ANTH 369 B: Special Problems in Anthropology

ANTH 369b: Contemporary Anthropology and Native North American Nations

Winter 2025

M/W 10:30am – 12:20pm

Instructor: Charlie Hahn

hahncw@uw.edu

Office Hours (subject to change):

Monday (note change!) 2:00 - 4:00pm, Denny hall 4th floor loft (knock if locked) (or by appointment)

Description:

This course provides a critical, anthropological survey of some of the cultural, political, and environmental projects of contemporary Indigenous nations, social movements, and individuals in North America. Focusing on the diversity, agency, and complexity of Indigenous peoples, the course challenges pejorative and romantic stereotypes of Native people by engaging with their creative and dynamic efforts to maintain the cultural and political autonomy and wellbeing of their people in the wake of, but also beyond, settler colonialism. We will explore examples of Native nations engaged in projects environmental stewardship, economic initiatives, and cultural resurgence, all highlighting the resilience and dynamism of these communities in shaping the future for themselves and others.

While examining anthropology’s historical entanglement with the colonization of Native North American people, this course moves beyond critique to investigate the discipline’s potential as a tool for better coming to understand the dynamics and patterns of settler colonial society and Indigenous agency and experience. Through case studies, ethnographies, and Indigenous scholarship, students will critically assess how these historical entanglements shape anthropological methods and epistemologies today. By the end of the course, students will not only gain insight into the contemporary realities of Indigenous politics and life but also learn to apply a decolonized anthropological framework as a means through which to make sense of the patterns of social life that shape and give meaning to our worlds.

Objectives/Outcomes:

By the end of this course, students will be able to:

• Consider the diversity, complexity and agency of Native North American nations, movements and people
• Critically evaluate, and potentially challenge, anthropological and popular representations of Native people
• Explain the basic characteristics and dynamics of “settler colonial” societies
• Understand Indigeneity as a fundamentally political consciousness and identity
• Interrogate the entanglement of anthropology and other scientific disciplines with the history and present of settler colonialism
• Apply anthropological theory to a range of social, cultural and political phenomenon and issues, including Native North American issues
• Perform active reading of texts from the humanities and social sciences, including identifying main arguments, methodology and forms of evidence
• Contribute to analytical and interpretive conversation through discussion and writing

Assignments and Grading:

Points for the course will total 105. Note below, however, that any score over 98 points is converted to a 4.0. This means you are able to miss up to 7 points total and still receive a 4.0 in the course. The aim of this system is to give you some leeway in whichever area of the class might be necessary. For example, if for some reason there are a number of classes you are unable to attend, you can miss up to 3 class sessions and still receive a 4.0. The essay and ethnography are weighted to their respective point totals below but will be graded initially out of 100. So, for example, on the final reflection essay, a 90% would be converted to 18 points.

21 pts -- Online discussion

29 pts -- Participation (general participation, in class written responses and office hours)

35 pts -- “Ethnography” (presentation and essay)

20 pts -- Final reflection essay

Points to grade point conversion:

Online discussion posts (21 pts):

To encourage active reading and engagement with texts, for each of the 7 reading weeks, you will be asked to make two discussion posts.

• The first should be a reflection on of the readings for that day (2 pts). It can (and should) connect to the broader themes of the readings for that week but should be focused on one reading, and on particular on a specific passage. There is no strict length requirement, but it should be long enough to articulate fully an idea. Each post should:
  1. Fully cite a significant passage (type out the passage and give a page number)
  2. Say the meaning of the passage in your own words
  3. Contextualize the passage in the larger essay/chapter/book
  4. State the significance of the passage
  5. Give some kind of evaluation of the point being made in the passage (do you agree or disagree with the point being made? What are its broader implications? Is there some case the author hasn’t considered? How does it compare with other readings?)

• The second should be a comment on another student’s discussion post (1 pt). These can be shorter but still need to be substantial, meaning more than simply “I agree”, or “This resonates with me”. You should say why someone’s post resonates with you in a way that does more than simply recapitulates it. Respectful disagreement is also welcome! Make sure disagreement contributes to the larger discussion. Try not to nit-pick your colleagues over trivial points.

The reading reflection should be posted by midnight the night before that reading has been assigned. The comment on your colleague’s post should be posted by 9am before class the day that reading is due.  

For the most part these will be graded on a credit/no credit basis. If your posts are significantly lacking effort, I may reach out to you to see what we can do to improve their quality.

In-class discussion and reflections (29 pts):

Anthropology, as with other humanistic social sciences, involves conversation regarding differing interpretation of social and cultural phenomenon. You will find this to be true in the articles and books we read, where authors situate and contrast their interpretations in relation to both other scholars and popular interpretations. Discussion and conversation are thus fundamental parts of the study of the discipline.

