Objective

This course helps students to understand the importance of anthropology to everyday life.

Content

This course explores the basic concepts, methods, and theoretical perspectives of anthropology. It focuses on the biological, cultural, linguistic, and archaeological study of humans to provide a holistic understanding of how humans have evolved, why people are as they are and how societies have changed over time.

Mode of Delivery

The course is delivered through lectures, individual and group presentations.

Reading Materials

Ferraro, G., & Andreatta, S. (2011). Cultural anthropology: An applied perspective.         Belmont: Thomson Wadsworth.

Haviland, W. A., Prins, H. E. L., & McBride, B. (2010). The essence of anthropology.      Belmont: Thomson Wadsworth.

Kottak, C. P. (2011). Anthropology: Appreciating human diversity. (14^th edition). New York: McGraw-Hill.

Kottak, C. P. (2018). Mirror for humanity: A concise introduction to cultural anthropology (11^th edition). New York: McGraw-Hill.

Scupin, R. & DeCorse, C. R. (2016). Anthropology: A global perspective (8^th edition). Boston: Pearson.

Objective

This course aims at helping students to understand and explain human origins and diversity.

Content

The course explores humans as biological as well as socio-cultural beings. Topics such as human evolution, foraging, domestication of plants and animals, formation of cities and states and racial issues are discussed.

Mode of Delivery

The course is delivered through lectures, audio visuals and field trips.

Reading Materials

Haviland, W. A., Prins, H. E. L., & McBride, B. (2010). The essence of anthropology.      Belmont: Thomson Wadsworth.

Jurmain, R., Kilgore, L., & Trevathan, W. (2011). Essentials of physical anthropology.     Belmont: Wadsworth.

Klein, R. G. (2009). The human career: Human biological and cultural origins. (3^rd edition). Chicago: University of Chicago Press.

Kottak, P. C. (2004). Anthropology: The exploration of human diversity. Boston: McGraw           Hill.

Lewis, B., Jurmain, R., & Kilgore, L. (2007). Understanding physical anthropology and   archaeology. Belmont: Thomson Wadsworth.

Objective

This course provides students with an overview of early complex societies in order to highlight the links between the contemporary and ancient worlds.

Content

This course explores the major early complex societies in Afroeurasia and the Americas, particularly from the archaeological record. Topics covered in the course include the definition and characteristics of complex societies, theories of state formation, status, social ranking and gender roles, the collapse of complex societies, and civilization and its discontents.

Mode of Delivery

Classes are interactive and are composed of lectures, audiovisuals, discussions, and students’ presentations.

Reading Materials

Chrisp, P. (2009). Atlas of ancient worlds: People and places from the past. New York: Dorling Kindersley Limited.

Conklin, W. (2006). Ancient civilizations. New York: Scholastic Teaching Resources.

Scarre, C. & Fagan, B. (2016). Ancient civilizations. (4^th edition). New York:
            Routledge.

Scupin, R. & DeCorse, C. R. (2016). Anthropology: A global perspective (8^th edition). New York: Pearson.

Trigger, B. G. (2018). Understanding early civilizations: A comparative study. Cambridge: Cambridge University Press.

Objective

The course enables students to identify and understand the major issues and perspectives in child socialization.

Content

In this course, students are introduced to historical and cross-cultural differences in the notion of childhood as it also explores various ways in which children are socialized to fit into their specific cultural landscape. This cross-cultural examination of child socialisation considers different perspectives in understanding childhood in different cultures. In addition, students learn about the developmental stages of childhood and the adaptive nature of cultures in educating and socializing children to maintain their unique cultural ways of life.

Mode of Delivery

The course is delivered through lectures, discussions, projects and short field research exercises.

Reading Materials

Frones, I. (2016). The autonomous child: Theorizing socialization. New York: Springer.

Levine, R. H., & New, R. S. (2008). Anthropology and child development: A cross-cultural reader. New York and London: John Wiley and Sons.

