend regularly and come prepared with discussion questions from the readings.

Class Materials

In Canvas, modules have been created for each week, within the module you will be able to find the reading(s), film, and lectures. If new readings are added during the quarter, they will be emailed to the entire class

You are not expected to view the films/videos prior to class. They will be viewed during class time.  However, all films/videos are considered part of the required course materials. If a student is absent, they are expected to view the films/videos missed. Films/video clip citations will be on the power point slides for that class period.

Grading Scale

Everyone starts out with a 4.0 in this class. It is up to you whether or not you keep your 4.0.  You are responsible for your own learning and self-assessment skills. My feedback will focus on identifying your strengths and weaknesses of your work and helping you identify areas for improvement. I view learning as a collaborative process and encourage you to meet with the TA or me if you have concerns about your standing in the class.

Assignments and Grading Percentages:

Reflection Papers (45% of grade – 50 points each)

The class has been broken into 4 different sections (Disabled Body, Gendered Body, Raced Body and the Dead Body) after each section students will be expected to write an 800-1000 word count paper. Students will choose a current article to summarize and then relate its main thesis to a theme/concept/term... that has been discussed during the respective section.  The Reflection Paper prompts, rubrics and examples are available on the class website.

• Reflection Paper #1 (The Disabled Body) due: October 17th by 11:59pm
• Reflection Paper #2 (The Gendered Body) due: October 31st by 11:59pm
• Reflection Paper #3 (The Raced Body) due: November 14th by 11:59pm
• Reflection Paper #4 (The Dead Body) due: December 5th by 11:59pm

 Late written assignments will only be accepted if a student contacts me and gets approval ahead of time (48 hours’ notice), or under dire circumstances. Reflection Papers will get a 15-minute grace period on the due date; however, after that 5 points will be deducted the first day and 3 points deducted each day past the original due date. 

In Class Activities (15% of grade – points vary)

I expect each student to actively engage with the materials and discussions in class. The only way the class will be successful is by hearing from each person. I do not believe in only speaking if you have the ‘right’ answer, there is no such thing in a course like this one.  Throughout the quarter we will have graded in class activities (e.g., polls, small group discussions/activities…). I will not take formal attendance each class; however, missing several sessions/graded in class activities may affect your overall participation grade. There are no remote options to submit graded in class activities, a student must be onsite and in class to participate in these activities. In class activities cannot be made up if missed.

Small Group Presentation (20% of grade – 50 points)

The class has been divided into 10 randomly selected groups. Each group will be assigned a week’s materials/topics/themes to create a visual collage which will be presented to the entire class on the last two days of the quarter. Groups 1-5 will present on December 1st, and Groups 6-10 will present on December 3rd.  To find out which group you are in go to the People Tab on Canvas and look through the groups or on the Canvas App your group number should be on the dashboard. The full explanation of the group presentation expectation, a rubric and examples are in the Group Presentation Module.

Online Film Quizzes (20% of grade – 20 points each)

You will have to complete 2 online quizzes. They will be available on Canvas for 72 hours. A quiz’s content will be based on a particular film for that week. Once you open the quiz you will have 20 minutes to complete it. Each quiz will be worth 20 points. No makeup quizzes are available.

• Quiz #1 (Crip Camp: A Disability Revolution) available: October 8-10, until 11:59pm
• Quiz #2 (13th Documentary) available: November 5-7, until 11:59pm

Course Schedule

The following schedule is a general map of the weekly topics that we will cover in lectures, discussion and readings.  Readings are to be completed before or during the week for which they are listed.  Any additional readings and/or films will be announced in lecture and posted in Canvas.

Introductions

September 24
No reading

The Disabled Body

In this section we will explore the disabled body, we will begin with some foundational texts in Disability Studies, define key terms and explore the different models of disability. We will examine such questions as who decides which bodies should live? Which bodies should reproduce? Who gets to decide? Which bodies deserve to grow? Which bodies should be cared for?

The content and discussion in this section will engage issues such as ableism, disability, death & dying, and eugenics. Much of it can be emotionally and intellectually challenging to engage with—so please do what you need to do to take care of yourself. I will do my best to warn students during lecture if there is material that is graphic in nature.

September 29
Reading: Berger, Ronald. “Explaining Disability.” Introducing Disability Studies. Boulder: Lynne Rienner Publishers, 2013. Pp. 25-50

October 1
Readings:  Baynton, Douglas. “Disability and the Justification of Inequality in American History.” The New Disability History: American Perspectives, ed. by Paul K. Longmore and Lauri Umansky New York: New York University Press, 2001. 33-57

Troung, Trinh, Emily DiMatteo and Mia Ives-Rublee. “Crossing the Border: How Disability Civil Rights Protections Can Include Disabled Asylum-Seekers.” Center for American Progress. 24, Aug 2022. www.americanprogress.org/article/crossing-the-border-how-disability-civil-rights-protections-can-include-disabled-asylum-seekers/#:~:text=This%20report%20provides%20an%20overview,to%20assist%20disabled%20asylum%2Dseekers

