Dear all,

Please find below the Call for Papers for the Postgraduate Conference 'Postcolonialism in Interdisciplinary Perspective', to be held at the University of Birmingham, 17th May 2017. Please address any enquiries to<;>;

Best wishes,

Postcolonialism in Interdisciplinary Perspective
This one-day event will showcase postgraduate research investigating postcolonialism during the 20th and 21st centuries from a range of disciplinary and geographical perspectives. As well as providing a graduate platform for discussing the state of the field and ways forward in postcolonial studies, the event will provide postgraduates with an opportunity to present research and receive feedback in a friendly and constructive environment.

More broadly, the conference aims to foster a community of postgraduate researchers who are interested in postcolonial studies, and to provide them with the opportunity to become aware of cutting-edge research by experts in the field.

The day will consist of four themed panels of postgraduate presentations, as well as two keynote speeches that will book-end proceedings. The chance to network with other postgraduates will be central to the event. Refreshments, lunch and a wine reception will be provided

The deadline for abstract submissions is 15th March. Abstracts of no more than 300 words should be submitted to<;>; using the subject heading ‘Abstract 2017’, along with a biography of up to 150 words. Notification of acceptance will be sent by 31st March, and those selected will be invited to give a 20 min. presentation.

Dear all,

We are inviting paper proposals for the ESRC NWDTC Postgraduate
Conference, *“Impact
and its discontents: ethnography, accountability and activism”* to take
place at the University of Manchester on 31st May 2017.

Deadline for abstract submission, of no more than 250 words, as well as
proposals for panels and film screenings is 31st March 2017. Please address
proposals to or submit through the
conference website,

We look forward to receiving your proposals.

*Call for papers, ESRC NWDTC Postgraduate Conference:*

*“Impact and its discontents: ethnography, accountability and activism”*

This one day postgraduate conference, supported by the ESRC North West
Doctoral Training Centre, aims to explore “impact” as a set of concerns
shared by those who use ethnography in their research. On the one hand,
universities, funding bodies and other sponsors increasingly demand that
researchers demonstrate tangible, measurable outcomes of their work. On the
other hand, impact is an ethnographic object: among interlocutors for whom
it orientates practice (e.g. international development) and those who try
to bring about change without ever using the word (e.g. social justice
campaigners). In addition researchers work with their interlocutors and
their projects in ways which lie outside their strictly academic concerns,
through various levels of engagement with their informants’ projects. To
take a few examples: the expertise of those who work with marginalised or
indigenous groups is often drawn into legal disputes (as in Stuart Kirsch’s
consultation work on pollution, mining and land rights); the study of
illegal practices may directly inform efforts at their eradication (Nancy
Scheper-Hughes on organ trafficking); and those who study contemporary
political movements may start as, or become, activists in their own right
(David Graeber on the Occupy movement and his “direct action” ethnography).

Increasingly, ethnographers build forms of engagement and outcomes into the
very design of their research. This may be to align with institutional
agendas (such as universities, funders or NGOs), or to assist and advocate
on behalf of research subjects. At times, ethnographers may be held equally
accountable to their institutions and their informants. This conference
seeks to take “accountability” and “activism” as ways to think through the
kinds of impact that are possible, desired or demanded by a range of
ethnographic scenarios. Should the main role of ethnography be to critique
“impact” as a floating signifier, or do we need a new ‘impact
anthropology’? Does ‘thinking through impact’ have anything to offer or is
it a lapse of critical social science? Is it possible to embrace engagement
and advocacy without falling into old debates of the applied vs. the
theoretical? Rather than dismiss either side of the coin, the conference
invites papers from a range of experiences with “impact culture” in order
to take this term and its various applications seriously.

No fee for participation in this conference. Limited funds may be available
for speakers’ travel expenses only.

Kind regards,

James Bradbury

PhD Candidate in Social Anthropology, University of Manchester

Colloque international et interdisciplinaire 2017 pour étudiants et nouveaux chercheurs : immigration, diversité ethnoculturelle et citoyenneté, Montréal, 28 avril


University of Alberta is offering a new course, Indigenous Canada

About the Course
Indigenous Canada is a Massive Open Online Course (MOOC) that explores Indigenous histories and contemporary issues in Canada.

From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations.

Indigenous Canada is for students from faculties outside the Faculty of Native Studies with an interest in acquiring a basic familiarity with Aboriginal/non-Aboriginal relationships.

Registration is now open.



*Connected Life 2017: Digital Inequalities*

*A multidisciplinary Internet research conference at the University of
Oxford *

*Monday, 19 June 2017*

Connected Life 2017 is a student-run
day-long conference dedicated to igniting multidisciplinary exchanges and
showcasing exciting Internet research. We welcome students and faculty from
all departments. Connected Life 2017, organized by students at the Oxford
Internet Institute , will foster collaborations
within and beyond Oxford in pursuit of an enhanced understanding of the
Internet and its multifaceted effects upon society.

We invite the submission of proposals for presentations on ongoing or
recent research from individual authors or multiple contributors. Proposals
that address our key thematic questions are particularly encouraged: *What
is digital inequality? Where does it occur? How does it impact our
connected life?*

Pease visit the Connected Life Conference
website for full
information about the call for papers and to submit. Submissions are
due by *Tuesday,
28 February 2017*. If you have any questions, do not hesitate to email

Thomas Vogl & Sian Brooke

Connected Life 2017 Conference Chairs @OxConnectedLife

Cours gratuit : Une ruche qui bourdonne : l’engagement du public au service du bien commun

début : mars 2017

Réseau de coordination des conseils provinciaux et régionaux de coopération internationale au Canada, en ligne


TransCanada Indigenous Legacy Scholarship – Accepting applications from January 15 to April 15, 2017: The TransCanada Indigenous Legacy Scholarship is offered on an annual basis to up to 50 students from communities across our Canadian and American footprint. Each scholarship is worth $5,000 and is offered to First Nations, Métis, Inuit and Native American students pursuing any full-time, post-secondary program at a registered education institute. Recipients are encouraged to apply to receive the scholarship on an annual basis, assuming satisfactory academic standing.



Scholarship for Palestinian and Israeli students

The Sir Siegmund Warburg Scholarship offers residents of Israel, Palestine/Occupied Territories or Palestinian camps in Syria, Jordan or Lebanon the opportunity to undertake full-time postgraduate human rights study at LSE. This year the scholarship had a value to £30,000, which covers fees and significantly contributes to living expenses. As scholarship applications can only be accepted by those who have already been offered a place on the MSc Human Rights, candidates are strongly advised to submit their application to the MSc Human Rights as early as possible. We are currently accepting applications to the programme for entry in October 2017.

Heidi Elfriede El-Megrisi
Centre Manager
The London School of Economics and Political Science (LSE)
Centre for the Study of Human Rights
Houghton Street
London WC2A 2AE

RAI Student Conference, April 2017

This year’s theme is: ‘People in Context: Anthropological Reflections in a Post-Truth World.’

Submission deadline: 06/03/17
Acceptance notification: 20/03/17
Registration deadline: 01/04/17
Registration fee: £10

Call for papers
Global Students: Mapping the Field of University Lives

(December: 7th-9th, 2017, Centre for Interdisciplinary Research, Bielefeld, Germany)

“The world is going to university” titled ‘the Economist’ in the year 2015, capturing by this
headline the striking expansion of the academic realm in contemporary world society: More and
more people study; the number of those enrolled is expected to double within one decade. In 2016,
Harvard University claimed that it enrolled students from more than 125 countries and “from
every background”, indicating an increasing internationalization of studying as well as a
significant change in the social composition of those enrolling and attaining an academic
education. Internationalization ranks high among the strategies embraced by universities
competing for power, prestige and wealth in the global race; in the quest to belong to the élite,
equality is balanced against neo-liberal dictates.

The rapid expansion of the student body results in an increased heterogeneity of its rank and file,
with students differing in their ascribed characteristics, their resource endowment, interests, skills,
expectations, and imaginations. Academic aspirations have intensified so substantially that
student debts have become an important economic factor. Comprising heterogeneity within their
spatially limited material premises, universities can be seen as cross-roads where very diverse
personal trajectories may intertwine, confront each other, or run parallel. Many tensions bear on
the social spaces of universities, and studying can turn into a very ambivalent experience: going
through a university course can be a period of greatest freedom in life, of widening horizons and
social openings, but also of heteronomy, disciplining and conflicts.

This conference aims to capture the social lives of contemporary universities, concentrating on
students’ trajectories, relations, and action fields and on increasingly complex interrelationships
between actors representing different institutionalised procedures and political agendas involved
in the expanding global higher education. It starts off from observing the striking mobilities as
well as the increasing differentiation of the social spaces of universities. But to perceive of students
as of a globalizing social formation may fail to acknowledge that many students are already
reflexive of themselves as ‘global’. The ‘global student statement’, signed by a number of student
associations formulates its dedication “to the advancement of the students’ situation through
student rights, accessibility, affordability, partnerships, mobility, learning experience and social
justice”. Global students demand a treatment of students as equal partners participating in
shaping their university’s development, while opposing the growing commercialisation of tertiary
education as well as the widespread perception of students as ‘consumers’.

The conference needs not only to capture modalities of engagement and politicization, but also the
ongoing reflexion on what it means to be a student and on acting at different scales of today’s
world society.

We invite contributions especially in three topical lines:
(1) The spatial-temporal dimensions of studying. How to conceptualise the process of
studying? Exploring the temporal dimensions, e.g. structured by critical events such as
exams, accelerations and de-accelerations through employment, parenting, caring and
other obligations; the pace of studying and peer-comparisons. Socio-spatial divisions, the
interplay of proximity and distance in student encounters; spatialities and temporalities in
accessing universities; scalar dimensions of studying and activist engaging.
(2) Studying as movement. Grasping the dimensions as well as the interconnections between
spatial, social as well as political movements, e.g. translocality and transnationality; exitvoice-dynamics;
movements and moorings; aspirations, imaginations and modalities of
student mobilization opening up new perspectives on a range of actors such as those
involved in application and recruitment processes, student politics and/or students’
networks facilitated by digital media.
(3) Difference, in/equality and transformation. Perceiving of studying as navigating in
constellations of ‘cohabitation’ (comprising different forms of distancing and
contestations); changing composition of students as challenge and as possibility of
experiencing and engaging in conviviality in the social space of universities and beyond.
Social re-configurations instigated by student reflexivity and engagement.

We invite paper proposals (300-500 words) by April, the 15th, 2017
Please, send your applications to
Andrea Kölbel, Joanna Pfaff-Czarnecka, Susan Thieme
Bielefeld University, FU Berlin, University of Bern

Stories from Amsterdam: Hands-on Anthropology and Collaborative Storytelling

Everyone has a story to tell. For anthropologists, such accounts can reveal
as much about the people and societies we study as more conventional
research. But the process of collecting stories in the field and retelling
them in the academic arena is littered with pitfalls. How do we ensure that
our subjects are fairly represented? How do we construct a culturally
sensitive narrative whilst maintaining scientific validity? This course
introduces you to the hands-on approach we call DAY: do anthropology
yourself. It is about engaging actively with interlocutors to include them
in the process of generating knowledge that represents them and their
societies. In this way we turn scientific endeavour into a collaborative
process that empowers both researchers and researched.

There can be few better places to practise this method than Amsterdam. As
one of the world’s most cosmopolitan cities, home to people of 180
nationalities, fascinating personal stories abound here. At the heart of
DAY are interactive conversational workshops at which you hear some of
these, from refugees and others.
Working with experienced ethnographers and creative writers, you learn to
construct narratives in collaboration with your interlocutors. In other
words, how to turn lived experiences into creative stories with an academic

Along the way, we guide you through the process of gathering stories as the
basis for a scientific inquiry, using simple but effective fieldwork tools
(such as mobile phones), and presenting them through “low-tech” media like
creative writing and oral storytelling. Obviously, this is a highly
practical course requiring your active participation throughout. It is
organized by the Department of Social and Cultural Anthropology at VU
Amsterdam in collaboration with social research studio Pollinize and youth
theatre project Studio 52nd.
Course leader

Dr. Younes Saramifar, Prof. Dimitris Dalakoglou, Prof. Halleh Ghorashi , Dr
Ellen Bal, Dr L. Nencel, Dr Ton Salman, Dr Marina de Regt, Dr Sanderien
Verstappen, Lipika Bansal, Sipko Melissen, Dr. Roy Gigengack, Dr. Barbara
Target group

Advanced Bachelor's/Master's
Course aim

This course introduces you to the hands-on approach we call DAY: do
anthropology yourself. It is about engaging actively with interlocutors to
include them in the process of generating knowledge that represents them
and their societies. In this way we turn scientific endeavour into a
collaborative process that empowers both researchers and researched.
Credits info

50 contact hours
Fee info

EUR 1150: Included in the tuition fee are:

• Airport pick-up service
• Orientation programme
• Course excursions
• On-site support
• 24/7 emergency assistance
• Transcript of records after completion of the course

• Early bird discount of €150 for anyone who applies and pays before 15
March 2017.
• €250 discount for students from partner universities.
• 10 scholarships available that cover the full tuition fee of one course.
• Combine 2 courses: €100 discount

Colloque « Acteurs et mobilisations : militants, intellectuels, engagements et francophonies canadiennes », 9 et 10 mars, Université d'Ottawa

The international program at the WWU Münster in
Visual Anthropology, Media and Documentary Practices
welcomes applications until the 28th of April.

