COMPARATIVE STUDIES OF IDEAS AND CULTURES
Doctoral study (3rd level)
ANTHROPOLOGY: UNDERSTANDING WORLDMAKING PRACTICES
Anthropology module
Study coordinator:
Prof. Borut Telban PhD
Module description:
Anthropology is a study of how people experience, understand and express their relations to each
other and to the world. The discipline explores both small-scale societies as well as wider cultural,
economic and political processes that take shape in the contemporary world, ever more
characterised with transnational, virtual and planetary concerns. It is premised on the notion that
individuals as well as societies are both creations and creators of our daily social and political
“realities”. Anthropological inquiries build on fine-grained and long-term fieldwork and focus on
practices and relationships that individuals, institutions and societies create and sustain within
specific social and cultural environments. Both individual and collective discursive and material
practices are studied. People’s cultural and societal ways of being and becoming, ethical stances,
patterns of behaviour, ideas and modes of imagining seminally structure and organise the ways in
which people think of, articulate and experience the world. Anthropological objective is thus not only
to unravel the meanings embedded in various social and cultural phenomena but to understand the
impetus for their emergence, as well as the conditions for their existence. In other words, we seek to
document, contextualise and explain the dynamics and the assumptions about both past and
contemporary modes of people’s worldmaking.
“Anthropology: Understanding Worldmaking Practices” doctoral program at the Postgraduate school
ZRC SAZU invites graduate students interested in an intensive study that builds on key scholarly
developments in anthropological theory and practice. The students will learn central theoretical
propositions of the discipline; they will be trained in critical thinking/reading skills; they will be taught
how to conduct long-term fieldwork and rigorously collect, compare and analyse ethnographic data.
They will be mentored in writing-up the particularities as well as novel horizons that are enabled by
ethnographic descriptions.
The lecturers at the Anthropology module are distinguished scholars who have researched and
published on various topics (e.g. cosmologies and social relationships, the notions of subjectivity,
spatial and political organization, violence and conflict resolution, social movements, human rights,
environmental issues, agrarian anthropology, archaeoastronomy, youth studies, death and dying,
gender relations, mental health, semiotics, etc.). They continue to actively pursue their own
particular field-research in variously Albania, Amazonia, Mexico, Papua New Guinea, Serbia and
Slovenia, providing expert regional knowledge on Southeastern Europe, Latin America and Oceania.
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General elective courses:
10 – Anthropology of Fertility
11 – Cosmology of Mesoamerican Societies
12 – Communities, Relationships, Events: An Anthropological Approach
60 – Space and Movement: Towards Anthropology of Locations and Migrations
61 – Anthropology of Consciousness and Practices of Awareness
62 – Laughing Politically: Toward the Anthropology of Humor
63 – Epistemological Pluralism and “Decolonizing” Methods in Ethnographic Research
64 – Public Anthropology, Social Engagement and Activism
65 – Research Methodology in Anthropological Linguistics
Anthropology of Fertility
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 10
Year of study: Not specified
Course principals: Assoc. Prof. Duška Knežević Hočevar, PhD,
ECTS: 6
Workload: lectures 60 hours, seminar 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminar
Objectives and competences
Using sound metaphors about “dying out of the developed world,” “the death of the nation,” and the
“reproductive laziness of the young generations,” the rhetoric of the demographic crisis in the
twenty-first century masks intertwined state, national, racial, ethnic, and class interests on the
fertility issue. This course introduces students to the history of studying fertility as a constituent part
of population dynamics: fertility, mortality, and migration. The students obtain insight into the
theories and methodologies of demographical anthropology in the context of mainstream
demographic approaches.
Prerequisites
None required.
Content (Syllabus outline)
1. Evidence of the population dynamics of the twenty-first century: from the population explosion
to the population implosion:
 Dropping of fertility levels worldwide;
 Demographic crisis rhetoric;
 Repercussions of low-level fertility;
 The low fertility of the “domestic” population and immigration of “foreigners”;
 The response of politics and science to the social consequences of low fertility.
2. Human reproduction: to assure the continuity of individuals and communities:
 From the reproduction of a ruler to the reproduction of citizens (biopolitics);
 Fear of overpopulation (Malthus, Darwin, J. Stuart Mill, Spencer, Fiske);
 The first demographic transition (1850 to 1950) and fear of the degeneration of the
population (eugenics, social Darwinism, nationalisms at the end of the nineteenth century,
and colonialism);
 The ideological background of demography as a scientific discipline;
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
From description to analysis of demographic transition (the European Fertility Project,
1963–1979).
3. Demographic anthropology or anthropology beyond the numbers:
 The second demographic transition (1965; below replacement level fertility) and
multicultural Europe (immigration in the 1960s);
 Precursors to demographic anthropology;
 Anthropological critique of Eurocentric and evolutionary assumptions of demographic
transition theories;
 Situating fertility: toward a culture, history, gender, and power in the reproductive life of
the individual (holistic demography or demographical anthropology).
4. Anthropological approaches in studying population dynamics:
 Institutionalization of anthropological demography;
 Fieldwork methods in anthropological demography as a contribution to and not a
replacement of demographic methodology; “to observe the unexpected”;
 The contribution of anthropological theories and not only methods;
 Case studies.
5. Ethnographies:
 Ideologies of human reproduction and “proper” attitudes to birth and maternity;
 Maternity between tradition and modernity;
 Ethnographies on “colonial and postcolonial” experiences of fertility behaviour;
 Ethnographies of the “European” practices of fertility behaviour.
Readings
1. Evidence of the population dynamics of the twenty-first century: from the population
explosion to the population implosion:
 Douglass, Carrie B. 2005: Introduction. In: Carrie B. Douglass (ed.). Barren States: The
Population ‘Implosion’ in Europe, pp. 1-9, 17-19.
 Knežević Hočevar, Duška. 2003. Medijska govorica o nacionalni reprodukciji v
postsocialistični Sloveniji. Teorija in praksa, 40/2: 335-356.
 Macura, Miroslav. 2002. The Generations and Gender Programme: A Study of the Dynamics
of Families and Family Relationships. Advancing Knowledge for Policy-making in Lowfertility, Ageing Societies; Chief, Population Activities Unit, United Nations Economic
Commission for Europe, pp. 2-5.