Narvaez, D., Valentino, K., Fuentes, A., McKenna, J. J., & Gray, P. (Eds.) (2014). Ancestral landscapes in human evolution: Culture, childrearing and social wellbeing. Oxford: Oxford University Press.

Whiting, J. W. M. & Whiting, B. B. (1975). Children of six cultures: A psycho-cultural analysis. Cambridge, MA:  Harvard University Press.

Yip, G. (1985). Cross-cultural childrearing: An annotated bibliography. Early Childhood    Series. Vancouver, B. C.: University of British Columbia Press.

Objective

The course guides students to identify and explain different marriage systems in varied cultural contexts.

Content

This course deals with marriage practices from a cross-cultural perspective with emphasis on their relevance or functions to the socio-cultural milieu. It interrogates topics such as polygamy, monogamy, gay marriages; and the choice of partners, marriage rituals and ceremonies as well as divorce.

Mode of Delivery

The course takes the form of lectures, discussions and group presentations.

Reading Materials

Benokraitis, N. V. (2011). Marriages and families: Changes, choices and constraints.      Boston: Prentice-Hall.

Blankenhorn, D. (2007). The future of marriage. New York: Encounter Books.

Edward, W. (1925). The history of human marriage. London: Macmillan.

Fortes, M. (1950). Kinship and marriage among the Ashanti. In A. B. Radcliffe-Brown, & D. Forde (Eds.). African systems of kinship and marriage, (pp. 252-284). London: Oxford University Press.

Nukunya, G. K. (2003). Tradition and change in Ghana: An Introduction to sociology.     Accra: Ghana Universities Press.

Objective

This course aims at explaining the basic paradigms that form the corpus of classical theories in Anthropology.

Content

The course emphasizes the roots of anthropology and explanations of culture. It explores the evolutionary theory, cultural diffusion, structural functionalism, structuralism, cultural materialism, and postmodernism, to provide models for understating the vast array of human cultures.

Mode of Delivery

The course is delivered through lectures, classroom exercises, and discussion. 

Reading Materials

Barrett, S. R. (2009). Anthropology: A student’s guide to theory and method. (2^nd edition). Toronto:  University of Toronto Press.

Ferraro, G. (2006).  Cultural anthropology.  New York: Thomson.

Harris, M. (2001).  The rise of anthropological theory.  New York: Altamira Press.

Nanda, S., & Warms, R. L. (2010). Cultural anthropology. New York: Wadsworth.

Ortner, S.  (1984). Theory in anthropology since the sixties. Comparative Studies in Society and History. 26, 126-166.

Objective

This course helps students to interrogate the continuity and change that have occurred in selected traditional African societies.

Content

The course focuses on the comparisons and contrasts of different cultures in terms of kinship, marriage, religion, language, subsistence strategies and political systems. It traces the changes in selected traditional African societies from their origins as foraging groups to the contemporary states forged out of the Industrial Revolution and colonialism.

Mode of Delivery

This course is delivered through lectures, small and large-group discussions, and films/documentaries.

Reading Materials

Achebe, C. (1995). Things fall apart. New York: Doubleday Publishing Group.

Evans-Pritchard, E. E. (1940). The Nuer: A description of the modes of livelihood and political institutions of a Nilotic people. Oxford: Clarendon Press.

Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Macmillan.

Gyekye, K. (1996). African cultural values: An introduction. Accra: Sankofa Publishing   Company.

Nukunya, G. K. (1969). Kinship and marriage among the Anlo Ewe. London: Athlone Press.

Objective

This course broadens students understanding on the changing roles of women from hunters and gatherers to the present era of industrial capitalism from a cross-cultural perspective.

Content     

In this course the anthropological and archaeological data are used to explore women’s lives from the time of hunter-gatherers to the present era of industrial capitalism, using different theoretical, historical and cultural perspectives. It analyses issues such as family, work, motherhood, class and power as they are seen and understood in different cultural settings and from different points of view, ranging from Asia to Africa, the Middle East, Europe, Polynesia and the Americas.

Mode of Delivery 

Lectures, classroom exercises, discussions and group presentations constitute the modes of delivery for this course.