Please circulate, and recommend to students or people who are looking for advanced training
options in the field of Visual Anthropology, Media and Documentary Practices.

Thomas John


Programs are open to graduate and undergraduate students.
The Adelphi University, Department of Anthropology welcomes applications for our 2017 summer field school in Alaska. Interested students can find more information in the attached program flyers. Review of applications has begun and will continue until the course is full.

Research will focus on the newly discovered Holzman site along Shaw Creek where large mammal bones, stone tools, and a nearly complete mammoth tusk, dating back to the end of the Ice Age, were discovered. Join our research team in the scenic Tanana Valley as we investigate the question, who were the First Alaskans?

Taught by experienced faculty with a student-instructor ratio among the lowest available (3:1), this program emphasizes a range of experiential learning opportunities. Do you already have a field school experience but are looking something more? We are also offering an advanced program for graduate credit (0103-532).

For more information about Archaeological Field Methods in Alaska email Brian Wygal ( or visit us online for application instructions at


Salon Ma carrière en développement internationale

18 mars 2017

Événement organisé par SUCO, Montréal

Plus d'informations:



Trent University offers students the opportunity to participate in the excavation of an ancient Maya site in Belize, Central America, while earning at full-year course credit. Field world takes runs from May 13, 2017 to June 17, 2017. More information:


Cours d'été en territoire atikamekw pour étudiants
UQÀM, Manawan

date limite : 24 février


Indeterminacy: un\knowing a body in space - University of Victoria’s interdisciplinary Cultural, Social, and Political Thought (CSPT) program conference, May 5-7, 2017

Deadline: recently extended to Feb. 28

Keele University (UK) PhD scholarships in Politics and IR (of the Muslim World)

Politics and International Relations Studentships for 2017

The School of Politics, Philosophy, International Relations and Environment (SPIRE) in the Faculty of Humanities and Social Sciences at Keele University is home to world-class scholars and research clusters. In the most recent Research Excellence Framework (REF2014), the Times Higher Education ranked us 4th out of 56 in the country for the impact of our research, and 90% of the overall submission was assessed as world-leading, internationally excellent, or internationally recognised. The School brings together approximately 20 active researchers and 50 postgraduate research students in a vibrant, interdisciplinary environment.

The School of Politics, Philosophy, International Relations and Environment (SPIRE) in the Faculty of Humanities and Social Sciences at Keele University is home to world-class scholars and research clusters. In the most recent Research Excellence Framework (REF2014), the Times Higher Education ranked us 4th out of 56 in the country for the impact of our research, and 90% of the overall submission was assessed as world-leading, internationally excellent, or internationally recognised. The School brings together approximately 20 active researchers and 50 postgraduate research students in a vibrant, interdisciplinary environment.

For 2017/18, we are offering a range of studentship opportunities. Applications are invited from high quality prospective doctoral students in area of Politics and International Relations with a good fit with the research specialisms and expertise of our academic staff.
Our postgraduate funding opportunities for 2017/18 include:

Full Studentships (fees at UK/EU rate and full annual maintenance grant)
Graduate Teaching Assistantships (fees at UK/EU rate and full annual maintenance grant)
Bursaries and Fee Waivers (fees/part fees at UK/EU rate)

Deadline for applications: 24 February 2017

Contact me with details before submitting an applications for research on the Muslim world, as I can take max. two new students.

Naveed S. Sheikh (

Programme de bourses du Conseil de la vie française en Amérique

Afin de favoriser la recherche sur un aspect de la vie française en Amérique du Nord, le programme vise tous les étudiants inscrits à un programme de maîtrise ou de doctorat dans une université nord-américaine.

Cinq bourses d'une valeur unitaire de 1 000$ sont offertes annuellement.

Le concours est ouvert à toute personne inscrite à plein temps à un programme de maîtrise ou de doctorat dans une université nord-américaine.
Les modalités de demande et la date à retenir

Tous les documents doivent être rédigés en français. Le formulaire est disponible sur le site web de la CEFAN. La date limite de réception des candidatures est fixée au 28 février 2017. Il revient à chaque candidat de vérifier auprès de la CEFAN si son dossier – y compris les recommandations des deux répondants – est complet à la date prévue.

Plus d'informations:


Summer Program: Redistribution and the Law in an Antagonistic World


The Berlin-based Forum Transregionale Studien and the Max Weber Stiftung – Deutsche Geisteswissenschaftliche Institute im Ausland cordially invite doctoral and postdoctoral scholars from the humanities and social sciences, in particular law, political sciences,
political economy, history, anthropology and economy to apply for a Transregional Academy. It will be convened 21st to 30th August at the Humboldt-Universtität zu Berlin on the topic “Redistribution and the Law in an Antagonistic World” and chaired by Isabel Feichtner (Julius-Maximilians-Universität Würzburg), Philipp Dann (Humboldt-Universität zu Berlin), Jochen von Bernstorff (Eberhard Karls Universität Tübingen), Surabhi Ranganathan (University of Cambridge), Celine Tan (University of Warwick), Arnulf Becker Lorca (Georgetown University, Washington, DC).

Application received by March 12, 2017


Rupture Workshop and PhD forum @ UCL, February 2017

How to think a world experienced as turmoil? And how far might that sense
of turmoil -- of a world apparently running away with itself -- be
conceived as an occasion for anthropological thinking to break with itself?

Organized by Martin Holbraad, Bruce Kapferer and Michael Rowlands, the
Rupture Workshop brings together speakers from the UK, the US, Scandinavia,
South Africa and elsewhere for three days of intense debate. The PhD Forum is
an opportunity for students working on themes related to Rupture to share
their work with workshop participants.

Both events will take place at the Department of Anthropology at UCL from
the 13th to the 15th of February – for more information see the attached

We only have a few more spaces available! So, if you want to join in the
discussion just send an email to

School of Public Health. *All workshops held twice per year in May and August. *Registrations are now open for May 2017. Visit our website or contact or 404-7273152.

*Qualitative Research Methods*, May 15-19, 2017. Registration Fee $750
(Students $650). This 4-day workshop covers theory and practice of
qualitative data collection. It is suitable for anyone involved in
designing, conducting, evaluating, training or managing qualitative

*Mentored Qualitative Methods, *May 20, 2017, 9am-12.30pm. Registration Fee
$130. This half-day workshop enables you to bring your own qualitative
research project or proposal and receive expert individual mentoring
specific to your project.

*Qualitative Data Analysis*, May 22-24, 2017. Registration Fee $600. This
2½ -day workshop integrates theoretical principles, practical skills and
hands-on software sessions for analyzing qualitative data.

*Mentored Qualitative Analysis*, May 25, 2017, 1.30-5pm. Registration Fee
$130. This half-day workshop enables you to bring your own project and data
and receive expert individual mentoring on qualitative data analysis
specific to your project.

Bourses de recherche sur les francophonies canadienne et nord-américaine

Concours 2017-2018
Le CRCCF, le CIRCEM et le Collège des Chaires sur la francophonie canadienne de l'Université d'Ottawa sont fiers de vous annoncer l'ouverture du concours 2017-2018 pour le programme de bourses de recherche sur les francophonies québécoise, canadienne et nord-américaine.
Bourses disponibles :

Une bourse de 2 000 $ réservée aux étudiants au niveau de la maîtrise
Une bourse de 3 000 $ réservée aux étudiants au niveau du doctorat.

Description des bourses :

La recherche portera sur l'un ou l'autre aspect de l'histoire de la francophonie québécoise, canadienne et nord-américaine, sur les cultures et les sociétés qui l'ont tissée ou sur les questions entourant les enjeux de son développement. La recherche-création est aussi visée par ce programme.

Admissibilité :

Être étudiant inscrit à temps plein au niveau de la maitrise ou du doctorat à l'Université d'Ottawa. L'obtention de cette bourse repose sur le mérite académique ou artistique du projet ainsi que sur l'intérêt de la recherche dans le domaine de la francophonie.

Date limite :

Tous les documents requis doivent être envoyés au CRCCF ( avant le 28 février 2017.


Dear colleagues,

We would be grateful, if you could circulate this call for applications
among interested students:

Heidelberg University welcomes applications for its 2-year Master Programme
in Transcultural Studies. Across disciplines and national borders, students
from around the globe can explore the dynamics of cultural exchanges. The
emphasis lies on Asian, predominantly East and South Asian, and European

The M.A. Transcultural Studies is a research-oriented, interdisciplinary
programme in the humanities and social sciences with a transregional focus.
It offers a wide range of courses within an international research
environment and is taught completely in English. Students are trained in
transcultural theories and methods as well as in the study of cross-cultural
exchanges in past and present, specifically between Asia and Europe. They
specialise in one of three study foci: "Society, Economy, and Governance",
"Visual, Media and Material Culture", or "Knowledge, Belief, and Religion".
They will learn to critically evaluate research tools and methodologies from
different disciplines in order to arrive at a set of methods and theories,
which is framed according to the specific research question and material.

Students are encouraged to spend their third semester abroad on study
exchange or conducting a research oriented internship. They can benefit from
partnerships with Tokyo and Kyoto University, the University of Hyderabad
and Seoul National University that also include funding programmes. A study
exchange to other Asian, as well as European countries is also possible.

Applicants must hold a B.A. or equivalent (minimum three years of study) in
a discipline of the humanities or social sciences with an above-average
grade. Furthermore, proficiency in English and two more languages is

The application deadline for international students is June 15, 2017.

For more information on the programme as well as the application,
requirements and process please visit

With best wishes,

Marian Gallenkamp & Takuma Melber, Programme Coordinators MA Transcultural

Anna Echtenacher, PR Manager

The Cluster of Excellence "Asia and Europe in a Global Context" is an
interdisciplinary network of researchers at Heidelberg University. About 200
scholars examine in which dynamics the transcultural processes between and
within Asia and Europe develop.


Call for Proposals: Strategies of Critique XXXI: Out of Time

Graduate Program in Social and Political Thought, Annual Graduate Student Conference

York University, April 21 - 23, 2017


Call for Papers
IKSA Graduate Forum
The many social lives of policy: across different processes and regional contexts
Department of Cultural and Social Anthropology (IKSA), University of Vienna
27-29 April 2017, Vienna, Austria
Deadline for Paper Proposals: 26 February 2017

Please submit your abstract and indicate your preferred panel no later than 26 February 2017

CFP: 8th Annual Undergraduate Conference on Health & Society at Providence College

The 8th Annual Undergraduate Conference on Health & Society at Providence College will be held on Saturday, April 22, 2017.

This is a great opportunity for advanced undergraduates who are engaged in significant writing projects. This interdisciplinary conference welcomes paper proposals from all areas of inquiry that address topics related to health, health care, or health policy, including Anthropology, Biomedical Ethics, Community Health, Economics, Health Care Management, Health Policy, History, Literature, Political Science, Public Health, and Sociology. Abstracts are peer reviewed on a competitive basis by a joint student-faculty selection committee. Accepted participants orally present their research on a panel moderated by a faculty discussant. Additionally, all participants will have the opportunity to publish their work through PC’s Digital Commons. Examples of papers from past conferences can be viewed at Abstracts can be submitted via by February 1, 2017. For more information contact the Conference Coordinator at

Early submissions are strongly encouraged because we are able to offer a limited number of travel stipends to defray the hotel/transportation costs for interested students who must stay overnight in order to attend.
Contact Info:

Samantha Santos '14 & '16G
Graduate Assistant
Health Policy & Management Program
Howley/Service 229
Providence College
One Cunningham Square
Providence, RI 02918

Contact Email:

$1,500 Scholarships for PhD Students in the Humanities/Social Science & eligibility for up to $15,000 Fellowship

(funding programs open to students from all countries, and studying in any country)

The deadline for all applications is February 28, 2017.