 Green Paper. 2005. Confronting demographic change: a new solidarity between the
generations (Commission of the European Communities; Brussels, 16. 3. 2005), COM, 94
final, pp. 2-11.
 Teitelbaum, Michael S. and Jay Winter. 1998. A Question of Numbers. High Migration, Low
Fertility, and the Politics of National Identity, (Introduction, pp. 3-8).
 Teitelbaum, Michael S. and Jay Winter. 1998. A Question of Numbers. High Migration, Low
Fertility, and the Politics of National Identity (Germany: Immigration, refugees, and
unification, pp. 11-30.)
 UMAR. 2005. Srednjeročna in dolgoročna projekcija demografskega razvoja Slovenije in
njegovih socialno-ekonomskih komponent, Delovni zvezek št. 10: 7-8.
 Alonso William and Paul Starr (eds.). 1987. The Politics of Numbers. New York: Russell Sage
Foundation, pp. 1-3.
 Kertzer D. and D. Arel. 2002. Censuses, Identity Formation, and the Struggle for Political
Power. In: Kertzer D. and D. Arel (eds.). Census and Identity, pp. 1-23.
2. Human reproduction: to assure the continuity of individuals and communities:
 Gal Susan and Gail Kligman. 2000. The Politics of Gender After Socialism. A Comparative –
Historical Essay, Princeton, New Jersey: Princeton University Press. (Reproduction as
Politics, pp. 15-21.)
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
Quine, Maria Sophia. 1996. Population Politics in Twentieth-Century Europe: Fascist
Dictatorships and Liberal Democracies. London, New York: Routledge (Introduction: Fears
of 'over-population’ and 'depopulation’ in the nineteenth century, pp. 1-16.)
 Hodgson, Dennis. 1991. The ideological Origins of the Population Association of America.
Population and Development Review 17(1): 1-34.
 Greenhalgh, Susan. 1995. Anthropology Theorizes Reproduction: Integrating Practice,
Political Economic, and Feminist Perspectives. In: Greenhalgh, Susan (ed.). Situating
Fertility. Anthropology and Demographic Inquiry, pp. 5-12.
3. Demographic anthropology or anthropology beyond the numbers:
 Van De Kaa, J. Dirk. 1987. Europe’s Second Demographic Transition. Population Bulletin
42/1: 3-44.
 Kertzer David I. and Tom Fricke. 1997. Toward an Anthropological Demography. In: Kertzer
David I. in Tom Fricke (eds.). Anthropological Demography. Toward a New Synthesis, pp. 110.
 Greenhalgh, Susan. 1995. Anthropology Theorizes Reproduction: Integrating Practice,
Political Economic, and Feminist Perspectives. In: Greenhalgh, Susan (ed.). Situating
Fertility. Anthropology and Demographic Inquiry, pp. 12-27.
4. Anthropological approaches in studying population dynamics:
 Basu, Alaka Malwade and Peter Aaby. 1998. Introduction: Approaches to Anthropological
Demography. In: Alaka Malwade Basu in Peter Aaby (ur.) The Methods and Uses of
Anthropological Demography, pp. 1-21.
 Kertzer David I. and Tom Fricke. 1997. Toward an Anthropological Demography. In: Kertzer
David I. in Tom Fricke (eds.). Anthropological Demography. Toward a New Synthesis, pp. 1520.
 Scheper – Hughes, Nancy. 1997. Demography without Numbers. In: David I. Kertzer and
Tom Fricke, (eds.). Anthropological Demography. Toward a New Synthesis, pp. 201-222.
 Aaby, Peter. 1998. Are Men Weaker or Do Their Sisters Talk Too Much? Sex Differences in
Childhood Mortality and the Construction of 'Biological’ Differences. In: Alaka Malwade
Basu and Peter Aaby (eds.). The Methods and Uses of Anthropological Demography, pp. 3956.
5. Ethnographies:
 Ram Kalpana and Margaret Jolly (eds.). 1998. Maternities and Modernities. Colonial and
Postcolonial Experiences in Asia and the Pacific (Introduction, pp. 1-25). Cambridge:
Cambridge University Press.
 Gabriel, Cynthia. 2005. ‘Our Nation is Dying’: Interpreting Patterns of Childbearing in PostSoviet Russia. In: Carrie B. Douglass (eds.). Barren States: The Population ‘Implosion’ in
Europe, pp. 73-93.
 Douglass, Carrie B. 2005. 'We’re Fine at Home’: Young People, Family and Low Fertility in
Spain. In: Carrie B. Douglass (ed.). Barren States: The Population ‘Implosion’ in Europe, pp.
183-207.
Assessment
Active participation in lectures and discussion classes, final paper, and oral exam.
Cosmology of Mesoamerican Societies
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 11
Year of study: Not specified
Course principal: Prof. Ivan Šprajc, PhD
ECTS: 6
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Workload: lectures 60 hours, seminar 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminar
Objectives and competences
This course familiarizes students with the cosmological concepts of pre-Hispanic peoples of
Mesoamerica, as well as cultural manifestations or aspects of life in which these ideas are contained
or reflected. A summary of what is currently known in this respect and a survey of studies that have
led to specific results should also exemplify methodological approaches that have been applied,
allow a proper assessment of their utility in this kind of research, and illustrate the relevance of what
they have learned for a holistic understanding of the structure and functioning of past societies.
Prerequisites
None required.
Content (Syllabus outline)
1. Mesoamerican cultures, introduction:
 Mesoamerica: definition and common characteristics of the cultural area;
 Mesoamerica: natural environment and cultural development;
 Survey of basic characteristics of Mesoamerican cultures (economic basis, social structure,
political organization, religion, exact knowledge, architecture, art, etc.).
2. Cosmology in a cultural context:
 Definition of cosmology;
 Cosmology and related terms (cosmogony, worldview);
 The relationship between cosmology, science, and religion;
 The dependence of cosmological concepts on a specific natural environment and cultural
context.
3. Historical and mythical time in Mesoamerica:
 Orientation in time; significance of observation of the sky;
 Time measurement, the calendrical system;
 Linear and cyclical time;
 Astronomical knowledge, utilitarian aspects;
 The relation between astronomy and astrology;
 Cosmogony in myths and archaeological evidence;
4. The conceptual relationship of time and space:
 Astronomically significant directions as spatial indicators of the course of time;
 Structure of the world/cosmos, cosmograms;
 Cosmology in religion and ritual;
 Observational bases of beliefs, attributes of deities, and ritual acts;
5. Material correlates of cosmological concepts:
 Cosmological symbolism in architecture, burials, and small artefacts;
 Urban layouts as cosmograms;
 Astronomical orientations in architecture: practical and symbolic significance;
 Cosmological elements of cultural landscape (“sacred geography”).