Guest Speaker: Joanne Woiak, “History of Eugenics”, University of WA, Disability Studies Program

October 6
Reading: Kafer, Alison. “At the Same Time, Out of Time.” Feminist, Queer, Crip. Indiana Bloomington and Indianapolis: Indiana University Press, 2013. Pp. 47-68
Film: Should Parents be Allowed to Stop Their Children from Growing?” YouTube, uploaded by Journeyman Pictures, 1 July 2016, https://youtu.be/Z856vlXg3cc

October 8
No Readings
Film: Crip Camp: A Disability Revolution. Directed by Nicole Newnham and James LeBrecht, Higher Ground Productions, 2020.  https://youtu.be/OFS8SpwioZ4 (This film is currently on Netflix as well.)

Quiz #1 available October 8-10, until 11:59pm

October 13
Readings: Abrams, Abigail. “This is Really Life or Death. For People with Disabilities, Coronavirus is Make it Harder than Ever to Receive Care.” Time, 24 Apr 2020, https://time.com/5826098/coronavirus-people-with-disabilities/.

Ginsburg, Faye, Mara Mills and Rayna Rapp. “From Quality of Life to Disability Justice: Imagining a Post Covid Future.” Somatosphere, 2 Jun 2020, http://somatosphere.net/2020/from-quality-of-life-to-disability-justice.html/.

Ishisaka, Naomi. “Coronavirus Shows Everyone What People with Disabilities Have Known All Along.” Seattle Times, 30 Mar 2020, www.seattletimes.com/seattle-news/coronavirus-shows-everyone-what-people-with-disabilities-have-known-all-along/

Romano, Neil and Samuel Bagenstos. “Don’t Deny Ventilators to Disabled Patients.” Washington Post, 6 Apr 2020, www.washingtonpost.com/outlook/2020/04/06/coronavirus-ventilators-disabled-people/

Wong, Alice. “I’m Disabled and Need a Ventilator to Live. Am I Expendable During this Pandemic?” Vox.com, 4 Apr 2020, www.vox.com/first-person/2020/4/4/21204261/coronavirus-covid-19-disabled-people-disabilities-triage.

The Gendered Body

In this section we will explore the gendered body, we will begin with some foundational texts in Feminist Disability and Queer Studies and define key terms. We will explore the difference between sex, and gender and the intersection of race/ethnicity and gender. We will examine such questions as how is gender socially constructed? Which medical interventions are used to affirm gender?  Which medical augmentations are used to affirm gender? How does culture impact gender?

The content and discussion in this section will engage issues such as sexism, disability, and sexual orientation.  Much of it can be emotionally and intellectually challenging to engage with—so please do what you need to do to take care of yourself. I will do my best to warn students during lecture if there is material that is graphic in nature.

October 15
Readings: Garland-Thompson, Rosemarie. “Re-shaping, Re-thinking, Re-defining: Feminist Disability Studies.” Center for Women Policy Studies, 2001. Pp. 1-24

Schotten C. Heike. “Queer Theory.” The Encyclopedia of Political Thought, vol. 1, 2015. DOI: 10.1002/9781118474396.wbept0854

Film: Gender Revolution: A Journey with Katie Couric. Couric, Katie, et al.  20th Century Fox Home Entertainment, 2017. https://video-alexanderstreet-com.offcampus.lib.washington.edu/watch/gender-revolution-a-journey-with-katie-couric

Reflection Paper #1 due October 17, by 11:59pm.

October 20
Reading:  Giesler, Carly. “Gender-reveal Parties: Performing Community in Pink and Blue.” Journal of Gender Studies, vol. 27, no. 6, 2018, pp. 661-671, dx.doi.org/ 10.1080/09589236.2017.1287066.

October 22
Readings: Sadjadi, Sahar. “The Endocrinologist’s Office—Puberty Suppression: Saving Children from a Natural Disaster?” Journal of Medical Humanities, vol. 34, 2013, pp. 255-260, DOI 10.1007/s10912-013-9228-6.

Travers, Ann. “Supportive Healthcare.” The Trans Generation. NYU Press, 2018, pp. 158-180.

Film: Growing Up Trans. Directed by Navasky, Miri, and Karen O'Connor, Public Broadcasting Service (U.S.), 2015. www.pbs.org/wgbh/frontline/film/growing-up-trans/

The Raced Body

In this section we will explore the raced body, we will begin with some foundational texts in Critical Race Theory, Dis/ability Critical Race Studies and define key terms. We will explore the intersection of race/ethnicity and disability, structural violence and access to healthcare. We will examine such questions as how is race constructed? Why is it that certain bodies are raced while others are not?  How are bodies raced? What is the role of certain institutions/systems in how bodies are raced?  How does culture impact race? Why are certain bodies seen as violent?

The content and discussion in this section will engage issues such as racism, racial violence, social determinants of health, institutional racism and disability.  Much of the topics can be emotionally and intellectually challenging to engage with—so please do what you need to do to take care of yourself. I will do my best to warn students during lecture if there is material that is graphic in nature.