PhD Summer School at the Hong Kong Polytechnic University
Urban Ethnography: Senses, Rhythms and Practices
22-26 August 2017

Join us in August 2017 in Hong Kong for an Urban Ethnography Summer School!

A city is more than the waves of verticals made of steel, concrete, and glass that
form the architecture of our lives. Urban ethnography takes as its starting point
the idea that it is the everyday human experience that defines the changing fabric
of the city. Our Summer School will draw from the origins of a human-centered
conception of urban space that contrasts with the economic mapping and political
planning of the cityscape. With our speakers and participants, we want
to position our observation of Hong Kong at “street-level” by following Certeau’s
invitation to observe the practices that write within the text of the city.
We will also borrow from the growing scholarship in visual anthropology
and sensory research the instruments to rethink our research in the city.
Together, we will ask ourselves: how should we make sense of the urban dimension
of contemporary culture? How can we continue Baudelaire and Benjamin’s search to
render their impressions of contemporary life in the city? What can the practice
of urban ethnography tell us in the end of the effective production of space?

Together, we will explore new ways to analyze the city, make sense of the urban
experience and communicate our research. The program will include training,
workshops, fieldwork and public presentations.

We invite Hong Kong and International Ph.D. students from sociology and anthropology,
media and visual studies, art/design and architecture, urban planning
and policy-making, to inspire each other and receive guidance from leading scholars
in urban studies and visual anthropology. A unique time and space to discover
Hong Kong and to carve a new lens for your research!

Confirmed Instructors

Dr. Anna GREENSPAN, Assistant Professor at New York University Shanghai
Dr. Anne JARRIGEON, Assistant Professor at the Paris School of Urbanism

Application Requirements

- Two-page presentation of their current research project including a description
of their methodological issues and concerns;
- Two-page statement of their interest in urban ethnography and visual methods
as well as a reflection on the role of the city in their life and personal
- Updated Academic CV.

Important Deadlines

Closing of Applications: 15 APRIL 2017
Notification of Acceptance: 15 MAY 2017
Registration and Confirmation: 15 JULY 2017

Additional Information

- Participation in the Summer School is free of charge;
- Participants will be expected to cover the fees of their accommodation and
meals during the Summer School. (Recommendations will be provided by the organizers);
- Certificates of attendance and participations will be given to those who require them
in advance.

We accept your applications and inquiries at
For more information please visit our website

We are very much looking forward to your participation!


Jan Karlach
Urban Ethnography Summer School main organizer, on behalf of all co-organizers

The Department of Applied Social Sciences
The Hong Kong Polytechnic University

Call for Abstracts.
Graduate Masterclass, 'Infrastructures of Inclusion: Service Provision, New
Technologies, Markets and Finance'
London School of Economics, April 28, 2017
Abstracts due February 20, 2017.

Infrastructures of Inclusion: Service Provision, New Technologies, Markets
and Finance*

The opening decades of the 21st century have shown that high growth rates
can be accompanied by expanding poverty, informality and precarious
livelihoods. This has provoked a shift of focus from growth to inclusion,
with attention to how workers and consumers at the Bottom of the Pyramid¹
can be incorporated into growth processes, so that none will be left
behind¹. A strong emphasis on connections explores how those trapped in
poverty and precarity can be linked into the wider economic system through
innovative forms of service provision, ICT linkages and off-grid solutions,
Bottom of the Pyramid (BoP) initiatives and financial inclusion. But the
rhetoric of connections, tied to economic imaginaries of unimpeded flows,
tells us little of how mechanisms of including the poor and marginalized
actually operate. This workshop invites an ethnography and political
economy of these infrastructures of inclusion, with attention to the
institutional and political as well as material elements. There will be a
primary focus on inclusive initiatives for the poor in Africa and Asia,
although we encourage reflections on wider implications of inclusive
infrastructures for precarious populations.

The masterclass is part of a larger workshop organised by the London School
of Economics, together with SOAS, University of London, the University of
Edinburgh and the University of Sussex, held at the LSE on April 27-28,
2017. The workshop seeks to trace the infrastructural mechanisms through
which the poor are being included in service provision and economic life,
and to interrogate the terms of inclusion, as well as the regulatory and
political implications of these inclusive infrastructures. It will focus on
four distinct infrastructures of inclusion: public services for poor
communities, new technologies such as ICTs and solar, BoP initiatives to
engage with precarious workers and consumers, and novel financial mechanisms
for engaging with the unbanked¹.

We invite contributions from graduate students working across a number of
empirical country studies to reflect on how infrastructures of inclusion are
(re)shaping the social, political and economic lives of the poor. Relevant
questions include:

1. How do infrastructures of inclusion actually work?

2. Do they provide structures for extending support and material
benefits to the poor, or do they enmesh the poor in new mechanisms of
extraction and erosion of their social and political rights?

3. What do these modes of inclusion strengthen and what do they
marginalize and bypass? What new forms of subjectivity, citizenship and
politics do they foster?

4. How are the effects of inclusive arrangements reshaped by local
realities and new forms of popular resistance?

5. In what ways are multi-stakeholder arrangements involving the private
sector and international actors reconfiguring the nature of the state and
the rights of citizens?

Students will be asked to circulate a paper/draft chapter in advance of the
masterclass, which will be allocated to an expert discussant. Each student
will have 15 minutes to present their paper, which will be followed by
feedback from their discussant and audience questions and comments.
Participants in the masterclass are of course also welcome to attend the
workshop on the 27th April.

Please send a short abstract to Catherine Dolan ( and Dinah Rajak ( by February 20th.

* part of the ESRC seminar series in 'Doing Good by Doing Well: Capitalism,
Humanitarianism and International Development'

Dr Dinah Rajak
Senior Lecturer in Anthropology and Development
University of Sussex
Falmer, Brighton
Tel: +44 (0)1273 678 561

PhD Scholarships for Palestinians at the University of Bristol

Deadline: 28 February 2017


The British Institute in Eastern Africa ( is accepting applications to its three-week 2017
Summer School in Kenya.

The Summer School targets graduate students from the humanities and social
sciences departments from across the world. The aim is to provide advanced
practical and field-based training in research methods. The students will
spend ten days in the field putting into practice various research methods.

Modules on offer include: Approaches to African Studies by various
Disciplines (Anthropology, Archaeology, History and Political Science);
Introduction to field research; Practical sampling, mapping and village
surveys exercises; Practical archaeological surveys and excavation
exercises; Practical ethnographic field work exercises; Practical oral and
life history interviewing and focus group discussion exercises and; Ethics,
permits and practicalities of doing research in Africa.

For more information, see brochure below and/or get in touch us through: <> or <>

Cynthia Olouasa

Project Development Officer

British Institute in Eastern Africa



If you're into cultural exchange, meaningful community service, and off-the-beaten path adventure, apply by March 1st to secure an interview for one of your top choice programs!
Operation Groundswell is a non-profit organization that runs international volunteering programs, focusing on social justice issues and working alongside local activists, organizations, and communities. It is looking for globally conscious and socially active students who want to spend their summer exploring some of the most complex and beautiful countries in the world!
Programs are filling up quickly so apply as soon as possible!
*Financial assistance is available for all students on our 35- and 40-day programs.

Check out their programs:


XIIe colloque de l'ACSSUM (Association des cycles supérieurs de sociologie de l'Université de Montréal)

Identité(s) et Immigration
23 & 24 mars 2017
Université de Montréal

Date limite pour soumettre une proposition :
27 janvier 2017.

Bourse de participation à l'Université d'été en études québécoises (McGill)

DATES DE LA FORMATION : 3 semaines en juin

DATE BUTOIR : 10 avril


University of Alberta Graduate Music Students' Association 2017 NCOUNTERS Conference: Engaging Music Research and Practice

2017 NCOUNTERS Conference

Engaging Music Research and Practice
The university of Alberta, Graduate Music Students' Association
University of Alberta, Department of Music

April 1-2, 2017

Submission Deadline: February 25th, 2017

Skilled Migration Flows and Borders in a Globalized World
The Balsillie School of International Affairs

Globalization allows the supply and demand for skills to converge across borders. The need for particular skills and professions has shaped international migration flows through rules, bordering practices, and policies on foreign credential recognition. The Borders in Globalization Summer Institute in collaboration with the International Migration Research Centre is open to graduate students who are exploring skilled migration flows and barriers, and would like to receive mentorship from academics, government representatives, and other policy professionals. Student participants will have an opportunity to present their papers and participate in feedback-and-discussion panel sessions.

The Summer Institute will be followed by a two-day closed workshop on May 25th-26th with a targeted focus on migration of skilled health professionals.

Register for the institute via email to

Sociologists for Women in Society (SWS) is currently accepting applications for the 2017Barbara Rosenblum Dissertation Scholarship for the Study of Women and Cancer.

This scholarship is designed to encourage doctoral research on women’s experience of breast cancer and other reproductive cancers, as well as the prevention of these cancers. The scholarship also supports efforts to make sociological research on these topics available to the public.
To apply for the Barbara Rosenblum Scholarship please send the following to Dr Ana Porroche-Escudero at

- electronic copy of the application form
- electronic copy of your CV
- electronic copy of your dissertation proposal or prospectus
Please do not send more than 15 pages. If the full proposal is longer, select the section or sections which most clearly describe what you are doing, who your subjects will be, and what methods you will use. If you are near completion, please include a brief statement describing the above and major findings.

Deadline:April 1, 2017

For more information visit SWS website: The Barbara Rosenblum Cancer Dissertation Scholarship - Sociologists for Women in Society

Fieldschool for Ethnographic Sensibility, Belgrade, Serbia

May 29, 2017 – July 7, 2017


Call for Volunteers: Apu Coropuna Archaeological Research Project


Call for Papers

9th Annual McGill Anthropology Graduate Student Conference

Colour, Tint, Tone

McGill University

Friday, 31 March 2017

This conference calls us to view colours in a different light: to consider how colours code culture; to reflect on the intersections of race and space, perception and technology, aesthetics and politics. How do the visual and the imaginary shape realities? How does colour form and inform space, time? This conference calls us to explore colour as vivid lens for anthropological thinking.

Race and place: Between 1934 and 1968, the US Federal Housing Administration (FHA) produced colourcoded maps of neighborhoods in order to grade and spatialize its assessment of the economic risks of granting mortgages. This practice came to be known as “redlining,” and though the Fair Housing Act of 1968 declared the practice illegal on the basis of racial discrimination, the effects of redlining on the layout, and diversity of present-day American cities continue to magnetize public debate (Coates 2014; Badger 2015). A recent project has archived the FHA’s colour-coding key, which represented neighbourhoods at the lowest end of its scale in a surprising combination of colour and grammatical tense: yellow is written in the present progressive and used to describe areas thought of as precariously constructed and “lacking homogeneity.” Red is written using the present perfect and used to describe areas “in which the things... taking place in the Yellow neighborhoods, have already happened” (Madrigal 2014). Colours are mapped onto geography and grammar; tracing exclusionary lines around economics, ethnicity and modern American living.

Perception and technology: When the Eastman Kodak Company, Rochester, New York, introduced Kodachrome colour film in the 1930s, they introduced to the public a technological vision of the world that was sensitive to red, green and blue (RGB) mixes of colour. The RGB colour model sacrifices visible shades of chartreuse (yellow-green) and magenta so that we can see more shades of blue. As colour film rose in popularity, with Kodachrome at the top, a correlative decline of the colour chartreuse could be observed in northeastern American seascape painting (Stilgoe 2004). In Russian, the colour blue is two-fold: a thing is either ‘light blue’ or ‘dark blue,’ never just ‘blue.’ Consequently, when tested in laboratory settings, Russian-only speakers see more shades of blue than English-only speakers. Further, this link to blue expands into mapping of places and people. Whether it first came from the blue lights of public transportation, or the blue line of the Moscow metro, the word for “gay” in Russian is “light blue”–colouring people and places in a gendered, sexualized light.

Aesthetics and politics, religion and nature: ‘Green’ in Western discourse has come to symbolize the environmental movement. Greenpeace is one of the world’s largest environmental networks, while Green political parties exist around the world, most abundantly in Europe and the Americas. In greenwashing, the colour comes to stand for a marketable aesthetic code rather than a coherent politics. Meanwhile, following the controversial 2009 election, the meaning of the colour in the Iranian Green Movement revealed itself through religious rather than environmental associations. In Iran, green has long been a religious symbol, and was deployed in part to frame an opposition movement within the bounds of acceptable political behaviour. Green wristbands, “once a talisman for the terminally-ill seeking mercy” (Kazemi 2016), became a ubiquitous symbol of political movement.