6. The social role of cosmological concepts:
 Ordering and interpretation of the world and humans’ place therein;
 Practical significance of understanding regularities in nature (scheduling of activities in the
yearly cycle, efficiency of subsistence strategies, etc.);
 The role of cosmology in complex societies: knowledge as an instrument of domination and
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

legitimation of power;
Transformation of beliefs into political ideology;
Comparative aspects and generalizations: comparison with other ancient civilizations.
Readings
 Bolle, K. W., Cosmology. In: M. Eliade (ed.). Encyclopedia of Religions, vol. 4, pp. 100-107.
 Jaki, S. L., Science and Religion. In: M. Eliade (ed.). Encyclopedia of Religions, vol.4, pp. 121-133.
 Brady, J. E. and W. Ashmore. 1999. Mountains, Caves, Water: Ideational Landscapes of the
Ancient Maya. In: Wendy Ashmore – A. Bernard Knapp (eds.). Archaeologies of Landscape,
Oxford: Blackwell, pp. 124-145.
 Aveni, Anthony F. 2001. Skywatchers: A Revised and Updated Version of Skywatchers of Ancient
Mexico. Austin: University of Texas Press.
 Verdet, Jean-Pierre. 1996. Nebo: Red in nered, Ljubljana: DZS (prev.: M. Veselko; orig.: Le ciel:
Ordre et désordre, Paris: Gallimard Jeunesse, 1987).
 Carlson, J. B. 1981. A Geomantic Model for the Interpretation of Mesoamerican Sites: An Essay
in Cross-cultural Comparison. In: E. P. Benson (ed.). Mesoamerican Sites and World-views.
Washington: Dumbarton Oaks, pp. 143-215.
 Sosa, J. R. 1989. Cosmological, Symbolic and Cultural Complexity Among the Contemporary
Maya of Yucatan. In: A. F. Aveni (ed.). World Archaeoastronomy. Cambridge: Cambridge
University Press, pp. 130-142.
 Villa Rojas, A. 1986. Apéndice I: Los conceptos de espacio y tiempo entre los grupos mayances
contemporáneos. In: M. León-Portilla, Tiempo y realidad en el pensamiento maya. México:
Universidad Nacional Autónoma de México, pp. 119-167.
 M. P. Weaver. 1993. The Aztecs, Maya and their Predecessors. San Diego: Academic Press.
 Šprajc, I. 2005, More on Mesoamerican Cosmology and City Plans. Latin American Antiquity 16
(2): 209-216.
Assessment
Active participation in discussion classes and a short written paper (8–12 pages) in which the student
analyses a particular problem supported by relevant literature. The student must pass a written
exam covering the entire course.
Communities, Relationships, Events: An Anthropological Approach
Programme: Comparative Studies of Ideas and Cultures (3rd
level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 12
Year of study: Not specified
Course principal: Prof. Borut Telban, PhD
ECTS: 6
Workload: lectures 60 hours, seminar 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods:
lectures, discussion classes
Objectives and competences
Human beings are constantly under the influence of historical, social, and cultural activities. Within
such a world, they are not simply passive observers but active participants in the creation of history,
society, and culture. This course is based on questioning the dichotomy between theory and practice
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and offers some insights into the conceptualization of the world and a community, which move
between structures and processes and between human activity and human agency. In recent years
anthropology has become divided between those in favour of one side and those that appreciate the
other: those that speak about the anthropology of the body and emotions are opposed by those
that, for example, work in cognitive anthropology with sole emphasis on the mind. Such a dichotomy
has divided scholars: some defend the importance of subjectivism and others the importance of
objectivism. This course emphasizes the value of different theoretical approaches and at the same
time offers directions for their reunion through the anthropology of events. To understand human
life, which is in an endless relationship with the lives of others, we cannot only rely on theoretical
models outside the experiential world. The lives of both individuals and communities are based on
reciprocity, including communication. Discussions about an event are not separated from it, but are
instead part of it or its continuation. This course places the student in the liminal state of an
observer, between different social and cultural dispositions, habituses, understandings, and
practices. During events, especially in crises, many crucial questions are asked. What is objective and
for whom? What is subjective and who decides about it? What is reasonable and from which/whose
perspective? What is emotional and whose and what kind of emotions are we talking about? How
can we understand ourselves through someone else and someone else through ourselves? All of
these questions include individuals and small communities as well as larger societies and nations.
Prerequisites
None required.
Content (Syllabus outline)
1. Community and individual:
 Structures and processes;
 Habitus and theory of practice;
 Cultural capital, social capital, economic capital, and symbolic capital;
 The body as a source of identity;
 Anthropology of emotions;
 Objectivism and subjectivism.
2. Gift giving and the principles of reciprocity:
 “To be” or “to have”;
 Expectations, hopes, and illusions;
 Exchange as a structure and exchange as a practice;
 Relations between persons and objects; anthropomorphism;
 Reciprocity between societies and between nation states.
3. Rituals:
 Rituals of transition in small-scale societies;
 Liminality;
 Everyday rites;
 Modern urban rituals;
 National and political rituals;
 Symbolism of birth and death.
4. Anthropology of events:
 How the private is interwoven with the public;
 Events and meanings;
 Intersubjective relationships;
 Agency;
 The significance of personal experience;
 Continuation of events through language, narration, and communication.
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5. Visual and auditory perception:
 Time and space;
 Perception of self, other, self through the other, and other through another;
 Verbal interpretation of events;
 Visual interpretation of events;
 Symbols, figurative speech, and transpositions of meanings.
6. Anthropology of dwelling:
 Phenomenology and anthropology;
 Existential anthropology;
 Anthropology of death.
7. The art of coexistence:
 Archaic and non-European cosmologies;
 The western world and technological directions;
 Historical discrimination and continuous power games;
 Hegemonic relationships and symbolic violence;
 Marginalization: resentment of the humiliated and offended;
 Globalization and deepening of economic differences;
 Solving social and cultural conflicts.