Reading Materials

Ballentine, S. F. (1995). Diverse voices of women. London: Mayfield Publishing Company.

Du, S.  (2000). Husband and wife do it together: Sex/gender allocation of labor among the  Qhawqhat Lahu of Lancang, Southwest China.  American Anthropologist, 102(3), 520-537.

Kottak, C. P. (2004). Anthropology: The exploration of human diversity. New York:         McGraw-Hill Higher Education.

Mukhopadhyay, C. C., & Higgins, P. (1988). Anthropological studies of women's status   Revisited: 1977-87. Annual Review of Anthropology 17, 461-495.

Nukunya, G. K. (2003). Tradition and change in Ghana: An introduction to sociology (2^nd  edition). Accra: Ghana Universities Press.

Radcliffe-Brown, A. R., & Forde, D. (Eds.). (2015). African systems of kinship and marriage. (Reprint). London: Routledge.

Sanday, P. R. (2002). Women at the center: Life in a modern matriarchy. Ithaca: Cornell
            University Press.

Objective

This course enables students to apply contemporary theories in anthropology as tools for understanding cultures.

Content

The course focuses on in-depth and critical analyses of the historical, philosophical, and social development of anthropology. It considers the movement between idealist and materialist paradigms such as cultural materialism, feminism, multi-culturalism, legal pluralism, globalization, and postmodernism.

Mode of Delivery

This course is delivered through lectures and classroom discussions.

Reading Materials

Dominiguez, R. (2012). Anthropological theories: A guide prepared by students for students. Alabama: The University of Alabama.

Harris, M.  (2001). The rise of anthropological theory.  New York: Altamira Press.

Kottak, C. P. (2005). Mirror for humanity: A concise introduction to cultural anthropology.         Boston: McGraw-Hill.

Tucker, R. C. (1978). The Marx-Engels Reader. New York and London: Norton and          Company.

Wallerstein, I. (1996). World-systems analysis. In W. Sachs, (Ed.). The development dictionary: A guide to knowledge as power. London and New Jersey: Zed Books.

Objective

The course enables students to acquire knowledge and skills in anthropological research.

Content

This course is designed to give students an overview of the basic theoretical, methodological, statistical, ethical and hands-on field experience in anthropology. It provides basic understandings of the fundamental concepts of scientific methodology. Qualitative methods such as participant observation, in-depth interviewing, focused group discussions and life histories are emphasized.

Mode of Delivery

The format consists of lectures, discussions of readings, practical exercises, and presentations of group projects.

Reading Materials

Abu-Lughod, L. (2012). Writing against culture. ANDAMIOS, 9(19), 129-157.

Bernard, H. R. (2011). Research methods in anthropology: Qualitative and quantitative approaches (5^th edition). New York: AltaMira Press.

Denzin N. & Lincoln, Y. (Eds.). (2002). Handbook of qualitative research. Thousand Oaks:         Sage.

Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.

Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown, &  S. Strega (Eds.). Research as resistance: Critical, indigenous and anti-oppressive approaches (pp. 19-36). Toronto: Canadian Scholars’ Press/Women’s Press.

Silverman, D. (2013). Doing qualitative research: A practical handbook. London: Sage.

Objective

The course equips students with the understanding and the ability to analyze family and kinship patterns in Africa.

Content

The focus of the course is on the African family and kinship systems from a cross-cultural perspective. It identifies the characteristics, differences between marriages, the family and kinship structures such as lineage and descent as well as the changing trends in the African context.

Mode of Delivery

This course is delivered through lectures, small and large-group discussions, films/documentaries, writing, and group-work activities.

Readings Materials

Achebe, C. (1995). Things fall apart. New York: Doubleday Publishing Group.

Fiaveh, D. Y., Izugbara, C. O., Okyerefo, M. P., Reysoo, F., & Fayorsey, C. K. (2015).     Culture, Health and Sexuality, 17(5), 650-662.