This year’s conference aims to provide a space to collectively think about and reflect upon such themes. While submitted papers are welcome to expand upon these themes in creative and unanticipated ways, in the spirit of promoting a generative and lively conversation, we pose a series of questions and themes to begin a productive conversation:

• How do particular places come to be coloured? How do spaces mediate interactions? To what extent do places and spaces embody a history?

• In what ways does race colour collective action in your community, your field site, your life? How does colour draw lines of exclusion or inclusion, of race, gender and sexuality?

• How does the past influence colourful imaginaries or imaginings of colour today? How might we think about what is ongoing and historical about the realities of colour?

• How does language colour art? How does technology shape our senses, perceptions, and bodies?

• To what extent does anthropology engage with the colourful? In what ways does sensory ethnography’s play of the senses allow us to envision the world differently? How does the articulation of colour, history, time and materiality appear in archaeology? How is the history of these disciplines coloured in relation to race, coloniality and imperialism?

Submit your short abstracts (250 words) to by January 27, 2017. Please include your name, university affiliation (if one is held), and contact information. You will be notified of the reception of your abstract, and invitations will be distributed by early February, 2017.

Invited participants should prepare 15-minute papers or films for presentation. Attendees are additionally invited to join us for a welcome reception the evening of Thursday, March 30th, and a participatory workshop the morning of Saturday, April 1. Feel free to use the provided email to contact us with any questions. Additional information and updates can be found at:

Works Cited:

Badger, Emily. 2015. “Redlining: still a thing.” Washington Post.

Coates, Ta-Nehisi 2014 “The Case for Reparations.” The Atlantic Monthly, July. Washington D.C.: Atlantic Media.

Kazemi, A. V. 2016. “Appropriating the Past: The Green Movement in Iran.” Global Dialogue 6(4).

Madrigal, Alexis C. 2014 “The Racist Housing Policy that Made Your Neighborhood.” The Atlantic Monthly, July. Washington D.C.: Atlantic Media.

Stilgoe, John R. 2004. Shallow Water Dictionary: a grounding in estuary English. New York: Princeton Architectural Press.

Call for Papers - International Postgraduate Port and Maritime Studies Conference, 20-21 April 2017, University of Bristol

Deadline: 27th February 2017.

Interdisciplinary Graduate Student Conference Call For Papers:
THE POLITICS OF LIFE: Rethinking Resistance in the Biopolitical Economy

Balsillie School of International Affairs,
Wilfrid Laurier University
Waterloo, ON
Saturday March 4, 2017


Graphic Anthropology Field School
Gozo (Malta, Europe) - April 1 to April 14, 2017

Dear friends and colleagues,

I am proud to announce this is the second edition of our Graphic Anthropology Field School (GrAFs), hosted by Expeditions, Research in Applied Anthropology (

More information about the workshop and the organization can be found on


Dynamics of Global Inequality: New Thinking in Global Affairs

2017 Annual Global Affairs Graduate Student Conference

Rutgers Division of Global Affairs,

Newark, NJ, April 21, 2017

Current events across the globe have demonstrated the urgent need for new ways of thinking about the historical and contemporary issues that shape global affairs. In the current political moment, it is imperative to examine how global systems of inequality such as race, sexuality, gender and ability shape the world in which we live. Central themes of global affairs scholarship, including security, development, migration and mass atrocity crimes occur with the context of, and are shaped by such systems of inequality. Further, we must recognize that a US- or Euro-centric focus offers a limited explanation of global politics and we must therefore look beyond these geographical arenas to reflect on the contribution of other regions to global affairs theory and practice.

Nevertheless, many global affairs conferences and curricula continue to operate along traditional lines and question whether the circumstances of identity, gender, race or sexuality are even relevant to global affairs. With its annual conference, the Student Association of Global Affairs seeks to broaden this debate and provide a space for students to deconstruct traditional narratives within international relations and global affairs by exploring these new fields and how they can inform theory, analysis, practice, and methodology: Why do we need to take these issues into account? How can they shape our thinking both at domestic and global levels?

We invite abstracts for papers on the following and related topics in all aspects of global affairs:

Racial and Ethnic Identities
Systems of Oppression (Racism, Xenophobia, Sexism, Classism, Homophobia, etc.)
Gender and Gender Identities
Sexuality, Queer Theory, and Global LGBT Activism
Ability and Disability
Decolonial Thinking
Mass Atrocity Crimes (Genocide, War Crimes, Crimes Against Humanity, Ethnic Cleansing)
Non US- or Euro-centric Approaches to International Relations and Global Affairs

This graduate student conference seeks to create an interdisciplinary conversation on these topics, and we welcome participants from multiple disciplines, including, but not limited to: Political Science and International Relations, Sociology, Anthropology, Geography, Critical Ethnic Studies, American Studies, African and African American Studies, History and the Humanities.

The submission deadline for abstracts is January 27th, 2017. Please submit an anonymous abstract of up to 400 words (in PDF or Word document form) to Please put your name and contact details in the email body and put “Paper Submission DGA Conference” in the subject line.

Opening Address: Prof. Patricia J. Williams, James L. Dohr Professor of Law at Columbia Law School

Keynote Lecture: Prof. Elisa von Joeden-Forgey, Dr. Marsha Raticoff Grossman Professor of Holocaust Studies at Stockton University

Panel Discussion: "Broadening the global affairs and IR curriculum: Why does it matter?"

For further information please visit the Division of Global Affairs website or contact the Student Association of Global Affairs (SAGA):

Contact Info:

Student Association of Global Affairs
Division of Global Affairs
Rutgers University - Newark


Contact Email:


2017 Reppy Institute Graduate Student's Conference on Interdisciplinary Approaches to Peace and Conflict (Cornell University)

Please submit proposals by January 12, 2017.

Community and Anthropology: An Exploration of Collaborations and Engagements Inside and Outside of the Field, Western Anthropology Graduate Student Conference, March 3-5, 2017, London, Ontario

Deadline: January 13, 2017

Dear all,

Shanghai University is now accepting graduate school applications for the following degrees:

Shanghai University ( or in Chinese )

PhD and M.A.

China Studies Program





World History

Global Studies


We have three types of scholarships for foreign graduate students:

Confucius Institute Scholarship (HANBAN)

Shanghai University Scholarship – Contact: Professor Guo Changgang

Shanghai Local Government (Municipality) Scholarship

For more information:

Shanghai University (Established in 1922) This is the largest university in Shanghai and supported by the Shanghai Local Government.

Please feel free to contact me if you have any further questions. I can be reached at

Sincerely yours,

Tugrul Keskin

Associate Professor


Shanghai University -

Call for Papers: Canada 150: Defining the Nation in a Transnational World

The 13th Annual Graduate History Symposium

May 11-12, 2017, University of Toronto

What is a nation? What is national identity? Is the concept of the nation-state still a relevant analytical tool in an increasingly global world? Where do milestone events in a single nation’s history, such as the Confederation of Canada in 1867, fit into our approaches to the study of history? Why have such events acquired the status of national myth?

Please join us for the thirteenth Annual Graduate History Symposium to be held on May 11-12, 2017 in the Department of History at the University of Toronto. While the overarching theme will be Canada 150, we welcome participants from all geographic, temporal and thematic backgrounds to submit paper or panel proposals considering the ways in which their research intersects with the concept of nation and/or the following themes:

· State formation

· Nations and nationalism

· The Atlantic World

· Transnational History

· Statecraft

· Colonialism/postcolonialism

· War and/or Revolution

· Official multiculturalism

· The role of America, Britain, and France in North or South American history

· Upper and Lower Canadian history

· Provincial (or state) and federal political tensions

· National indifference

· Federalism

· Memory/commemoration

· Constitution building

· State relations with indigenous/aboriginal peoples, including treaty making and the creation of native reserves

· Fathers of Confederation

· Nation building

· National myths

· Welfare State histories

· Immigration/migration

· Any other relevant theme

The conference will feature a keynote presentation by a leading historian of Canada, as well as a scholars’ roundtable to address the question “Is Confederation a useful dividing line in the study of Canadian history?” We are also excited to renew our partnership with Past Tense Graduate Review of History to offer an essay competition for conference participants. The recipient of this award for the best conference paper will be published in an upcoming issue of Past Tense. This will be the second year for this competition.

Please submit a 250-word proposal and a short biographical sketch to by Monday February 27th, 2017. Successful submissions will be notified by the end of March 2017. The deadline for paper submissions for the Past Tense essay prize is Monday April 24th, 2017. For more information, please contact or visit



I am excited to announce the Anthropology, Mediated field school in Gozo (Malta), running from April 19 to May 1, 2017. Our goal in designing this experience was to consider new ways of disseminating ethnographic research, and doing so in a way that is both theoretically informed and somatically inspired. In the 13 days together, participants will learn how to record soundscapes, create photo essays, build multisensory maps, and shoot video, along with thinking through ethical issues in shared knowledge production and human/non-human representation.

The brochure for the program can be found through the link below, and I am always available to discuss the program at

All the best,

Bryce Peake
Assistant Professor, Media & Communication Studies
Coordinating Committee, Women's & Gender Studies
University of Maryland, Baltimore County



Appel à la communauté francophone métisse du Manitoba
L’Université de Saint-Boniface

L’Université de Saint-Boniface (USB) est à la recherche d’étudiants et d’étudiantes métis qui ont fréquenté ou qui fréquentent actuellement l’établissement et qui désirent partager leurs souvenirs.

Les témoignages recueillis serviront à révéler l’histoire méconnue de l’éducation des Métis à l’Université depuis sa fondation. Ces données seront présentées dans un ouvrage intitulé Les Métis et l’Université de Saint-Boniface, 200 ans d’éducation, qui sera publié dans le cadre du bicentenaire de l’institution en 2018.

Ce projet s’inscrit dans les travaux du programme de recherche Le statut de Métis au Canada dirigé par Denis Gagnon, professeur à l’USB.

Pour de plus amples renseignements ou pour participer à une entrevue, veuillez communiquer avec l’assistante de recherche Beverley Lunney à

CFA: Trans-Asian Indigeneity/ Summer Institute at Penn State in June 2017

Deadline: March 15, 2017.


CFP: Evolving Fields: Sensoriality, imagination and memory in the humanities

Deadline for submission: 5.00pm (GMT), Saturday 1st April 2017.

Faculty of World Studies is now accepting applications for Iranian Studies – Guest Students. This program is ONLY AVAILABLE to Non-Iranian candidates for up to two semesters.
Course themes include Iranian contemporary history, society and culture, ethnic groups and local traditions, media and arts, political economy, geopolitics and foreign policy, and Shi’a studies.
Students will also be offered exceptional opportunities to take part in extra-ordinary field trips to different parts of the country.
Program Start Date: Mid- September 2017 – Late January 2018
Application Requirements:
- A filled out application form
- A detailed letter of motivation (no longer than 1000 words)
- Scanned copy of passport
- A letter from the affiliating University stating that you are its current student
- Scanned copy of academic transcripts
- A letter of recommendation from a lecturer attesting to the applicant’s qualifications (the letters must be sent directly to the program director by email)
- A curriculum vitae
- Evidence of IELTS 6.5 or equivalent in English
- A recent colour photo (scanned and small-sized)
- Any additional supporting material that you may prefer to include in your application
All applicants are required to send their applications via email before March 31, 2017. Short listed candidates will be informed after mid-April 2017. Applicants are encouraged to apply early.
Please contact Ms Fatemeh Abolghasemi, Iranian Studies Program Coordinator at (preferred way of contact)
Visit our website at for further details.


The Faculty of World Studies is now accepting applications for PhD Iranian Studies. This program is ONLY AVAILABLE to Non-Iranian candidates.
Doctor of Philosophy in Iranian Studies is an internationally recognized degree from the University of Tehran. It is an intensive four-year program consisting of rigorous course-work and research following a multi-disciplinary approach in a “socio-cultural” or “political” orientation.
During the first two years, students will pass 12 modules total. After successfully passing all the requirements and evaluations, students will be required to write an extensive PhD dissertation on a subject of their own interest related to Iranian studies. This research project will be supervised by at least two faculty members from University of Tehran, and must be defended before a board of examiners. All PhD students must write their PhD thesis entirely in Persian.
Application Requirements:
• A filled out application form
• Scanned copy of passport
• This program is only offered to non-Iranian candidates under the age of 45.
• Candidates are required to have MA, MSc or an equivalent post-graduate degree from a recognized higher education institute.
• Students MUST be proficient in the Persian language, both written and spoken. You may be required to complete Farsi language courses if your Farsi is at intermediate level
• Students for whom English is not their first language must have at least IELTS 7, TOFEL 587 (paper based) or TOFEL 240 (computer based) or equivalent qualifications.
• You may be required to complete a few foundation courses if your first degree does not correspond with the program.
• Scanned copy of your academic qualifications (certificates, transcripts, awards, etc.)
• A detailed letter of motivation (no longer than 1000 words)
• Scanned copy of passport
• Two letters of recommendation from previous lecturers attesting to the applicant’s qualifications (the letters must be sent directly to the program director by email)
• A curriculum vitae, including detailed information about previous educations as well as academic publications or work experience (if any)
All applicants are required to send in their applications via email before April 16, 2017. Applicants are encouraged to apply early.
Please contact Ms Fatemeh Abolghasemi, Iranian Studies Program Coordinator at (preferred way of contact)
Visit our website at for further details.