Readings
 Bell, Catherine. 1997. Ritual: Perspectives and Dimensions. Oxford: Oxford University Press.
 Boddy, Janice and Michael Lambek (eds.). 2013. A Companion to the Anthropology of Religion.
Chichester: Wiley Blackwell.
 Bourdieu, Pierre. 1990. The Logic of Practice. Cambridge: Polity Press.
 Bourdieu, Pierre. 1998. Practical Reason. Cambridge: Polity Press.
 Csordas, Thomas. 1994. Embodiment and Experience: The Existential Ground of Culture and Self.
London: Cambridge University Press.
 Descola, Philippe. 2013. Beyond Nature and Culture. Chicago: Chicago University Press.
 Godelier, Maurice. 1999. The Enigma of the Gift. Chicago: University of Chicago Press.
 Ingold, Tim. 2000. The Perception of the Environment. London: Routledge.
 Jackson, Michael. 2005. Existential Anthropology: Events, Exigencies and Effects. New York,
Oxford: Berghahn Books.
 Jackson, Michael. 2013(2002). The Politics of Storytelling: Variations on a Theme by Hannah
Arendt. Copenhagen: Museum Musculanum Press.
 Lévi-Strauss, Claude. 1963. Structural Anthropology Vol. 1. New York: Basic Books.
 Mauss, Marcel. 1954. The Gift: Forms and Functions of Exchange in Archaic Societies. London:
Cohen and West.
 Telban, Borut. 1998. Dancing through Time: A Sepik Cosmology. Oxford: Oxford University Press.
 Toren, Christina and João de Pina-Cabral (eds.). 2011. The Challenge of Epistemology:
Anthropological Perspectives. Oxford: Berghahn Books.
 Van Gennep, Arnold. 1960. The Rites of Passage. London: Routledge & Kegan Paul.
 Viveiros de Castro, Eduardo. 2014. Cannibal Metaphysics. Minneapolis: Univocal.
Assessment
Active participation at lectures and discussion classes and a short written paper (8–12 pages) in
which the student analyses a particular social event (from anthropological literature, ethnographic
film, historical or actual happening within a specific community or society) supported by relevant
literature. The student must pass a written or oral exam.
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Space and Movement: Towards Anthropology of Locations and Migrations
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 60
Year of study: Not specified
Course principal: Assist. Prof. Nataša Gregorič Bon, PhD
ECTS: 6
Workload: lectures 60 hours, seminar 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods:
lectures, discussion classes
Objectives and competences
Space along with time is one of the important dimensions of human “being in the world”. This study
course opens and discusses spatial concepts, such as space, place, landscape, location, etc., that
were discussed in the social sciences and humanities in the late 1970s. This was the period in which a
more critical approach towards Eurocentric conceptualisations of space and place was established,
first in human geography, archaeology and later in anthropology. Places and locations were no longer
conceived as passive concepts but rather as active processes, strongly related to different types of
movement from/within/through them. This course aims to critically engage the topic of how to
approach the study of spatial concepts, mobility and immobility in the period of fast-developing
information technology. Numerous contemporary studies that draw from spatial anthropology are
focusing on movement as one of the immanent processes of human life as opposed to the more
traditional notions of space and place. Movement does not only relate to the individual mode of
dwelling but is also part of the spatial production. Namely location is generated precisely through
mobility, movements and migrations, all of which are generated through routes, such as roads and
paths for example. And these routes engender relations between people and their places. The
“meshwork” of routes is therefore important for our understanding of worldmaking practices. One of
the central goals of this study course is thus to focus on movements and mobility and examine their
social, spatial and temporal dimensions.
Prerequisites
None required.
Content (Syllabus outline)
1. Anthropology of space and place:
 Spatial turn;
 Concepts: space, place, location, landscape, environment.
2. Spatial anthropology – key thinkers:
 Production of space;
 Space and everyday life;
 Landscape and senses;
 Dwelling and environment.
3. Social spaces:
 Space and body;
 Space and religion;
 Space and gender;
 Space and language.
4. Place, territory, power, identity:
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 Power relations and geopolitical hierarchy;
 Identity processes;
 Relocations;
 Borders and boundaries.
5. Migrations, (non)movements, (im)mobility:
 Migrations;
 Non)movements;
 (Im)mobility;
 Returning;
 Home.
6. Anthropology of infrastructure:
 Material culture;
 Infrastructure;
 Anthropology of roads.
Readings
 de Certeau, Michel. 1984. The Practice of Everyday Life. Berkeley: University of California Press.
 Feld, Steven and Keith Basso (eds.). 1996. Senses of Place. Santa Fe: School of American
Research (selected chapters).
 Green, Sarah F. 2005. Notes from the Balkans. Locating Marginality and Ambiguity on the GreekAlbanian Border. Princeton: Princeton University Press.
 Gregorič Bon, Nataša and Jaka Repič. 2016 (eds., in press). Moving Places. Return, Relations and
Belonging. Oxford and New York: Berghahn Books (selected chapters).
 Gupta, Akhil and James Ferguson (eds.) 2001 [1997]. Culture, Power and Place. Explorations in
Critical Anthropology. Durham: Duke University Press.
 Ingold, Tim. 2011. Being Alive. Essays on Movements, Knowledge and Description. London:
Routledge.
 Larkin, Brian. 2013. The Politics and Poetics of Infrastructure. Annual Review of Anthropology
42: 327-43.
 Lefebvre, Henri. 1991[1974]. The Production of Space. Translated by Donald Nicholson-Smith.
Oxford: Blackwell.
 Low, Setha M. and Denise Lawrence-Zuñiga (eds.). 2003. Anthropology of Space and Place.
Malden and Oxford: Blackwell (selected chapters).
 Rapport, Nigel and Angela Dawson (eds.). 1998. Migrants of Identity. Perceptions of Home in a
World of Movement. Oxford: Berg (selected chapters).
 Telban, Borut. 2016. Places and Times in a New Guinean Landscape (in Slovenian). Ljubljana:
Založba ZRC SAZU.
 Tilley, Christopher. 1994. A Phenomenology of Landscape. Places, Paths and Monuments.
Oxford: Berg (selected chapters).
Assessment
Active participation at seminars and a short written paper (8–12 pages) in which the student analyses
a particular problem supported by relevant literature. The student must pass a written exam
covering the entire course.