Gyekye, K. (1996). African cultural values: An introduction. Accra: Sankofa Publishing   Company.

Kottak, C. P. (2018). Mirror for humanity: A concise introduction to cultural anthropology (11^th edition). New York: McGraw-Hill.

Nukunya, G. K. (2014). Tradition and change in Ghana: An introduction to sociology (3rd edition). Accra: Ghana Universities Press.

Sarpong, P. (1977). Girls’ nubility rites in Ashanti. Tema: Ghana Publishing Corporation.

Objective

This course equips and enables students to examine the relationship between health, illness, and culture from a cross-cultural perspective.

Content

This course explores the cultural and social aspects of health, illness, and medicine in a cross-cultural perspective. In particular, the course examines how people in different cultures and social groups explain the causes of illnesses, the types of therapies they believe in and who they consult when they are sick. Students are also assisted to appreciate the interrelationships among traditional, alternative and modern health care systems.

Mode of delivery

The course is delivered through didactic lectures, individual and or group presentations as well as visits to biomedical, alternative and traditional health care institutions in the country.

Reading Materials

Senah, K. (2013). In search of health and well-being in Africa. In T. Manuh & E. S. Addy (Eds.). Africa in contemporary perspectives. Accra: Sub Saharan Publishers.

Singer, M. & Baer, H. A. (2007). Introducing medical anthropology: A discipline in action. Lanham, MD: AltaMira Press.

van der Geest, S., Krause, K., & Senah, K. (2012/2013) Health and health care in Ghana. Ghana Studies, 15/16, 1 – 511.

Twumasi, P. K. (1975). Medical systems in Ghana. Tema: Ghana Publishing Corporation.

Willey, A. S. & Allen, J. S. (2009). Medical Anthropology: A biocultural approach. Oxford:
            Oxford University Press.

Objective

The course helps students to understand how gender identity is shaped by culture, context and various institutions.

Content

The course is designed to introduce students to various conceptual, theoretical, analytical and practical issues relevant to the study of women, men and alternative genders in the society from an anthropological perspective. It examines how gender roles and identities are constructed interspersed with issues of power and hierarchies. The impact of feminist theories, structural issues and socio-cultural constructs in our gendered understandings are also interrogated. The course focuses on gender from a global perspective with emphasis on the African context. Finally, the changing roles of men and women have also explored as well as the challenges faced by women and other minority groups in society.

Mode of Delivery

The course is delivered through lectures, audiovisuals, discussions and presentations.

Reading Materials

Aidoo, A. A. (1995). Women in the history and culture of Ghana. In M. Prah (Ed.). Women’s studies with a focus on Ghana: Selected readings, (pp. 206-226). Schriesheim, Germany: Jerrry Bedu-Addo Books on African Studies.

Amadiume, I. (1987). Male daughters, female husbands: Gender and sex in an African
            society. London and New Jersey: Zed Books.

Awumbila, M. (2001). Women and gender equality in Ghana: A situational analysis. In
            D. Tsikata, (Ed.). Gender training in Ghana: Politics, issues and tools. Accra:
            Woeli Publishing.

Tamale, S. (Ed.). (2011) African sexualities: A reader. Cape Town, Oxford: Pambazuka
            Press.

Tsikata, D. (2007). Women in Ghana at 50. Still struggling to achieve full citizenship? Ghana Studies 10, 163–206.

Tsikata, D. & Acquaye-Baddoo, N. A. (2000). Gender training in Ghana. Accra: Woeli
            Publishing.

Objective

The objective of the course is to strengthen the writing skills of students in Anthropology.

Content

This course introduces students to academic writing and provides them with the skills for effective communication. The course helps students to conceptualize, analyze, and think critically as students of anthropology. Topics treated include the characteristics of academic writing, book review, reporting research findings, editing, ethnographic writing and proofreading, citing sources in texts and preparing references. Students are also introduced to ethics in academic writing, including issues about plagiarism and copy infringement.

Mode of Delivery

The course is delivered through lectures, classroom activities as well as small and large-group discussions.