Faculty of World Studies is now accepting applications for MA Iranian Studies. This program is ONLY AVAILABLE to Non-Iranian candidates.
Master of Arts in Iranian Studies is an internationally recognized degree from the University of Tehran. It is an intensive two-year program consisting of rigorous course-work and research.
The Iranian Studies MA Program follows a cleverly-designed bi-lingual outline studying contemporary Iran. During the first and second semesters, most instructions will be conducted in English. However, as students improve their knowledge of Persian, some modules will be offered in Persian, particularly during the third semester. Students will have the option to write their dissertations in either Persian or English, but are highly encouraged to write in Persian.
Course themes include Iranian contemporary history, society and culture, ethnic groups and local traditions, media and arts, political economy, geopolitics and foreign policy, and Shi’a studies.
Students will also be offered exceptional opportunities to take part in extra-ordinary field trips to different parts of the country.
Program Start Date: Late September 2017
Application Requirements:
- A filled out application form
- A detailed letter of motivation (no longer than 1000 words)
- Scanned copy of passport
- Scanned copy of previous academic certificate(s)
- Scanned copy of academic transcripts
- Two letters of recommendation from previous lecturers attesting to the applicant’s qualifications (the letters must be sent directly to the program director by email)
- A curriculum vitae, including detailed information about previous educations as well as academic publications or work experience (if any)
- Evidence of IELTS 6.5 or equivalent in English and Persian languages (familiarity with Persian)
- A recent colour photo (scanned and small-sized)
- Any additional supporting material that you may prefer to include in your application
All applicants are required to send their applications via email before March 31, 2017. Short listed candidates will be informed after mid-April 2017. Applicants are encouraged to apply early.
Please contact Ms Fatemeh Abolghasemi, Iranian Studies Program Coordinator at (preferred way of contact)
Visit our website at for further details




McGill Institute of Islamic Studies Graduate Student Symposium, April 26-27, 2017

Deadline: January 30, 2017

2017 University of Manitoba Student Conference - Call for Submissions

The University of Manitoba’s Anthropology Students’ Association is excited to announce our conference, titled UMASC: Changes & Breakthroughs in Anthropology, taking place March 24-25th, 2017 at the University of Manitoba. Our conference is open to anyone at the undergraduate, graduate, doctoral, and beyond level with an interest in Anthropology.

Submissions for conference presentations are currently open!
DEADLINE: December 23rd, 2016.

We are pleased to consider any proposals, including ongoing research, academic papers, and poster presentations, within our theme of:

Changes and breakthroughs within the discourse and practice of anthropological work(s) and research in the 21st century.

At this time, we are also pleased to announce that the UMASA Journal is now accepting submissions for the 2017 edition. Any individuals who have composed anthropological works of any sort (academic writing, research, fieldwork, etc.) are welcome to submit their efforts to UMASA for publication consideration. For full details, see

Please email abstracts of no more than 250 words to:
Amanda Gilmore & William Harrison
Co-Communications Chairs
442 Fletcher Argue


The staff here at the Institute of Aboriginal Peoples' Health (IAPH) are busy planning the 2017 National Gathering of Graduate Students in Indigenous Health Research and the New Investigators Meeting set to take place in May 2017 in a location to be determined. Travel awards are available through CIHR!

The National Gathering of Graduate Students (NGGS) is an annual meeting for young researchers in Indigenous health. The Gathering provides a mentorship and capacity building forum for students, with opportunities to present and discuss their research, facilitate student networking opportunities with community and academic researchers, and attend skill-building workshops. This year’s theme will land-based learning and Indigenous wellness research.

The New Investigators Meeting (NIM) brings together Indigenous health researchers at an early stage of their independent academic careers with established researchers and partners from across the IAPH mandate areas. The primary objective of this New Investigator Meeting is to provide practical information that will assist Indigenous New Investigators, and New Investigators evidencing Indigenous Ways of Knowing or Two-Eyed Seeing, in strengthening their research careers through sessions which may include grant application and review, community-based research, knowledge translation, and community engagement. Another important aspect of this meeting is to provide participants with an opportunity to make connections with other new investigators, more established researchers, and representatives from partner organizations who are participating as speakers and facilitators throughout the program.

For further information about the NGGS or NIM, email Joanne Nelson ( or Taylor Fleming (

It is important to note that if you plan on applying to attend either NGGS or NIM and need travel assistance, you MUST apply to the CIHR Travel Awards Winter Competition. This will be the ONLY method of travel assistance that IAPH will provide.

Anticipated launch date December 13, 2016
Application Deadline January 24, 2017
Anticipated NOD* March 27, 2017
Funding Start Date April 1, 2017
Allowable Travel Period March 27, 2017 – October 31,2017

Dates shown above are to be used as a guideline, they may change slightly.

The maximum amount for individual awards in this competition is as follows:
• $2,800 for applicants from Northern and remote areas; and
• $1,300 for all other applicants.

Please watch for the announcement of exact date and location so that you can prepare a travel award application.

Cultural, Social, and Political Thought Graduate Student Conference
Call for Papers
University of Victoria – Coast Salish and Straits Salish Territories
May 5th to 7th

The Cultural, Social, and Political Thought (CSPT) program at the University of Victoria (UVic) is pleased to announce its annual interdisciplinary graduate student conference, Indeterminacy: unknowing a body in space.

We invite participants to consider the following questions: what space is your body suspended within as a researcher? Is definition or placement even possible? Where does the impetus of your research reside? What borders does your work cross, and what limits does it approach? This year, the CSPT conference will showcase research that straddles disciplines in the humanities, social sciences, and fine arts, investigating thinkers who exist or existed on the margins of society. What philosophers, theorists, writers, or artists have written from and about a liminal space?

We are calling for unanchored ideas that refuse to lay still.

Speakers, panel groups, and performers are invited to submit a 250 word proposal on research in any discipline pertaining to a broad array of subjects, including or related to:

Power and truth
States of consciousness


This conference actively welcomes experimental and creative performances in addition to paper presentations, panels, and workshops. Please send proposals to by February 10th 2017. Do not hesitate to contact us with any questions.

Lots of them! Please scroll down.


OSEA 2017 Ethnography Field School, at Chichén Itzá

Seven Week Ethnography June 11 to July 29
Four Week Intensive Ethnography June 11 to July 11
Seven Week Intensive Maya Immersion

Learn about program options at:


Archaeological Field Methods in Alaska

The Adelphi University, Department of Anthropology welcomes
applications for our 2017 summer field school in Alaska. Review of
applications will begin January 10 and continue in the order
received until the course is full. Research will focus on the newly
discovered Holzman site along Shaw Creek where large mammal
bones, stone tools, and a nearly complete mammoth tusk were
found dating to the end of the Ice Age. Join our research team in
the scenic Tanana Valley as we investigate the question, who were
the First Alaskans?

Taught by experienced faculty with student-instructor ratios among
the lowest available (3:1), this program emphasizes a range of
experiential learning opportunities. Already have a field school
experience but looking something more, we are also offering an
advanced program for graduate credit (0103-532).

For more information about Archaeological Field Methods in
Alaska email Brian Wygal ( or visit us online
for application instructions at


Irish Archaeology Field School Summer & Winter Programs
in Trim, Ireland

Our field school in Ireland provides third level training in heritage
based studies to a number of university partners (see for
more detail). The IAFS is currently undertaking archaeological
investigations as part of the winning Blackfriary Community
Heritage and Archaeology Project (BCHAP) in the town of Trim,
Co. Meath, Ireland. The archaeology comprises the buried remains
of the C13th AD/CE Black (Dominican) Friary and associated
graveyard, and is suitable for students from a wide range of
backgrounds including archaeology, history, anthropology, forensics
– or just students looking for a unique study abroad experience in
general. The program will include students of all ages and
nationalities working and living in a community context, so
students are actively exposed to a multi-award winning public
archaeology project.

Our main field season typically take places from May to August,
and includes four week accredited courses (through our partners the
Institute for Field Research) as well as shorter unaccredited options
20171.pdf ). We also host a number of faculty led courses for a
range of academic partners and are the industry leader in the
delivery of customised heritage themed study abroad options.

Last year a winter/spring program, The Medieval Landscape of the
Black Friary, was also established, which may interest students with
a more flexible study timetable (such as post-graduates). This
program includes a four week accredited course (through our
partners the Institute for Field Research) as well as two week
unaccredited options (see
2017-jan-feb/). View our Spring brochure here:


ArchaeoSpain 2017 Projects

Since 1998 we have been teaching the practice of archaeology by providing our
participants with all the basics skills they will need when facing their own
excavations. This experience will introduce you to the necessities of
working outdoors, while being involved in the daily life of a foreign
country with different language, culture and history. Below is a list
of our International Archaeology projects for 2017. For further
information you can visit:

 Pulpon Roman Fortress in central Spain
 Roman City of Pollentia on the island of Mallorca
 Roman site of Monte Testaccio, in the heart of Rome
 Pintia Iron-Age necropolis in northern Spain
 Byzantine basilica of Son Pereto


Juvenile Osteology
Research Laboratory
Workshop, July 2-29,
2017, Transylvania,

Our Bioarchaeology of Children - Juvenile Osteology Research
Workshop is a very unique program designed to offer intensive,
practical, hands on laboratory experience working with remarkably
well preserved medieval juvenile osteological remains, ranging from
prenatal to sub-adult. Focusing primarily on research skill
acquisition, it provides an effective transition between the
controlled teaching environment of an osteology academic lab and
real "life" burial assemblages. For further info see


Off the Beaten Track Summer School

We are pleased to announce the 12th edition of our
Anthropological Summer Field School in Malta, Europe. The
project is primarily directed toward ethnography, socio-cultural
anthropology, and sociology students at the undergraduate and
graduate levels; however, all levels of researchers in many fields have
found our program useful over the past eleven years. Updated
information regarding the project can be reviewed on our website at Information on our scholarship
grants can be found at:


Institute for Field Research Field Schools below:

1. Bulgaria: Apollonia Field School

Ancient Apollonia Pontica (present-day Sozopol, Bulgria) is one of the earliest towns on the Western Black Sea coast. The city was founded by Milesian colonists at the end of the 7th century BCE. As a result of intensive trade with the surrounding Thracian tribes and the Greek poleis Apollonia became one of the richest and most prosperous Greek colonies in the Black Sea region in Archaic, Classical and Hellenistic period. It was famous in the Ancient World for the colossal bronze statue of Apollo – the patron deity of the town, erected in front of the god’s temple. The excavation team lead by Dr. Krastina Panayotova conducts excavation on the small St. Kirik island (connected with the mainland with a breakwater way), where the earliest settlement of Apollonia arose and where later the sacred precinct (temenos) of the town was built. In the 2017 season students will address important questions concerning the continuity of religious activity at the site. We will continue exploring the evolution of the island from its early settlement to a later Christian religious center. The team plans to trace monumental wall foundations excavated in 2014-2016 and to search for remains of a propylaeum that most probably was situated in the currently excavated area. The excavations will take place in the periphery of the temenos and will search for remains of cult practices that probably were conducted there.

Link to Program Page:

2. Bulgaria: Bresto Field School

The Bresto Excavation Project is located in the mountains of southwestern Bulgaria. This project explores a fortified settlement from the second half of the 2nd millennium BCE. Bresto was founded during the decline of Troy and the fall of both the Hittite Empire in Anatolia and the Aegean palatial civilizations. After the collapse of these polities, new kinds of networks emerged in the Aegean, where former “fringe” areas became important hubs for the exchange of objects, ideas, and practices. Only 80 miles away from the Aegean Sea, Bresto presents many challenges for excavations, including complex stratigraphy. The site is protected by two large fortification walls, one of which has vertical offsets similar to the slightly earlier fortification of Late Bronze Age Troy. An international team of scholars from Bulgaria, Germany, and the US is currently attempting to better understand the story behind Bresto and its place in the transition from the Bronze to the Iron Age. The excavation conducted for the last five years shows that despite Bresto’s location in a marginal mountain valley nowadays, economic and social life flourished at the site during the 13th–12th century BCE. The 2017 season at Bresto aims to address important questions about Bresto’s economy, political structure and its relationships to the landscape – both physical and cultural.