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Anthropology of Consciousness and Practices of Awareness
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 61
Year of study: Not specified
Course principal: Assist. Prof. Maja Petrović Šteger, PhD
ECTS: 6
Workload: lectures 60 hours, seminars 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminars
Objectives and competences
Anthropological enquiries have always been guided by the question how do we know the world?
How do we conceive and articulate it? How come that people under similar circumstances
experience their “subjective” lives in vastly different ways? To what degree human beings share
needs, characteristics and capacities? On what basis such claims can be made? What is at the core of
human experience?
In order to answer these and other questions, anthropologists follow the different ways in which
people think and practice their worlds – they study their religion, politics, economy, kinship, ritual,
memory, environment, community, notions of selfhood, etc. Yet much of anthropological theorising
has always focused also on the nonmaterial, spiritual or moral aspects of human beings and their
worldmaking practices. Anthropological accounts, for example, often describe the presence of
“spirits” and “souls” in people’s experiences of illness, in their dreams, taboos or performances.
Importantly, such investigations open up another set of seminal research and philosophical
questions: Are people best understood by studying their habits and practices? The ways they relate
to other people? The ways they manage and treat their bodies? Their minds? Brains? Souls?
The overall aim of this course is to explore and analyse worldwide cultural and social practices, which
posit that consciousness lies at the core of human being and the core of the human experience. This
vein of thinking presupposes that consciousness is, so to speak, “the substrate within which all
human experiences occur” (Blainey 2010: 118).
Prerequisites
None required.
Content (Syllabus outline)
The lectures will query and debate the above mentioned propositions by considering the following
topics:
 Clinical and contemplative perspectives on consciousness: consciousness as a state of matter, an
entity, an experience, or a process?
 Consciousness and ethnometaphysics;
 Consciousness and anthropology of the self;
 Consciousness and body, bodily practices;
 Consciousness and neurosciences;
 Physiology of the consciousness;
 Individual vs. collective consciousness;
 Ritual consciousness;
 Consciousness and mental health;
 Consciousness and trauma;
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Consciousness and memory;
Consciousness and spiritual practices;
Epistemologies of healing;
Altered state of consciousness – trance, meditation, trance, lucid dreams, possession, disease;
from shamanism, neoshamanism to contemporary transpersonal psychotherapies, etc.
Self-induced altered state of consciousness: pathological hallucinations or entheogenic states;
The role of psychoactive substances in altering consciousness;
Consciousness and cognitive orientation in a cosmos.
Readings
 Adams Vinacanne, Mona Schrempf and Sienna R. Craig (eds.). 2010. Medicine Between Science
and Religion Explorations on Tibetan Grounds. New York: Berghahn.
 Anderson, R. S., Bernucci, R. J. et al. 1966. Neuropsychiatry in World War II. Washington D.C.:
Office of the Surgeon General, Department of the Army.
 Andreasen, N.C. 2001. Brave New Brain: Conquering Mental Illness in the Era of the Genome.
Oxford: Oxford University Press.
 Alberts, Thomas Karl. 2015. Shamanism, Discourse, Modernity. Ashgate Publishing.
 Baron-Cohen S., Tager-Flusberg, H. and Cohen D. J. 2000. Understanding Other Minds:
Perspectives from Developmental Cognitive Neuroscience. Oxford: Oxford University Press.
 Bateson, Gregory. 1972. Steps to an Ecology of Mind. New York: Ballantine Books.
 Blainey, Marc. 2010. The Future of the Discipline. Considering the Ontological/Methodologocal
Future of the Anthropology of Consciousness, Part II- Towards an Ethnometaphysics of
Consciousness. Anthropology of Consciousness 21 (2): 113-138.
 Castillo, J. Richard. 1995. Culture, Trance, and the Mind-Brain. The Anthropology of
Consciousness 2 (3-4): 17-34.
 Clifford, James. 1986. New Translations of Michel Leiris. Sulfur 15: 4-125.
 Favret- Saada, Jeanne. 1977. Deadly Words: Witchcraft in the Bocage. Cambridge: Cambridge
University Press.
 Horden, Peregrine and Elisabeth Hsu (eds.). 2013. The Body in Balance: Humoral Medicines in
Practice. New York: Berghahn.
 Laughlin, Charles D. 2011. Communing with the Gods: Consciousness, Culture and the Dreaming
Brain. Brisbane: Daily Grail.
 Luhrman, M. Tanya. 2001. Of Two Minds. An Anthropology Looks at American Psychiatry.
London: Vintage.
 Luhrman, M. Tanya. 2011. Hallucinations and sensory overrides. Annual Review of Anthropology
40: 71-85.
 Luhrman, M. Tanya and Rachel Morgain. 2012. Prayer as Inner Sense Cultivation. Ethos 40(4):
359-389.
 Lock, Margaret. 2001. Twice Dead: Organ Transplants and the Reinvention of Death. Berkeley:
California University Press.
 Price-Williams Douglass and Dureen Hughes. 1994. Shamanism and Altered State of
Consciousness. Anthropology of Consciousness 5(2): 1-15.
 Rodd, H. Robin. 2006. Piaroa Sorcery and the Navigation of Negative Affect: To Be Aware, to
Turn Away. Anthropology of Consciousness 17 (1): 35-64
 Rose, Nikolas and Joelle M. Abi-Rached. 2013. Neuro: The New Brain Sciences and the
Management of the Mind. Princeton: Princeton University Press.
 Revonsuo, Anitti. 2006. Inner Presence: Consciousness as a Biological Phenomenon. Cambridge,
MA: MIT Press.
 Safran, D. Jeremy. 2003. Psychoanalysis and Buddhism: An Unfolding Dialogue. Somerville:
Widsom Publications.
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Sheldrake, Rupert. 2012. The Science Delusion: Freeing The Spirit of Enquiry. London: Coronet
House Publishing.
Tedlock Barbara (ed.). 1987. Dreaming: Anthropological and Psychological Interpretations. Santa
Fe: SAR.
Thobeka Wreford, Jo. 2008. Working with Spirit. Experiencing Izangoma in Contemporary South
Africa. New York: Berghahn.
Thompson, Evan. 2015. Waking, Dreaming, Being. Self and Consciousness in Neuroscience,
Meditation and Philosophy. New York: Columbia University Press.