 Reading Materials

Nadell, J., Comodromos, E. A., & Langan, J. (2009). The Longman writer: rhetoric, reader,   research guide, and handbook (7^th edition.). New York: Pearson Education

Nkrumah, K. (1970). Consciencism: Philosophy and ideology for decolonization. New    York: Monthly Review Press.

Oshima, A., & Hogue, A. (2007). Introduction to academic writing (3^rd edition). New York: Pearson Education.

Pak-Tao, P. (2003). Effective writing: A guide for social sciences students. Hong Kong: The  Chinese University Press.

Rocco, T. S. & Hatcher, T. (2011) (Eds.). The handbook of scholarly writing and publishing. San Francisco, CA: John Wiley and Sons.

Objectives

The course helps students to understand key anthropological field methods.

Content

In this course, students combine theory with practice in order to learn about anthropological research methods and to put that learning into practice.  Students are assisted through a step-by-step process of learning and preparing for ethnographic fieldwork.  Students design and implement their individual fieldwork projects, guided by the theoretical course work and facilitated by various examples of ethnographies published by well-known scholars in the field.  The final result culminates in a mini-ethnography written and presented by each student.

Mode of Delivery

Lectures and classroom discussions constitute the main modes of delivery. These approaches are augmented by various exercises, including group presentations, papers, panel discussions and debates.

Reading Materials

Bernard, H. R. (2011). Research methods in anthropology: Qualitative and quantitative approaches (5^th edition). New York: AltaMira Press.

Chernoff, J. M. (2003). Hustling is not stealing. Chicago: The University of Chicago Press.

Fetterman, D. M.  (1998). Ethnography: Step by step.  London: Sage.  

Lundgren, N. (2002). Watch and pray: A portrait of Fante village life in transition. Orlando:        Harcourt, Inc.

Turner, V.  (1967). The forest of symbols.  London: Cornell University Press.

Objective

This course seeks to guide students to understand gender theories and their relevance to social issues.

Content

The course covers mainstream gender theories in an effort to analyze and understand the position of women and men through space and time.  Perspectives from the feminist’s school of thought, and postmodernism as well as the emerging incursions into an exploration of the social construction of femininities and masculinities are interrogated.     

Mode of Delivery

Lectures and classroom discussions constitute significant modes of delivery for the course.  Students do presentations, write response papers and participate in a research project culminating in a paper on a topic of their choice.

Reading Materials

Amadiume, I.  (1997).  Reinventing Africa: Matriarchy, religion and culture.  London: Zed Books.

Ampofo, A. A., & Arnfred, S. (2009).  African feminist politics of knowledge: Tensions,   challenges, possibilities. Uppsala, Sweden: Nordiska Afikainstitutuet.

Boserup, E.  (1970). Women’s role in economic development.  London: St. Martin’s         Press.

Di Leonardo, M.  (1991).  Gender at the crossroads of knowledge.  Berkeley: University of          California Press.

Federici, S. (2004). Caliban and the witch: Women, the body and primitive accumulation New York: Autonomedia.

Tong, R. (1998).  Feminist thought.  Boulder, Colorado: Westview Press.

Objective

This course enables students to understand the nature, relevance and impacts of tourism and its intersection with Ghana’s tourism landscape.

Content

This course focuses on Ghana's tourism landscape. It provides an overview of the development of tourism as an anthropological sub-discipline and examines some of its major theories, themes and concepts and their intersection with Ghana's tourism landscape. It highlights, in particular, the Slave Route Project, including the "slave castles" and the people as well as events associated with them. This interrogation is linked with Africa and the African Diaspora as a system of interconnected identities, markets, cultures and politics.

Mode of Delivery

Classes are interactive, comprising lectures, discussions, audiovisuals, students’ presentations and reflections on course material as well as educational trips to some tourist sites.

Reading Materials

Bruner, E. (2005). Culture on tour: Ethnographies of travel. Chicago: The University of   Chicago Press.

Coles, T., & Timothy, D. J. (2004). Tourism, diasporas and space. London and New York:  Routledge.