Link to Program Page:

3. Bulgaria: Ancient Pottery and Glass Conservation

This is a bi-national field school, beginning at Stobi (R. of Macedonia) and concluding in Sozopol on the Black Sea (Bulgaria)
This unique field school allows students to conduct research in two different European countries: The Republic of Macedonia and Bulgaria. It is focused on conservation and restoration of ancient pottery and glass. This program consists of two parts: (1) examining Roman Pottery and Glass in The Republic of Macedonia; and (2) examining Ancient Greek Pottery in Bulgaria. Students will work with pottery recovered from two emblematic sites on the Balkans where the field school takes place: Apollonia Pontica- an ancient Greek colony on the Bulgarian Black Sea Coast (present-day Sozopol), and Stobi- a Roman and Late Roman city in Central Macedonia. The Workshop’s main goal is to provide students with comprehensive training and hands-on experience in pottery and glass conservation. All of this while exposing students to a unique intercultural experience in two South-East European countries. This field school will support archaeologist’s effort to preserve, restore, and exhibit valuable artifacts from collections recovered from both sites. Excursions to important historical sites in Bulgaria, The Republic of Macedonia, and Greece, will provide cultural context and an invaluable perspective regarding the objects studied.
Link to Program Page:
4. Bulgaria: Ilindentsi
The prehistoric settlement Ilindentsi is one of the very early Neolithic settlements in Europe (6000 – 5400 BCE). It is located on a high terrace just at the foot of the Pirin Mountains – the third-highest range on the Balkans. The site (with vertical and horizontal stratigraphy) occupies almost three hectares, where the prehistoric cultural layers lie immediately under the topsoil (10 to 20 cm). During the previous seasons (2004-2009 and 2011-2016) archaeologists unearthed remains of Early and Middle Neolithic settlement structures and features. Although the possibility for acculturation of indigenous population cannot be completely disregarded at this stage, archaeologists assume that the Neolithic settlement at Ilindentsi was established by people of Anatolian origin (culture Hacilar VI-I). These migration patterns trace the routes of European Neolithisation and indicate multiple origins. Early farmers likely entered Europe due to complex and varied reasons: increased population, limited environmental resources, climate change etc. The research at Ilindentsi aims to address these questions. Our goal is not only to explore migration routes and reasons for European Neolithisation but also the type and history of interactions between different Neolithic groups and farming communities in the Balkans, their technology, economic and social organization. More site-specific questions concern the continuity/discontinuity of habitation, borders of the settlement through time and the function and the range of fortifications. In 2017, field school students will take part in further excavation of Neolithic buildings, learn more about the archaeology of the Neolithic period in Europe and the Near East, Neolithic ceramic studies and documentation of Neolithic pottery, archaeological field techniques and methods for excavation and documentation, processing of finds and samples and take part in excursions to significant heritage sites in Bulgaria and Greece.

Link to Program Page:

5. Bulgaria: Pistiros

Between the 5th and 3rd century BCE, an Ancient Greek emporion called Pistiros, thrived in Thracian Valley. The emporion was a major port for trade relations between merchants from the Greek coastal cities Maroneia, Apollonia and the island of Thassos and Thracians under the supreme protection of the Odrysian kings. Trade contacts are evident through numerous imports such as Attic red-figured and black-slip pottery, amphorae (mainly Thassian) and coins (e.g. several hoards of copper, silver and gold coins) found during the excavation of Pistiros. Since annual excavations started over 25 years ago, the emporion has been brought back to some of its former glory, exposing an Eastern fortification wall, paved streets and stone building foundations. The goal for the 2017 season is to continue the excavations of the South-Eastern sector of the site. In this specific location next to the fortification wall there is a higher concentration of cult artifacts and features (pits, clay cult altars, etc.). Throughout the field school, students will learn about a range of materials and cultures of Thrace and the Mediterranean, unlocking the secrets of Ancient Greek trade. Training on Reflectance Transformation Imaging (RTI) of epigraphic monuments and small finds found in Pistiros will supplement the excavation program.

Link to Program Page:

6. Bulgaria: Kiten Bay Underwater

The project will provide education and training in underwater archaeology through participation in ongoing research projects with the goal to enrich the knowledge and the skills of the participants and to foster their career in Maritime Archaeology. The field school is suitable for beginners in this field and will introduce students to a range of underwater archaeological practices for research, recording, conservation, monitoring, etc. as: excavations of shipwreck, underwater photography, photogrammetry and 3D modeling, scale drawing, diving field surveys, marine geophysics and remote sensing (use of sub-bottom profiler, multibeam echosounder, side scan sonar, practicing with remote operated vehicle, GIS, etc.

Link to Program Page:
7. Bulgaria: Varna

The Byzantine Cold Case File Project is a thrilling opportunity for students to gain a scientific glimpse into Early Christianity through a hands-on archaeological experience within the premises of a monastery complex, which emerged as early as the 5th century. The monastery church – a massive building with remarkable mosaic floors – gives out the Eastern origin of the complex’s founders. Only in the beginning of 21st century it became clear that the temple was the center of a large cloister. After revealing the first secret of this unusual church in the previous seasons, the project focuses on the inherent partition of the complex. The 2017 excavations are located in the representative colonnaded atrium, where the multi-layer stratigraphy bears record for at least four reconstruction periods and can give a detailed picture of the whole two-century lifespan of the monastery.
Link to Program Page:
8. Bulgaria: Tell Yunatsite
In 1939, excavations begun at Tell Yunatsite- one of the earliest proto urban sites established by Europe’s first civilization in the 5th millennium BCE (Copper Age/Chalcolithic). It is located near the modern village of Yunatsite, Bulgaria. In the course of the excavations of approximately one third of the tell, archaeologists uncovered a medieval cemetery at the top, followed by levels dating to the Roman period, the Iron and Early Bronze Ages , and the Chalcolithic at the base . Yet sterile soils have not yet been reached. Since 2013 the field school has been dedicated to the research and excavations of the earliest building levels in the inner parts of the Copper Age uptown area (4900-4100 BCE). A small gold bead found there by a field school student in 2016 is believed to be the oldest bit of processed gold ever discovered in Europe, and likely in the world. In 2017, field school students will take part in further excavation of burned Copper Age buildings and together with archaeologists will seek the answers to the following questions: why and how did one of the earliest proto urban centers in Europe emerged in the beginning of the fifth millennium BCE, and what were the reasons that caused its devastation 800 years later? This field school provides a unique glimpse into the transition between the Copper and the Bronze Ages in European and Mediterranean prehistory, and is an amazing opportunity for all participants to dig at a real tell such as those in the Middle East from the comfort and safety of Europe; to study textbook-clear stratigraphy; as well as to learn more about Europe’s first civilization in the Copper Age and warfare in Prehistory.
Link to Program Page:

9. Denmark: Hågerup
This project involves the systematic, research driven excavation and bioarchaeological investigation of human skeletal remains from the cemetery of Hågerup, which spans the period from the 12th through to the 16th centuries CE in Denmark. The project will take place over the course of the next 5–8 years, and involves collaboration between ADBOU (the University of Southern Denmark),Øhavsmuseet in Fåborg and the University of Toronto. As a research-driven project, it provides researchers (and students) with the unprecedented opportunity to collect valuable information from an untouched medieval cemetery. Collaboration between ADBOU and Øhavsmuseet in Fåborg will allow a contextual, landscape approach to be incorporated into the bioarchaeological investigation of the cemetery.

Link to Program Page:
10. Greece: Azoria
The Azoria Project Field School in Crete is an introduction to archaeological field methods in the context of a large-scale multidisciplinary excavation of an Archaic-period urban center on the island of Crete in the Greek Aegean (7th-5th century B.C.). The program engages diverse methodological perspectives on the practice of excavation in prehistoric and historical periods, while introducing students to the archaeology of Crete, and the periods, cultures, and environmental contexts represented by the site and region of Azoria. Students will have the opportunity to work as assistants to field archaeologists and various specialists, learning excavation, recording, and conservation techniques first-hand.
Link to Program Page:
11. Ireland: Blackfriary (Summer)
The Blackfriary Community Archaeology Project is a unique, hands-on opportunity for students to excavate the buried remains of a 13th century Dominican friary in the town of Trim, County Meath, Ireland. This project focuses on the remains of the Black Friary, and has three primary components: excavation of the friary buildings, community archaeology and bioarchaeology. Excavation of the friary buildings aims to determine their scope and layout as well as the associated infrastructure, such as drains, water management features and gardens. By ascertaining who was buried at the Black Friary, where they were buried and when, the bioarchaeological research will inform our understanding of the long-term relationship between the local townspeople and the friary.

Link to Program Page:
12. Ireland: Blackfriary (Winter)
The Blackfriary Community Archaeology Project is a unique, hands-on opportunity for students to excavate the buried remains of a 13th century Dominican friary in the town of Trim, County Meath, Ireland. This project focuses on the remains of the Black Friary, and has three primary components: excavation of the friary buildings, community archaeology and bioarchaeology. Excavation of the friary buildings aims to determine their scope and layout as well as the associated infrastructure, such as drains, water management features and gardens. By ascertaining who was buried at the Black Friary, where they were buried and when, the bioarchaeological research will inform our understanding of the long-term relationship between the local townspeople and the friary.

Link to Program Page:

13. Ireland: Spike Island
This field school is part of an ongoing research project that examines the archaeology of the 19th century prison on Spike Island, Ireland’s Alcatraz. During this period dealing with criminals by means of long-term incarceration was new frontier. In Ireland and Britain, long-term confinement only became the dominant means of punishment and social control in the mid-19th century. The architecture of many of the purpose-built prisons from this period reflect their new ideas about the redemptive nature of isolation, discipline and work. The physical isolation of prisoners was not possible on Spike Island because it was originally an early 19th century fortress which was only converted to a prison in 1847, at the height of the Great Famine. The prison was tied into the global reach of the British imperial system of power as in the early years of its operation, it was one of the main holding centers for Irish convicts transported to Australia and to Bermuda. In the 2017 season, we will focus on establishing the location of the burial ground used in the prison’s first decade.
Link to Program Page:
14. Ireland: Inishark
This field school offers students the opportunity to learn about the rich history, heritage and archaeology of Ireland. Excavating on the uninhabited island of Inishark, Co. Galway, Ireland, fifty miles west of Galway along the coast of Connemara, the Cultural Landscapes of the Irish Coast project (CLIC) has been working for 10 years to understand post 18th century island life. The fishing village of Inishark, placed in the protected corner of this small 2 by 1 mile island, was home to 300 people in 1830. Although the last remaining 25 islanders left in 1960, their history provides insight into island life before and after the Irish Famine. This field school involves four weeks of practical instruction in the methods and theory of archaeological excavation in Historical Archaeology, field survey, and laboratory analysis of ceramic, glass and metal objects.

Link to Program Page:

15. Italy: Turin Museum of Egyptology

The collection of ancient Egyptian artifacts in the Museo Egizio in Turin (Italy) is among the most important in the world. It includes the Old Kingdom Tomb of the Unknown, the New Kingdom Tomb of Kha and Merit, the Nubian Temple of Ellesiya, and the Turin Papyrus Map. This field school aims to contribute to the analysis and publication of selected ceramic artifacts and ancient textiles, with a special focus on production techniques and communities of practice. Students will have opportunities to be actively involved in all aspects of the preservation, study and presentation of museum objects.

Link to Program Page:

16. Macedonia: Stobi

The Roman city of Stobi was strategically located at the meeting of two important ancient roads that ran along the rivers Vardar (ancient Axios) and Crna (ancient Erigon). This position brought Stobi long-term prosperity, especially in the period between the 1st and 3rd centuries CE. In the last seasons the field school was focused on the most representative, residential building in Stobi – Theodosian Palace – located at the center of the Roman town. The building, which is richly decorated with mosaics, was given its name under the assumption that the emperor Theodosius I was housed there during his visit to Stobi in 388 CE. Next to it, in 2016 students unearthed another building located between the palace and the so called “Jail”, dated to the last urban phase of Stobi (the second half of the 6th century CE). The temporal and architectural relationships between these three buildings are unclear, and the forthcoming season will be dedicated to explore this issue concerning the architectural history of Stobi. The excavation program for students will be complemented by an intense training on photogrammetry and mapping of architectural remains and large archaeological features in excavated units at the site.