Throop, C. Jason. 2010. Suffering and Sentiment: Exploring the Vicissitudes of Experience and
Pain in Yap. Berkeley: University of California Press.
Tononi, Giulio and Gerald M. Edelman. 1998. Consciousness and Complexity. Science 282: 18461853.
Turner, Victor. 1983. Body, Brain, and Culture. Zygon 18(3): 221-245.
van der Kolk, Bessel. 2014. The Body Keeps the Score: Brain, Mind and Body in the Healing of
Trauma. New York: Viking.
Vyner, M. Henry. 2009. A Preliminary Theory of the Defining Dynamic of the Healthy Human
Mind. Imagination, Cognition and Personality 29(3): 225- 270.
Winkelman, Michael. 2010. Shamanism: A Biopsychosocial Paradigm of Consciousness and
Healing. Santa Barbara, California: Praeger.
Windt, Jennifer M. 2015. Dreaming: A Conceptual Framework for Philosophy of Mind and
Empirical Research. Cambridge, MA: MIT Press.
Assessment
Active participation in discussions and a written paper (8-12 pages) in which the student analyses a
particular problem/phenomena supported by relevant literature. The student may choose whether
she/he will pass an oral or written exam covering the entire subject.
Laughing Politically: Toward the Anthropology of Humor
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 62
Year of study: Not specified
Course principal: Prof. Tanja Petrović, PhD
ECTS: 6
Workload: lectures 60 hours, seminars 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminars
Objectives and competences
Although a long standing object of anthropological inquiry, humor and laughter have recently
attracted significant attention of anthropologists. At the beginning of the 21st century, humor has
reemerged as a prominent political tool, becoming a constitutive aspect of “serious” politics and a
preferred and widely embraced means to perform citizenship. This course will discuss both the
reasons for and implications of this reinforced political relevance of humor. Through extensive use of
examples from societies around the globe, we will explore a series of issues that are all of critical
importance for understanding modern social and political worlds and the way we as political subjects
think upon and position within them.
Particular attention will be paid to the relationship between humor and political subjectivity in
modern day societies characterized by impossibility to position unambiguously vis-a-vis hegemonic
structures that are object of humorous critique.
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Students will acquire knowledge of the history of political humor, its forms and manifestations, as
well as of most influential theories of humor developed in anthropology and related fields. The
course will provide them with competences necessary for the analysis of performative and discursive
practices and their functions and meanings in complex moral and social economies of modern day
societies across the globe.
Prerequisites
None required.
Content (Syllabus outline)
1. Humor and anthropology: history of anthropological interest in humor; humor as a lens for
(self)reflection in anthropology:
 Humor and social relations;
 Humor and rituals;
 Ironies of anthropological research and writing.
2. Humor and language:
 Forms of humor;
 Rhetorical and linguistic mechanisms of production of humor;
 Humor and mimesis.
3. Humor and politics:
 Humor and public sphere;
 Humor as political weapon?
 Discursive and social conditions of political relevance of humor;
 humor and forms of social organization (humor in totalitarian and in neoliberal societies).
4. Humor, media and politics: an anthropological perspective:
 Media, entertainment industries and politics;
 Media friendly forms of political humor: fake news, satirical theater, carnivalesque political
parties.
5. Unstable relationships:
 Humor and seriousness;
 Reality and farce;
 Intimacy and distance, identification and resistance.
6. Humor, social change and political subjectivity:
 Humor and moral economy: involvement, self-reflection;
 Humor as form of labor;
 Humor, cynicism and social action.
Readings
 Anderson, Paul. 2013. The Politics of Scorn in Syria and the Agency of Narrated Involvement.
Journal of the Royal Anthropological Institute (N.S.) 19: 463–481.
 Apte, Madhev. 1985. Humor and Laughter: An Anthropological Approach. Ithaca, New York:
Cornell University Press.
 Boyer Dominic and Alexei Yurchak. 2010. American Stiob: Or, What Late-Socialist Aesthetics Can
Reveal about Contemporary Political Culture in the West. Cultural Anthropology 25(2): 179–221.
 Douglas, Mary. 1968. The Social Control of Cognition: Some Factors in Joke Perception. Man 3:
361–376.
 Fernandez, James and Mary Taylor Huber. 2001a. Irony in Action: Anthropology, Practice and
the Moral Imagination. Chicago: The Chicago University Press.
 Gal, Susan. 1995. Language and “The Arts of Resistance.” Cultural Anthropology 10(3): 407–424
 Goldstein, Donna. 2013. Laughter out of Place (Second edition). Berkeley: University of
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California Press.
Haugerud, Angelique. 2013. No Billionaire Left Behind: Satirical Activism in America. Stanford:
Stanford University Press.
Mbembe, Achille. 1992. Provisional Notes on the Postcolony. Africa 62(1): 3–37.
Molé, Noelle. 2013. Trusted Puppets, Tarnished Politicians: Humor and Cynicism in Berluskoni’s
Italy. American Ethnologist 40(2): 288–299.
Oushakine, Sergei. 2012. Red Laughter: On Refined Weapons of Soviet Jesters. Social Research
79(1): 189–216.
Petrović, Tanja. 2015. Serbia in the Mirror: Parodying Political and Media Discourses. Slavic
Review 74(2): 288–310.
Yurchak, Alexei. 2006. Everything Was Forever, Until It Was No More: The Last Soviet
Generation. Princeton, NJ: Princeton University Press.
Assessment
Active participation at seminars and a short written paper (8–12 pages) in which the student analyses
a particular problem supported by relevant literature. The student must pass a written exam
covering the entire course.
Epistemological pluralism and “decolonizing” methods in ethnographic
research
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 63
Year of study: Not specified
Course principal: Assist. Prof. Pirjo Kristiina Virtanen, PhD
ECTS: 6
Workload: lectures 60 hours, seminars 30 hours
Course type: general elective
Languages: English
Learning and teaching methods: lectures, seminars
Objectives and competences
This course introduces a research design beyond object and subject divides. It urges students to
rethink the colonial past of Euro-American science, validity, authority in academia, and research
process in general. In decolonial context, epistemological power hierarchies and diversity of
knowledge-production have become more discussed. Students will gain novel understanding of
evidence, approaching knowledge claims and their evaluation. Examples will be given from
Amazonian ethnographies that have generated new conceptual insights. How knowledge received
from nonhumans (such as animals, plants, atmospheric phenomena) can be understood, organized,
evaluated, and benefitted? The course also explores how to carry out research with the other, and
presents some methods of collaborative and community-based research. The last lecture of the
course includes the study of research ethics and research agreements, as well as the current EU legal
aspects of research involving humans.