Hartman, S. V. (2007). Lose your mother: A journey along the Atlantic slave route. New  York: Farrar, Straus and Giroux.

Holsey, B. (2008). Routes of remembrance: Refashioning the slave trade in Ghana. Chicago: University of Chicago Press.

Ministry of Tourism. (2002). Rapid assessment of slave sites in Ghana. Accra; National   Slave Routes Project.

Osei-Tutu, B. (2014). Cape Coast castle and rituals of memory. In.A. Ogundiran, & P. V. Saunders (Eds.) Materialities of ritual in the Black Atlantic (pp. 317-337).           Bloomington, Indianapolis: Indiana University Press.

Objective

The course introduces students to the perspectives of anthropologists in studying religion, magic, and witchcraft.

Content

The course examines the nature of, and the relationships between witchcraft, magic/sorcery and religion (Traditional, Islam and Christianity) as they are practised in Africa. Anthropological theories of religious behaviour: Tylor, Frazer, Malinowski, Evans-Pritchard are engaged. Types of religious activity and modes of expression in historical and comparative situations; religion in simple societies (magic, sorcery and witchcraft, myths and rituals, divination, and the influence of social change on religious beliefs, practices and behaviour) are discussed.

Mode of Delivery

This course is delivered through lectures, small and large-group discussions, films/documentaries, writing, and group-work activities.

Reading Materials

Assimeng, M. (1989). Religion and social change in West Africa. Accra: Ghana Universities        Press.

Evans-Pritchard, E. E. (1976). Witchcraft oracles, and magic among the Azande: Abridged with an introduction by Eva Gillies. Oxford: Clarendon Press.

Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Macmillan.

Malinowski, B. (1974). Magic, science and religion. London: Souvenir Press.

Nukunya, G. K. (1969). Afa divination in Anlo: A preliminary report. Department of Sociology, Legon: University of Ghana.

Okyerefo, M. P. K., Fiaveh, D. Y., Asante, T. K. (2011). Religion as a tool in strengthening the democratic process in Ghana. Journal of African Studies and Development, 3(6), 124-130.

Stein, R. L., & Stein, P. (2015). Anthropology of religion, magic, and witchcraft. New York: Routledge.

Objective

The course helps students to understand the history of the world’s capitalist economy and globalization.

Content

This course explores the process by which modern humans have come to live in a globalized, advanced industrial capitalist world. The course turns an anthropological lens on our early ancestors and traces their progress through hunting and gathering, tribal organization and pastoralism, through this long journey from the rise of the industrial revolution with its accompanying imperialism, colonialism, expropriation of lands, the triangular trade and the slave trade, into the present period. In this process, we explore what we mean by such concepts as globalization, development, world systems and the ‘modern’ and what this all might mean for us today and in the future.

Mode of Delivery

Lectures, discussions, student presentations and films constitute the modes of delivery for this course. 

Reading Materials

Appiah, K. A.  (1992).  In my father’s house: Africa in the philosophy of culture. New York and Oxford:  Oxford University Press.

Awumbila, M. (2001). Women and gender equality in Ghana: A situational analysis. In D. Tskikata (Ed.), Gender training in Ghana. Accra: Woeli Publishing Services.

Carmack, R. M. (2013). Anthropology and global history: From tribes to the modern world-system. New York: AltaMira Press.

Rodney, W. (1981). How Europe underdeveloped Africa. Washington DC: Howard          University Press.

Sachs, W. (2010). The development dictionary.  London: Zed Books.

Wallerstein, I. (2006). European universalism: The rhetoric of power. London: The New  Press.

Objective

In this course, students reflect on the dynamic linkages among the media, communication, technology and popular culture.

Course Content

This course focuses on the intersection of media, communication and popular culture. It examines how the media have expanded the concept of culture and created a form of international communication that crosses cultural boundaries, creating a general and ‘popular’ culture. The course also interrogates how this global form of communication is spreading acculturation around the world. In addition, the tension between the homogenization and localization of culture is examined.