Link to Program Page:

17. Montenegro: Vrbicka Cave

There are only few regional hotspots with concentrations of Palaeolithic and Mesolithic sites in southeastern Europe. The territory of Montenegro is one such region that has seen only limited explorations to-date. Its karstic landscape in the hinterland of the southern part of the eastern Adriatic Sea, with mountainous regions off the Dinaric Alps carved by deep river canyons, reveals many cave sites that were the main repositories of human occupational histories in the prehistoric past. The focus of our investigations is the site of Vrbička Cave and its immediate environs, located in western Montenegro. The 2017 season will expand the excavation areas opened thus far. Research will focus on gaining better understanding of the use of the cave space for specialized activities during different phases of its occupation. In addition, research will include a survey of surrounding landscapes for locating sources of flint deposits that might have been used by prehistoric foragers.

Link to Program Page:

18. Portugal: Vale Boi

The site of Vale Boi, located in southern Portugal, is one of the few known locations in southern Iberia where questions addressing the transition/replacement process of Neanderthals by Anatomically Modern Humans (AMS) and the emergence of cognition complexity may be addressed. The site of Vale Boi is an exceptional location to explore these issues due to the presence of Early Upper Paleolithic intact deposits (dated to ca. 33,000 years ago) with impressive faunal preservation and numerous lithic assemblages. These conditions allow for the study of subsistence, technology and symbolic behavior. While initial assumptions were that only early AMH used the site, new evidence suggest Neanderthals were present as well, dramatically enhancing the possibility of studying AMH-Neanderthal interaction and replacement process. This program combines lectures, excavation and laboratory training, providing students with the rare opportunity to explore and document one of the most interesting and important moments of the human career: the emergence of our own species.
Link to Program Page:
19. Spain: Cova Gran
Cova Gran de Santa Linya (Lleida, Catalunya) is a rock shelter located at the seam between the first range of the southern Pyrenees and the Ebro Basin. The cave is rich with evidence of human occupation dating to at least as early as 50,000 years ago and continuing through the Late Prehistory. Investigation at the site will allow us to recognize both the evolution of hunting and gathering strategies in the region and recognize important differences between Neanderthals and Modern human adaptive strategies. The deep archaeological sequence at Cova Gran contains animal bones, hearths, and Middle and Upper Paleolithic artifacts. The presence of Early Upper Paleolithic layers in stratigraphic context enable careful examination of two competing models that explains Middle/Upper Paleolithic “transition”: the first suggest continuity and the second suggest population replacement. This program will combine lectures, field survey, excavation and laboratory training. The long human occupation sequence at Cova Gran will provide students with the rare opportunity to explore and document an extensive cultural sequence of the region, beginning ca. 50,000 years ago.

Link to Program Page:
20. Spain: Modern Warfare
In this field school students have the opportunity to participate in the historical and ongoing “Battle for Madrid” research study. This is part of a long-term project examining the archaeology of conflict in Spain, covering the civil war (1936-1939) and the Franco dictatorship (1939-1975). The project aims to understand the social experience of institutional and non-institutional violence and political repression using material culture as its main source. The project, which started in 2006, has examined a variety of war and postwar scenarios, from battlefields to social housing. The Spanish Civil War is the perfect place to understand modern mass violence through its archaeological signatures. The 2017 season intends to deploy a variety of state-of-the-art archaeological techniques to document and analyze the remains of the war and postwar period in and around Madrid. Among other places, we will be excavating two 19th-century buildings that saw heavy action between international pro-government soldiers and rebel troops in 1936. These buildings were bombed out and never reconstructed, thus offering a unique archaeological window into the war. This project excavates literally and metaphorically the myths of the Spanish Civil War that captured the worlds imagination and those of the dictatorship that followed.

Link to Program Page:

21. United Kingdom: Penycloddiau

This field school offers students a unique prehistoric excavation opportunity, from a spectacular hillfort location. At 21 hectares, Penycloddiau hillfort is one of the largest pre-Roman Iron Age sites in the UK, and the biggest hillfort in Wales. It is located on the Clwydian hill-range, in North Wales and at 430 meters above sea level, the site provides spectacular views over coastal western Britain. The 2017 season will provide students with a solid understanding of the full range of practical and professional skills involved in the archaeological process. Through our excavations at Penycloddiau, we intend to discover when and why people first began to join together in these very large community-level groups. Our research will focus on the stratigraphy of the architecture, and its meaning for the evolution of community organization, social change, and everyday life at Penycloddiau and beyond.

Link to program page:
22. United Kingdom: Ribchester

The village of Ribchester is nestled in the heart of Lancashire’s beautiful Ribble valley, but this tranquility obfuscates a long and complex past. The Roman fort was established in CE 72-3 as an auxiliary cavalry fort on the north bank of the river Ribble. It was first constructed by the twentieth legion, then occupied by the Ala II Asturum a Spanish auxiliary unit. In the 2nd century the fort was rebuilt and garrisoned by a Sarmatian cavalry unit. Each of these groups brought their own identity and their own interpretation of the Roman martial situation, leaving distinctive, but subtle traces in the archaeological record. Even today Ribchester’s heritage is challenging, the Sarmatian connection has led some to draw parallels between Ribchester and the mythology of King Arthur. As a result, the Fort is at risk of development, neglect and misinterpretation. This project aims to change local perspective by including a community element, understand the military situation and explore the changing relationship between soldiery and civilian identity during and after the Roman occupation.
The focus of the investigation is a large 30m by 10m trench just inside the fort’s north gate, opposite the granaries. The trench contains clay floored buildings, roads and the gatehouse, kiln fragments, slag, and manufacturing refuse pointing to a workshop. In the last two years of excavation we have found 2643 pottery sherds, 2973 fragments of animal bone, 483 pieces of tile, 301 fragments of glass, 704 iron nails, 1151 bits of slag and 245 small finds including over 45 coins. In 2017 we will excavate the workshop floors, the interior of the guard house and the external ditch. It looks like it will be a spectacular season.
Link to Program Page:

23. Canada: Fort Vermilion

This field school is located in northern Alberta, a terrain that is stunningly beautiful. Here students will be investigating Fort Vermilion (1798 – 1830) and other settlements. These studies will examine the establishment of the Canadian based North West Company (NWC), which created trade posts from Lake Athabasca up the Peace River to today’s Fort St. John, British Columbia. Fort Vermilion is an ideal site to investigate the geopolitical, social, and cultural dynamics of the fur trade. The site still promises much to be uncovered, as minimal research campaigns have been carried out at the site since its discovery in 1998. These excavations revealed stratified layers of occupation, making it one of the first stratified fur trade sites ever identified in Alberta. By applying insights gained through archaeological, anthropological, and historical research, the current expedition is shedding new light on the people that lived and traded there.
Link to Program Page:
24. Mexico: Oaxaca-Pacific Rim
The role of the Pacific Ocean is taking on increasing importance in Pre-Columbian, Colonial, and Contemporary studies of the Indigenous peoples of the Americas. Our project focuses on a key region within this vast system— the southern Mexican state of Oaxaca and its adjacent Pacific Coast— one of the most ethnically complex and biologically diverse regions in the world. For over two millennia Oaxacan Indigenous cultures constructed here monumental sites; ruled over vast city-states; invented complex writing systems and iconography; and crafted among the finest artistic traditions in the world, some of which are still perpetuated to this day. The clash of the Indigenous and the European worlds in the 16th century created a most unique culture, the legacy of which underlies the modern nation of Mexico. By traveling from the bustling Oaxaca City through the valleys, mountains, and down to the Pacific Coast, students will be introduced to a dynamic arena where long-term colonial interests were negotiated between Indigenous and European powers such as the Zapotecs, Mixtecs, Aztecs, Pochutecs, Chontal, Huaves, Spanish and, even English, Dutch, and French Pirates! Students will conduct interactive exercises in ceremonial centers and off-the-beaten track archaeological sites and museums, learn to decipher and employ Indigenous pictorial documents and European maps, experience urban and rural lifestyles in various geographical zones, visit sacred sites where rituals are still being performed today, and actively participate in local festivities. Finally, through the study of long-term colonial processes in southern Mexico, students will gain a better understanding of this fascinating modern nation-state and its direct impact on contemporary debates. Please note that this field school does not involve an active participation in archaeological fieldwork.

Link to Program Page:
25. US-AZ: Coconino
The major objective of this field school is to prepare students for a career in cultural resource management (CRM) while conducting a typical small-scale CRM inventory and evaluation project. The field school will take place on the Coconino National Forest near Flagstaff, Arizona. The area has been home to people for many millennia and has a rich archaeological record that extends from the Paleoindian period (13,000-9,000 BCE) to the Historic period. The region is best known, however, as the homeland of the Northern Sinagua. This prehistoric tradition, centered in the Flagstaff area, was originally defined by Dr. Harold S. Colton of the Museum of Northern Arizona as the Sinagua culture, a cultural entity derived from Mogollon roots and influenced by interaction with other surrounding cultures. Our research goals are to identify and evaluate any prehistoric and historic period resources that can contribute important information regarding past land use and settlement patterns in this area. We will visit major Sinagua sites that have been significant in the development of the Sinagua concept and its major research issues, as well as weekend field trips to nearby National Parks and Monuments containing other well-known Sinagua sites in the region.
This field school will be taught by staff from Statistical Research, Inc. (SRI), one of the foremost CRM firms in the world. It is a partnership between the IFR, SRI and the Coconino National Forest.
Link to Program Page:
26. US-CA: Architectural Reconstruction
The historic theaters in Downtown Los Angeles are part of a rich cultural legacy that provides insight into the architectural practices of the early 20th centuries. This project investigates how these monuments were constructed, decorated, and used through in-depth archival research, photogrammetric modeling, and a variety of interactive visualizations including virtual and augmented reality platforms and network analyses. Students will work with technologists, learn about information professionals, and architectural historians best practices and standards associated with these research methods and will participate in outreach activities aiming to involve local enthusiasts, experts, and communities.

Link to Program Page:

27. US-CT: Mohegan
The Mohegan field school studies colonial-era sites on the Mohegan Reservation in an innovative collaborative setting. The study of reservation households sheds new light on the rhythms and materiality of everyday life during tumultuous times while providing valuable perspectives on the long-term outcomes of colonial repression, survivance, interaction, and exchange. The field school brings together students and staff of diverse backgrounds to learn about colonial history, the history of North American archaeology, and—most importantly—the often-troubled relationship between archaeologists and indigenous communities. The field school runs as an equal partnership between the Tribe and an academic archaeologist.

Link to Program Page:
28. US-IL: Cahokia
This field school will take place at Cahokia Mounds State Historic Site in Collinsville, Illinois. Cahokia Mounds is located near modern day St. Louis, Missouri, and dates back to the 11th-14th century CE. It is the largest Native American city north of Mexico. Participating students will be a part of a new research project focusing on practices of earth-moving and modification in the creation and organization of social space in an urban environment. This project targets a residential area between three aboriginal borrow-pit features (places from which soil was taken to build the earthen pyramids in the city). We will be excavating three features: an early residential house, a probable public or special-use building dating to the later part of Cahokia’s occupation, and a reclaimed borrow pit identified during the previous season’s excavations. The overall project goal is to obtain a better understanding of the importance of earth and practices of earth-moving in a non-mounded landscape as it figures into residential and religious life during Cahokia’s formative years and its decline.
Link to Program Page:
29. US-NC: Moonshine Archaeology
Since the passing of the Revenue Act of 1862 the vast majority of local whiskey production has been unregulated, illegal, and any many regards – illicit. The production and distribution of this illegal liquor takes place in tight-knit communities where knowledge is usually passed down within a family. The economic impact of this craft production is difficult to measure. To better understand this intimate economy the Moonshine Archaeology Project is attempting to quantify whiskey production in western North Carolina through the presence of material remains.

Link to Program Page:

30. Argentina: Uspallata

The Uspallata Valley Archaeology Project is a unique opportunity for students to investigate the site of Cerro Tunduqueral. This site has Mendoza’s densest concentration of rock art (more than 400 designs) but we know very little about the people who made these enigmatic engravings. To look for answers we will excavate a nearby rock shelter and compare it to excavations at a second rock shelter in the mountains to the east. The deepest levels of these sites may shed light on the valley’s early occupation, which dates back to over 13,000 years, and includes the region’s earliest human occupation. Students participating in this field school will discover how hunters and gatherers moved around the landscape, how agriculturalists tapped into its rich soils, how pastoralists took llamas to pasture in secluded mountain valleys, and how these people confronted the Inca empire. The Inca’s massive territorial expansion from Cuzco ended in Uspallata, the empire’s southernmost Andean occupation.