Thus, for each of the 13 “reading days”, you will be given 2 points for being in class and participating in class activities and discussions (26 pts possible total). For most of these class days, there will be some sort of short written reflection that we will use to help break the ice and inspire discussion. These will also be collected as a way for me to assess attendance and participation.

There is an additional 3 pts of participation that you will receive for attending my office hours in the first half of the term. This will be for me to get a sense of your individual interests, and to encourage an additional form of engagement with me and your peers.

“Ethnography” (35 pts):

As a way to begin to apply an anthropological lens out in the world, you will conduct a remote ethnographic research project on an initiative, movement, artistic work, or program led by a Native North American tribe, social movement, artist, or organization. Your task is to situate the project within its broader social, cultural, historical, or political context, using publicly available materials. This could include websites, news articles, social media, videos, reports, or other digital resources.

No interviews or observations are required or encouraged. Please only reach out to a tribe or organization if you have prior experience working with them or have concrete plans to build relationships for future work. The exception to this is if the “project” includes a public event or space (e.g., an online performance, a public meeting, or an art installation in a public venue), you may include ethnographic style observations made during your engagement with that setting.

Your research should culminate in two components:

1. Presentation: Prepare a 15-20 minute presentation to share with the class, providing an overview of the project and situating it within key themes from the course. Provide a “deep description” of the project. Focus on the cultural, political, or social significance of the project, drawing connections to course discussions on Indigenous agency, activism, cultural production, or resilience. Focus on people’s own perspective on their project. How do they frame its significance? What values do they aim to forward?
2. Written Reflection: Write a 4-page reflection (double-spaced) that analyzes the project in relation to its larger context and course themes. This reflection should include:
• A brief description of the project, including its goals, methods, and target audience.
• A discussion of the broader social, historical, or cultural forces that the project engages with.
• Your critical insights on how the project reflects or challenges dominant narratives about Native American communities.

During week 7, in lieu of class you will each meet with me individually to discuss your research project idea. Bringing a concrete idea for a project to that meeting will be worth 5 points. The presentation and written reflection will then each be worth 15 points.

Final reflective essay (20 pts):

The final assignment for the class will involve an essay of approximately 1500 words reflecting on the themes of the course as a whole. The prompt for this essay will be handed out during week 7.

Course philosophy and values:

Active learning: This course is organized around an active learning model. Educational science suggests that learning is most successful when students have the opportunity to critically engage with course content, rather than passively absorb it. This is especially the case in fields like anthropology, where the goal is not to create an inventory of cultural facts, but to develop frameworks for comparison and interpretation.

Community learning: Learning is a collaborative process, and we are all part of a learning community. We will work together to explore ideas, challenge assumptions, and deepen our understanding. Respect, inclusivity, and mutual support are foundational to this approach. We will aim to help build a collective culture, and work to make sure everyone’s voice is heard.

Read and listen generously and respectfully: Approach the ideas, readings, and discussions in this class with an open and generous mindset. Work to practice "steel-manning"—presenting the strongest and most empathetic version of an argument, even if you don’t agree with it. This fosters deeper understanding, respect, and constructive dialogue.

Don’t be afraid to take risks, including in critique: Have an idea! Intellectual growth often comes from stepping outside your comfort zone. Don’t be afraid to ask challenging questions, share your perspectives, or critique ideas—your own or others’—as long as it is done with respect and consideration. Constructive risk-taking is a vital part of academic and personal development. I realize this can feel scary or challenging especially if you are new to these conversations. However, know that I care more about you taking risks in formulating your own interpretations than getting it “right”.

Schedule:

Part 1: Foundational history and concepts: anthropology, settler colonialism, Indigeneity

We begin with an introduction to the field of anthropology as a mode of social and cultural inquiry, before preceding to historicize its relationship with settler colonialism and Indigeneity. Through Indigenous critiques of anthropology, we will ask ourselves at what level is discipline compromised by these histories? What would it take to do anthropology otherwise? We turn also to discussion of method and theory in American Indian Studies to think about what a social anthropology of, and perhaps more importantly for, contemporary Indigenous people and nations might look like. Key terms include: culture, ethnography, perspective, universal vs particular, the politics of representation, Indigeneity, settler colonialism, refusal, sovereignty (visual and otherwise).