Mode of Delivery

This course is interactive comprising readings, audiovisuals, lectures and discussions.

Reading Materials

Askew, K., & Wilk, R. R. (2002). The anthropology of media: A reader. Malden, MA:     Blackwell.

Barber, K. (1997). Readings in African popular culture. Indiana: International African,     Institute and Indiana University Press.

Betts, R. F. (2004). A history of popular culture: More of everything, faster and brighter. New York and London: Routledge.

Fiske, J. (1989). Understanding popular culture. Boston: Unwin Hyman.

Guins, R., & Cruz, O. Z. (2005). Popular culture: A reader. London: Sage.

Peterson, M. A. (2004). Anthropology and mass communication: Media and myth in the new millennium. New York and Oxford: Berghahn Books.

Objective

This course helps students to interrogate the historical and theoretical underpinnings and ramifications of the African Diaspora, the Atlantic slave trade and its legacies, as well as the associated transnational connections.

Content

This course focuses on the forced removal of African peoples from their homelands and their subsequent dispersal to the Americas. It interrogates the theoretical, historical and economic underpinnings of this mass displacement of people and the ensuing complex interplay of economic, racial, gender, and sociocultural relations within the Atlantic world.

Mode of Delivery

This course, which is interactive, comprises readings, audiovisuals, lectures, discussions and students’ presentations.

Reading Materials

Falola, T., & Roberts, K. D. (2008). The Atlantic world: 1450-2000. Bloomington: Indiana  University Press.

Fortin, J. A. & Meuwese, M. (Eds.). (2014). Atlantic biographies: Individuals and peoples in the Atlantic world. Leiden and Boston: Koninklijke Brill NV.

Gomez, M. A. (2006). Diasporic Africa: A reader. New York: New York University Press.

Hannerz, U. (1996). Transnational connections: Culture, people, places. London and New           York: Routledge.

Schiebinger, L. (2017). Secret cures of slaves: People, plants, and medicine in the eighteenth-century Atlantic world. Stanford, CA: Stanford University Press.

Smithsonian Institution. (2012). Captive passage: The transatlantic slave trade and the making of the Americas. Washington, DC: Smithsonian Institution Press.

Objective

The course helps students to think critically about the cultural influences on knowledge, beliefs, and behaviours about sex and sexuality.

Content

The course focuses on the meanings of sex, the evolution of sex, and sexual discussion among early anthropologists.  Additionally, the course examines meanings of the sexual body across different cultural systems in which concepts of the erotic are nuanced. The course also considers the usefulness and limitations of anthropological theories of sex for analyzing African and Western societies. The format consists of lectures, discussions of readings, and small group work drawing on documentaries.

Mode of Delivery

The course is delivered through lectures, group discussions, films/documentaries and field trips.

Reading Materials

Agyekum, K. (2010). Akan verbal taboos: In the context of the ethnography of communication. Accra: Ghana University Press.

Donnan, H., & Magowan, F. (2010). The anthropology of sex. New York: Berg.

Evans‐Pritchard, E. E. (1970). Sexual inversion among the Azande. American Anthropologist, 72(6), 1428-1434.

Fiaveh, D. Y., Okyerefo, M. P., & Fayorsey, C. K. (2015). Women’s experiences of sexual pleasure in Ghana. Sexuality & Culture, 19(4), 697-714.

Johnsdotter, S., & Essén, B. (2010). Genitals and ethnicity: the politics of genital modifications. Reproductive health matters, 18(35), 29-37.

Malinowski, B. (2013). Sex and repression in savage society:[1927] (4). New York: Routledge.

The long essay is a research paper required of all students aspiring for a Bachelor of Arts (B. A.) in Social Sciences (Anthropology). It consists of primary and secondary data collection, analysis of the data and conclusions drawn and organised into a paper not more than 50 pages. The paper is typewritten, following standard research paper style, including a full bibliography. Topics are chosen in consultation with the lecturers and reflect an in-depth exploration of an area covered in the B. A. programme.