Prerequisites
None required.
Content (Syllabus outline)
Students will be introduced to Amazonian indigenous people’s knowledge-production processes and
interactions between human and nonhuman entities. The course will also include discussions on the
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colonial past of Euro-American science and its typical principles of authority. The lectures will
include:
 Negation of dualism between subject and object;
 Science and colonialism;
 Epistemology and knowledge-production;
 The importance of Amazonian ethnographies in the process of decolonization of small-scale
non-European societies;
 Relationship between human and nonhuman beings and phenomena;
 Transition from research about the Other to research with the Other;
 Research that includes local community;
 Ethics of anthropological research.
Readings
 Denzin, Norman, Yvonna Lincoln and Linda Tuhiwai Smith (eds.). 2008. Handbook of Critical and
Indigenous Methodologies. Thousand Oaks: Sage.
 Kohn, Eduardo. 2013. How Forests Think: Toward an Anthropology Beyond the Human.
Berkeley: University of California Press.
 McCallum, Cecilia. 1996. The Body that Knows: From Cashinahua Epistemology to a Medical
Anthropology of Lowland South America. Medical Anthropology Quarterly 10(3): 347–372.
 Mignolo, Walter. D. 2011. The Darker Side of Western Modernity: Global Futures, Decolonial
Options. Durham & London: Duke University Press.
 Tuhiwai Smith, Linda. 2012. Decolonizing Methodologies: Research and Indigenous Peoples (2nd
ed.). London: Zed Books.
 Virtanen, Pirjo Kristiina. 2014. Materializing Alliances: Ayahuasca Shamanism in and Beyond
Western Amazonian Indigenous Communities. In Amazonian Shamanism in the Amazon and
Beyond, Beatriz C. Labate and Clancy Cavnar (eds.), pp. 59–80. Oxford: Oxford University Press.
 Viveiros de Castro, Eduardo. 2012. Cosmological Perspectivism in Amazonia and Elsewhere.
Master Class Series 1, pp. 44–168. Manchester: HAU Network of Ethnographic Theory.
 Wilson, Shawn. 2008. Research is Ceremony: Indigenous Research Methods. Winnipeg,
Manitoba: Fernwood Publishing.
Assessment
Active participation at seminars and a short written paper (8–12 pages) in which the student analyses
a particular problem supported by relevant literature. The student must pass a written exam
covering the entire course.
Public anthropology, social engagement and activism
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 64
Year of study: Not specified
Course principal: Assist. Prof. Ana Hofman, PhD
ECTS: 6
Workload: lectures 60 hours, seminars 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminars
Objectives and competences
How can anthropological knowledge be used for solving social problems or fostering transformative
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social actions? What are the implications of an idea about public anthropological engagement? How
to think and practice public anthropology in 21st century? The growing interest in advocacy,
consultancy and the use of anthropological knowledge in the public, political and commercial sector
reveals and confirms significant shifts in the discipline’s most fundamental concepts. The course
provides students with a sustained opportunity for critical reflection on the cultural, economic and
political implications of contemporary anthropology. Students get acquainted with the dominant
approaches of the so-called “applied” anthropology and related concepts – e.g. “public,” “engaged,”
“critical,” “participatory action,” “collaborative” – emphasizing renegotiated relationships between
academically trained experts and the social partners in the research. The course deals with the latest
developments in these fields not just in Western anthropology, but also in Latin American and
African theories and practices. Moreover, it provides critical perspective on activist-alike scholarly
position and “ethical” anthropology today.
Students will: 1) examine the scholar's role in advocacy and social justice; 2) learn about collaborative
anthropology through theory and practice; 3) explore the connection between anthropology and
social movements. This is a highly participatory course. It requires from the students not just active
participation at the lectures, by engaging in discussion about the assigned literature, but also
development and realization of collaborative research project individually or in collaboration with
other students.
Prerequisites
None required.
Content (Syllabus outline)
1. The history of epistemology of applied/public anthropology in the world-wide contexts:
 Pure vs. applied scholarship;
 Public anthropology vs. anthropology of public interest.
2. The (engaged) anthropologist, what is that?
 Concept of ethical anthropology;
 (Self)reflexive approach.
3. Colonial, postcolonial and decolonial approach in anthropology.
4. Collaborative ethnography method and anthropological praxis:
 “Participatory Action Research" by Paulo Freira (PAR);
 Methods of “emancipatory ethnography”.
5. Anthropology of conflict, violence and human rights.
6. Anthropology of social movements.
7. Public anthropology, professionalization and institutionalization:
 engaged anthropology in the global academic market;
 neoliberalization of academic subject.
Readings
 Bennett, John W. 1996. Applied and Action Anthropology: Ideological and Conceptual Aspects.
Current Anthropology 37: 23–53.
 Field Les W. and Richard Fox G. (eds.). 2007. Anthropology Put to Work. Oxford, NY: Berg.
 Hemment, J. 2007. Public Anthropology and the Paradoxes of Participation: Participatory Action
Research and Critical Ethnography in Provincial Russia. Applied Anthropology,
http://findarticles.com/p/articles/mi_qa3800/is_200710/ai_n21137686
 Ingold, Tim. 2014. That’s Enough about Ethnography! HAU: Journal of Ethnographic Theory 4(1):
383–395.
 Lassiter, Luke E. 2005. The Chicago Guide to Collaborative Ethnography. Chicago: University of
Chicago Press.
 Lyon-Callo, Vincent and Susan Brin Hyatt. 2003. The Neoliberal State and The Depoliticization of
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Poverty: Activist Anthropology and 'Ethnography from Below'. Urban Anthropology and Studies
of Cultural Systems and World Economic Development 32(2): 175-204.
Lousie Lamphere. 2004. The Convergence of Applied, Practicing, and Public Anthropology in the
21st Century. Human Organization 63(4): 431–443.