October 27
Reading: Annamma, Subini Ancy, David Connor and Beth Ferri. “Dis/ability critical race studies (DisCrit): Theorizing at the Intersections of Race and Dis/ability.” Race Ethnicity and Education, Vol. 16, No. 1, 2013, pp. 1-31, DOI: 10.1080/13613324.2012.730511.

Reflection Paper #2 due on October 31, by 11:59pm.

 October 29
Reading: Burch, Susan and Hannah Joyner. “Introduction & Chapter Two: From One Institution to Another.” Unspeakable: The Story of Junius Wilson. Chapel Hill: University of North Carolina Press, 2007. Pp.1-8; 31-50.

November 3
Reading: Dickerson, Caitlin, Seth Freed Wessler and Miriam Jordan. “Immigrants Say They Were Pressured Into Unneeded Surgeries.” New York Times. 29, Sept 2020. https://www.nytimes.com/2020/09/29/us/ice-hysterectomies-surgeries-georgia.html

Molina, Natalia. “Medicalizing the Mexican: Immigration, Race, and Disability in the Early-Twentieth-Century United States.” Radical History Review, No. 94, 2006, pp. 22-37.

November 5
No Readings
Film:  13^th. Ava Duvernay, and Jason Moran. YouTube, uploaded by Netflix, 17 Apr 2020. https://youtu.be/krfcq5pF8u8

Quiz #2 available November 5-7, until 11:59pm

November 10
Reading:  Usiekniewicz, Marta. “Dangerous Bodies: Blackness, Fatness, and the Masculinity Dividend.” Journal of Queer Studies, No. 11a, 2010, pp. 19-45.

November 12
Readings: Presser, Lizzie. “The Black American Amputation Epidemic.” ProPublica, 19 May 2020, https://features.propublica.org/diabetes-amputations/black-american-amputation-epidemic/

Strings, Sabrina. “It’s not Obesity. It’s Slavery. We Know Why COVID-19 is Killing so Many Black People.” New York Times, 25 May 2020, https://www.nytimes.com/2020/05/25/opinion/coronavirus-race-obesity.html?action=click&module=Opinion&pgtype=Homepage

Film: Roberts, Dorothy. (2015). The Problem with Race-Based Medicine. TED Talk, 14:26. https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine

Reflection Paper #3 due on November 14, by 11:59pm.

The Dead Body

In this section we will explore the dead body. We will explore the history of anatomical research and collections, how certain bodies are stigmatized even in death, the selling of human body parts market and organizations/communities working on reclaiming human remains.  We will examine such questions as why is it some bodies seem to be worth more dead than alive? How does a pandemic impact how bodies are cared for and celebrated when dead? Who has the right to claim and/or keep found human remains? How does repatriation work?

The content and discussion in this section will engage issues such as death, racism, racial violence, cadaver research.  Much of the topics can be emotionally and intellectually challenging to engage with—so please do what you need to do to take care of yourself. I will do my best to warn students during lecture if there is material that is graphic in nature.

November 17
Reading: Troyer, John. “The HIV/AIDS Corpse.”  Technologies of the Human Corpse. The MIT Press, 2020, pp. 48-72.

November 19
Reading:  Troyer, John. “The Global Trade in Death, Dying, and Human Body Parts.” Technologies of the Human Corpse. The MIT Press, 2020, pp. 95-121.

Guest Lecture: Stephanie Cruz, PhD, Senior Fellow, Department of Oral Health Sciences

November 24
Reading: Watkins, Rachel. “Chapter 9: The Fate of Anatomical Collections in the US: Bioanthropological Investigations of Structural Violence.”  Identified skeletal collections: the testing ground of anthropology? Eds. Charlotte Y. Henderson and Francisca A. Cardoso. Archaeopress Publishing Ltd, 2018, pp. 169-182.

Film: 60 Minutes – Grave Injustice. (12:59). https://youtu.be/sT9TaQcWcFs

Webinar: Reclaiming the Ancestors: Indigenous and Black Perspectives on Repatriation, Human Rights, and Justice. September 2, 2020. https://www.sapiens.org/archaeology/reclaiming-the-ancestors/?utm_source=SAPIENS.org+Subscribers&utm_campaign=a8c9abfb3b-EMAIL_CAMPAIGN_2020_03_09&utm_medium=email&utm_term=0_18b7e41cd8-a8c9abfb3b-227355756&ct=t()

November 26
Readings: Atalay, Sonya, Jen Shannon and John G. Swagger. “Journeys to Complete the Work.” National NAGPRA, 2017, pp. 1-24.

Preston, Douglas. “The Kennewick Man Finally Freed to Share His Secrets.” Smithsonian Magazine, Sept 2014, www.smithsonianmag.com/history/kennewick-man-finally-freed-share-his-secrets-180952462/

December 1
Groups 1-5 Presentation

December 3
Class Evaluation
Groups 6-10 Presentation

Reflection Paper #4 due December 5, by 11:59pm (no late papers accepted)