Week 1: Introduction and the theory and method of Anthropology

• Mon 1/6:
  • Syllabus, introductions, discussion norms
  • Anthropology, Indigeneity, Settler Colonialism

• Weds 1/8 :
  • Malinowski 1922. "The subject, method & scope of this inquiry” from, Argonauts of the Western Pacific
  • Griffin, P. J. 2020. “Pacing climate precarity: Food, care and sovereignty in Iñupiaq Alaska”. Medical Anthropology, 39(4), 333–347
  • Hahn, Puentes, Koukel, Community-engaged climate adaptation: partnering with Search and Rescue in Northwest Iñupiaq Alaska https://pcc.uw.edu/blog/2023/08/23/northwest-inupiaq-alaska/

Week 2: The Indigenous critique of anthropology

• Mon 1/13:
  • Deloria Jr., 1969. “Indians real and unreal” AND “Anthropologists and other friends” in Custer Died for your Sins

• Weds 1/15
  • Blackhawk, 1997. “Julian Steward and the politics of representation”
  • Simpson, 2007. “On ethnographic refusal: Indigeneity, ‘voice’ and colonial citizenship

Week 3: Indigenous critique cont.: visual sovereignty contra visual ethnography

• Mon 1/20 MLK day, no class

• Weds 1/22
  • Raheja, 2007 “Reading Nanook’s Smile: Visual sovereignty, Indigenous revisions of ethnography and “Atanarjuat (The Fast Runner)”
  • Huhndorf, 2003 “Atanarjuat, The Fast Runner: Culture, History, and Politics in Inuit Media”
  • Film: Nanook of the North
  • Film: Atanarjuat (The Fast Runner)

Week 4: Settler colonialism, Indigeneity and American Indian Studies

• Mon 1/27
  • Wolfe, 2006 “Settler Colonialism and the Elimination of the Native”
  • Kauanui, 2016 “Enduring Indigeneity”

• Weds 1/29
  • Champagne, 2007 “In Search of Theory and Method in American Indian Studies”
  • Lyons, 2011. “Actually-Existing Indian Nations”

Part 2: Contemporary Anthropology of Native North America, case studies

Once we have our foundation in method, concepts and history, we then turn to a number of examples of more recent anthropological and ethnographic works. These works will cover projects of nation building and economic development, nationalism and Indigenous consciousness, resistance, and environmental relations.  

Week 5: Environment, Economy and Governance

• Mon 2/3
  • Carroll, 2015 Roots of our Renewal excerpts

• Weds 2/5
  • Cattelino, 2008, High Stakes excerpts

Week 6: Religion and Culture

• Mon 2/10
  • Dombrowski, 2001, Against Culture, excerpts 

• Weds 2/12
  
  • Perea, 2021, Sound Relations, excerpts

Week 7: Reading, writing and meeting week

• Mon 2/17 President’s Day no class

• Weds 2/19 No class, meetings regarding ethnographic project.

Week 8: Sovereignty, Nationalism and Resistance

• Mon 2/24
  • Simpson, 2014, Mohawk Interruptus excerpts
  • Film: Kanesatake: 270 years of Indigenous resistance
    • https://www.nfb.ca/film/kanehsatake_270_years_of_resistance/ 

• Weds 2/26
  • Spice, 2018, “Fighting Invasive Infrastructures”
  • Film: Yintah -- https://gem.cbc.ca/yintah

Week 9: Student case studies

• Mon 3/3 ethnographic presentations

• Weds 3/5 ethnographic presentations

Week 10: Conclusion: Indigenous critique, struggle and the anthropology of value  

• Mon 3/10
  • Turner, 1979. “Anthropology and the Politics of Indigenous Peoples’ Struggles”

• Weds 3/12:
  • Smith and Simpson, 2014, “Introduction” in Theorizing Native Studies
  • Tuck and Yang, 2012, “Decolonization is not a metaphor”

Finals Week

• Mon 3/17
  • No exam, final reflection due

Additional policies:

Communications: Please be in touch via email. hahncw@uw.edu

Absence and Illness Policy: As this is a discussion focused course, attendance is required in class to be able to participate and receive participation credit. However, if you are ill or are faced with other extenuating circumstances, please let me know and we can figure out some form of make up or excuse. Please don’t come to class if you are sick.

Late work: In general, late work will not be accepted for this class. However, as above, if you are sick or facing some other sort of extenuating circumstances, contact me and we can arrange an alternative timeline. In generally I’m really willing to be flexible, as long as you reach out!

UW Disability Resources for Students (DRS) offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. If you have already made arrangements with (DRS), please communicate with me at your earliest convenience so we can discuss your approved accommodations in this course. If you have not yet worked with 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), you are welcome to contact DRS at 206- 543-8924 or uwdrs@uw.edu or https://depts.washington.edu/uwdrs/

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 Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request Form linked here: https://registrar.washington.edu/staffandfaculty/religious- accommodations-policy/

Sex- and gender-based harassment, discrimination, or violence. UW has policies, practices, services, and programs that work in concert to advance equity for students, staff, and faculty of all identities. See: https://www.washington.edu/titleix/policies/. University students, employees, or other community members who experience these forms of discrimination or harassment, in addition to any forms of sex- and gender-based violence, harassment, and discrimination, are encouraged to make a report using the online Title IX reporting form or email the Title IX Office at titleix@uw.edu or call 206-221-7932.