Low Setha M. and Sally Engle Merry. 2010. Engaged Anthropology: Diversity and Dilemmas; An
Introduction to Supplement 2. Current Anthropology 51(2): 203–226.
Marcus, George E. and Michael M. J. Fischer. 1986. Anthropology as Cultural Critique. Chicago:
University of Chicago Press.
Moya, Marian. 2015. Dossier antropología aplicada. Etnografías contemporáneas 1 (1).
Pink, Sarah (ed.). 2006. Application in Anthropology: Professional Anthropology in the Twentyfirst Century. New York: Berghahn Books.
Sanford, Victoria and Angel-Ajani, Asale. 2006. Engaged Observer: Anthropology, Advocacy, and
Activism. New Brunswick: Rutgers University Press.
Smith, Gavin. 1999. Confronting the Present: Towards a Politically En-gaged Anthropology. New
York: Oxford University Press.
Stewart, Pamela and Andrew Strathern (eds.). 2005. Anthropology and Consultancy: Issues and
Debates. New York: Berghahn Books.
Assessment
Active participation at seminars and a short written paper (8–12 pages) in which the student analyses
a particular problem supported by relevant literature. The student must pass a written exam
covering the entire course. Development and realization of collaborative research project individually
or in collaboration with other students.
Research Methodology in Anthropological Linguistics
Programme: Comparative Studies of Ideas and Cultures (3rd level)
Module: Anthropology: Understanding Worldmaking Practices
Course code: 65
Year of study: Not specified
Course principal: Assist. Prof. Carmen Kenda-Jež, PhD
ECTS: 6
Workload: lectures 60 hours, seminars 30 hours
Course type: general elective
Languages: Slovene, English
Learning and teaching methods: lectures, seminars
Objectives and competences
In anthropological linguistics the methodological research framework is understood as a dynamic
integration of (linguistic) research methods and tools. These methods and tools enable an analysis of
the structure and use of language to allow insight into its social and cultural context, as well as
revealing its role in setting up, maintaining and transforming social relationships within the
community. This course therefore aims to present a wide selection of single methodological
approaches and the opportunities for their use and integration into specific areas of anthropological
linguistics. In accordance with the specific needs of the students, it deals with individual research
techniques and procedures, together with relevant and less relevant examples of different linguistic
material and practical experiments in seminar work.
Prerequisites
None required.
Content (Syllabus outline)
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1. Introduction to Anthropological Linguistics:
 Anthropological linguistics as an interdisciplinary science;
 Starting points of linguistic research: links with the methods of sociolinguistics,
psycholinguistics, ethno-linguistics, cognitive linguistics, pragmatics, discourse analysis and
conversational analysis;
 Main directions of the research.
2. Research into linguistic practices:
 Linguistic practices and social communities: language/speech community, community of
practice, social networks;
 The status of language varieties: prestige vs. stigmatisation; standard (written) language and
other variants of the non-standard language (dialect, sociolect, ethnolect); functional
differentiation of language, public and private communication; minority, local, national and
world languages; language of individuals, idiolect, the mental dictionary; artificial languages;
 Multilingualism and multiculturalism: multilingualism of the individual and multilingualism of
the community, languages in contact, diglossia, linguistic interference, code-switching,
borrowing; globalisation of communicative practices, language decline and language death;
 Linguistic ideologies: language and nationalism, language, and social/cultural disparity,
language ideology and language planning – language culture, purism, linguicism.
3. Methodology of anthropological linguistic research and manifestation of language forms:
 Researcher as a participant: the impact of language and communicative competence of the
researcher at the course and the results of the anthropological linguistic research;
 Research into the spoken language: observation techniques of speech; formal, informal,
spontaneous speech; recording (selection of transcription principles) and analysis of speech,
interpretation of extra-linguistic elements;
 Research into written texts: literacy, written practices, textual patterns (documents, private
correspondence);
 Between the oral and the written – analysis of electronic texts, written text as a
conversation.
4. Methods of textual analysis:
 Discourse analysis: observation of discursive practices, analysing techniques; critical
discourse analysis (CDA); language and power/politics/race/ethnicity/class/gender;
 Conversation analysis: dialogue as a basic form of human speech activity; structure of
dialogue; theory of politeness;
 Work with language corpora: corpora as a source of anthropological-linguistic research.
5. Anthropological linguistic research and ethics:
 Protection of personal data – the individual in the community;
 Positive and negative impacts of research procedures on the community researched.
Readings
 Aikhenvald, Alexandra Y. 2015. The Art of Grammar: A Practical Guide. Oxford: Oxford University
Press.
 Bathia, Tej K. and William C. Ritchie (eds.). 2013. The Handbook of Bilingualism and
Multilingualism. Blackwell Publishing.
 Bernard, Russell H. 2011. Research Methods in Anthropology: Qualitative and Quantitative
Approaches. Plymouth: AltaMira Press.
 Duranti, Alessandro (ed.). 2004. A Companion to Linguistic Anthropology. Blackwell Publishing.
 Eckert, Penelope and Sally McConnell-Ginet. 2013. Language and Gender. Cambridge:
Cambridge University Press.
 Evans, Nicholas. 2009. Dying Words: Endangered Languages and What They Have to Tell Us.
Chichester: Willey-Blackwell Publishing.
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Fishman, Joshua and Ofelia Garcia. 2010-2011. Handbook of Language and Ethnic Identity: 1 –
Disciplinary and Regional Perspectives, 2 – The Success-Failure Continuum in Language and
Ethnic Identity Efforts. Oxford: Oxford University Press.
Milroy, Lesley and Mathew Gordon. 2003. Sociolinguistics: Method and Interpretation. Blackwell
Publishing.
Podesva, Robert J. and Devyani Sharma (eds.). 2013. Research Methods in Linguistics. New York:
Cambridge University Press.
Thomason, Sarah G. 2015. Endangered Languages: An Introduction. Cambridge: Cambridge
University Press.
Verschueren, Jef. 2013. Ideology in Language Use: Pragmatic Guidelines for Empirical Research.
New York: Cambridge University Press.
Wodak, Ruth and Michael Meyer (eds.). 2009. Methods of Critical Discourse Analysis. London:
SAGE.
Assessment
Active participation at seminars and a short written paper (8–12 pages) in which the student tries a
particular methodological procedure and supports his or her findings with relevant literature. The
student must pass a written exam covering the entire course.
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