Link to Program Page:

31. Brazil: Claudio Cutiao

The Amazonian Interfluvial Archaeological Project began in 2014, exploring human occupation in a little-known ecoregion of the Amazon – the headwaters of the river drainages. Going off the beaten path into the depths of the Amazon has been nearly impossible. As such we know little about cultural relationships and boundary lands for large regions of the Amazon. The 2017 field season will involve mapping and excavation at the archaeological site of Claudio Cutião. Our primary research objective for this season is to determine the site’s internal variability. Due to the perishable nature of building materials in the Amazon, there are no visible architectural features on the surface or below. But local soils have been enriched by organic waste and human actions and created distinct phenomena called ‘terra preta’ (‘black earth’) soils. We will examine site organization based on variations in these ‘terra preta’ soils as well as the distribution of artifacts, and expand excavations in one of these areas to identify residential contexts.

Link to Program Page:

32. Columbia: Ciudad Perdida

Ciudad Perdida is one of the most mysterious archaeological sites in the world. Hidden deep in the Colombian tropical forest, this site is only accessible by foot and requires a two-day trek. Ciudad Perdida is one of the largest in a network of Tayrona sites, polities that inhabited the Sierra Nevada for more than a millennium and up until European contact (CE 200-1,600). Relationships between Ciudad Perdida and other sites are still unclear and this project is focused on clarifying temporal, cultural, political, and economic connections within this network. The 2016 season focused on excavations at three sites located less than half a mile away from Teyuna – Ciudad Perdida’s core area. These sites form an intricate web connected via flagstone pathways (Sites G-1, G-2, and B-201). It is highly probable that for 2017 students will conduct survey work at a site located 2 miles upriver from Ciudad Perdida known as “Tigres”. There is still much to be discovered among these sites and this season’s targeted excavation aims to aid us in understanding the construction sequence and functional relationships between them. During this field season, students will also have the opportunity to contribute to essential conservation work at a number of structures that have collapsed and need rebuilding. Local site expert Eduardo Mazuera will lead these efforts working alongside the park’s archaeological conservation team.

Link to Program Page:
33. Peru: Sondor
On the Sondor Bioarchaeology Project, participants will help investigate the enigmatic fate of a late prehistoric society known as the Chanka. Situated in a region of the southern Peruvian Andes called Apurimac, the Chanka began to coalesce in earnest around 1000 CE, establishing dozens of fortresses on precipitous hilltops and ridges. Until recently, much of what we knew about the Chanka was gleaned from written accounts authored by Spanish missionaries, conquistadors, and aristocrats. Recalling the testimonies of indigenous informants, Colonial authors vividly related the trials and tribulations of Chanka chiefs and tribesmen who were singularly motivated by an incurable desire to invade foreign lands and enslave the conquered masses. Yet these lofty aspirations were never realized. Around 1400 CE, the Chanka were decisively vanquished in a grisly battle with their bitter rivals, the illustrious Inca. However, for scholars of Andean history, a nagging question still remains: What became of Chanka after their spectacular defeat? This project, situated at Sondor, the premier Chanka-Inca settlement in Apurimac, addresses that perplexing issue by examining the biological and social consequences of “growing up Chanka” in the face of Inca imperial incursion. The upcoming 2017 field season will immerse participants in a full spectrum of bioarchaeological methods and anthropologically informed research–an approach which fosters the development of skills necessary to interpret multiple data sets and test working hypotheses. Project members will engage in field recovery operations, laboratory practicums, and museum conservation work to learn how archaeological data are collected, processed, and assessed. At the conclusion of the field program, participants will be able to effectively excavate a mortuary unit as well as conduct comprehensive analyses of skeletonized and mummified human remains.

Link to program page:
34. Ethiopia: Shire
Located in the Shire region of Northern Ethiopia, this field school will allow students the opportunity to excavate a site which is virtually unexplored. This site is located near the ancient capital of the Aksumite Kingdom (first to sixth century CE) Mai Adrasha, located 50 KM west of Axum. The site, the region, and its complex cultural heritage, provide important information on the sub-Saharan counterpart of the Greco-Roman world. These societies economic base of agriculture and trade resulted in close contact with the North, and an adoption of early Christianity. The research area consists of almost 100 km² and is located east of the modern city of Inda Selassie. The Shire Archeological Project concession comprises of extensive ancient remains dating from the prehistoric to the medieval period. It includes two large sites, Mai Adrasha and Mezaber Adi Menaber. During the 2017 season, students will work in Mai Adrasha, a site under threat of destruction due to continuing panning of natural gold by the local population. In addition to survey and intensive excavations, students will also have the opportunity to participate in community outreach and assist with crucial site management.

Link to Program Page:

35. Lesotho: Sehonghong

Sehonghong is a rockshelter in the Maloti-Drakensberg Mountains of Lesotho, southern Africa. The landscape is rugged and remote, a vertical topography where dramatic river valleys slice deeply through southern Africa’s very highest peaks. For tens of thousands of years people used this broken landscape in diverse ways, from a year-round home to seasonal hunting and fishing grounds. The mountains were at different times no doubt a help and a hindrance, offering hiding places to ambush game, for example, or avoided altogether when the climate turned especially cold and dry. The changing roles the mountains played in the lives of the many generations who lived here are preserved in a variety of forms, including deep archaeological sequences in rockshelters, some of which are beautifully painted with San rock art. Sehonghong is one of the most impressive and historically significant such shelters in the whole of southern Africa. The goal of the 2017 field season is to continue excavating Sehonghong, and to conduct archaeological and geomorphological surveys in the surrounding area. Integrating these rockshelter and open-air archaeological and paleoenvironmental datasets will help us reconstruct early modern human strategies for coping with highland environments.

Link to Program Page:

36. South Africa: Spitzkloof B

Spitzkloof is a series of three neighboring rockshelters in the Richtersveld region of Namaqualand, a coastal desert in the northwest corner of South Africa. Namaqualand is a semi-arid southern extension of the Namib Desert of Namibia. Extremely rugged and remote, the Richtersveld is known for its spectacularly strange and desolate landscapes, its extraordinarily diverse plant and animal life, and, though the local inhabitants are generally impoverished, its immense mineral wealth. Transhumant pastoralists, the descendants of whom still live here, thrived in this landscape for some 2000 years. Until last century, the region was home to desert-dwelling hunter-gatherer groups for at least 60,000 years. The three Spitzkloof Rockshelters – designated A, B and C – form the ‘backbone’ of our research in Namaqualand. The goal of the 2017 field season is to continue excavating Spitzkloof B and to conduct archaeological and geomorphological surveys in the surrounding area.

Link to Program Page:

37. China: Yangguanzhai

The prehistoric village of Yangguanzhai (YGZ) dates to the Middle to Late Yangshao period (4,000-3,000 BCE), and it is one of the largest of its kind. The site is located in the Jing River Valley, approximately 25 kilometers north of the ancient city of Xi’an in northwest China. YGZ has a moat, a row of cave dwellings, subterranean houses, child urn-burials, and extensive pottery kilns. In the coming 2017 season, the project will plan to continue working in the northeast portion of the site. In order to gain a better understanding of the overall settlement system of the region, we will have lectures and discussions about Neolithic Shaanxi and China, and may also conduct survey work at the nearby Neolithic site of Huiduipo.

Link to Program Page:

38. Jordan: Dhiban

This field school offers students the opportunity to excavate in one of Jordan’s most important historical sites. Tall Dhiban is located 40 miles south of Amman and 12 miles east of the Dead Sea. A mound of more than 30 acres in area and 130 feet in height, Tall Dhiban contains a fascinating record of some 6,000 years of human occupation. The Dhiban Excavation and Development Project (DEDP) has been working since 2004 to both understand it’s rich and complex archaeological record while preserving and developing this record as an economic and heritage resource for the future. The story of Dhiban is one of “boom and bust”, of rapid settlement growth and equally rapid contraction. Excavations in 2012-13 uncovered a large domestic structure from this period that had been burned with its contents in place. In 2017 we will excavate this large house, and document the rich record it contains of life in the 6th-7th centuries CE.

Link to Program Page:

39. Israel: Tel Beth Shemesh

Since the beginning of modern explorations of the ancient world and it civilizations, Tel Beth-Shemesh attracted the interest of scholars and students of the ancient Near East. Its long sequence of occupational history has yielded a great deal of information about the past civilizations that flourished and faded in the region. The site is located between two valleys which were well-suited for grain production, growing grapes and olives, and animal grazing. They were also avenues of trade and communication. Tel Beth-Shemesh is located at the geographic meeting point of three different ethnic and cultural groups during the Iron Age (Philistines, Canaanites and Israelites), making it an ideal site to investigate ancient geopolitical, social, and cultural dynamics at a border zone. By applying insights gained through anthropological and archaeological research, the current expedition is shedding new light these and other theoretical issues. This summer our excavation team will concentrate in the northern area of the site in order to explore cultural diversity, continuity, and changes from Level 4 (10th Century BCE) down to Level 9 (13th Century BCE).

Link to Program Page:

40. Turkey: Boncuklu

The Boncuklu project is investigating the appearance of the first villages and farmers in central Turkey. At Boncuklu we are also exploring the origins of the remarkable symbolism seen in paintings and reliefs at the nearby famous Neolithic town of Çatalhöyük. The course will take place at the Neolithic site of Boncuklu, dating to c. 8500 BCE, the earliest village in central Anatolia and the predecessor of the famous Neolithic site of Çatalhöyük. The site is located in the Konya Plain in central Turkey, 40 kms east of the major city of Konya, a famous Medieval centre where the ‘whirling dervish’ sect was founded by the Medieval philosopher Celaleddin Rumi. There are many medieval buildings of the Seljuk period to visit in Konya, a booming city. The field school also includes visits to other sites and museums in central Turkey including Çatalhöyük, the Hittite capital Hatussas, the Anatolian Civilizations Museum in Ankara and the dramatic Neolithic site of Aşıklı, with evidence of repeated rebuilding of houses and an experimental village. Aşıklı is located about 3 hours east of Konya in Cappadocia, also famous for its underground cities and painted medieval churches which there will thus be an opportunity to visit.

Link to Program Page:

Canada-China Scholars’ Exchange Program

Global Affairs Canada and the Chinese Ministry of Education are
offering short-term scholarships to Canadians wishing to study
abroad in China. Scholarships are awarded for studies, research,
language studies or a combination of studies and language studies at
participating Chinese institutions.

Application deadline is March 6, 2017.

Further info at


The Bricoleur Volume 1: Call for Submissions

The Bricoleur is a new periodical published by graduate students in the Department of Anthropology at the University of Toronto. We publish innovative work from contributors worldwide in an accessible format, bringing anthropological conversations into the public domain. We welcome diverse, multi-media submissions from all sub-fields of the discipline.

The editorial board is now inviting submissions that speak to our inaugural theme: “emergence”. The following questions may be helpful in guiding your submissions, but please feel free to propose other interpretations of this theme:
 Does your work involve an emerging technology or method?
 Does your research engage with emerging social formations?
 Did you encounter novel challenges during your fieldwork work that encouraged you to take your research in a new or unexpected direction?
 Are unexpected findings emerging from ongoing archaeological excavation?
 What material grounds allow (or prevent) something to emerge?
 What are the ethical or political stakes of working with emergent forces, materials, or methods?
 How can we trace or problematize the etymology of ‘emergence’, or, more simply, what does it mean to ‘emerge’?
 Is your research on the forefront of emerging theoretical trends in anthropology?

We accept text, photographic, video, and audio submissions. Please send us a 250 word abstract or proposal that outlines what your submission intends to discuss or show. The editorial board reviews all submissions and works with authors and content-creators to establish guidelines for submission length and format. Submissions may be tied to existing research or to theoretical and methodological explorations (including future research directions).

We have a full peer-review process in place for scholarly submissions, but we also welcome submissions that provide commentary on emerging public issues, which will be posted to our blog. For more info, visit our website here, where you’ll find detailed submission guidelines as well as example submissions:

Unsure if your work fits within this theme? Wondering if your research can be published on our platform? Please contact us at

Birch Bark Canoe Field School
UNBC May 15 – July 7, 2017


(le français suit)

Dear colleagues and students,

Like in the past three years, it’s that moment of the year that I write to
remind you about the fieldwork course that I will teach again in Brazil in
May 2017. Once again we are very pleased to announce that *MA and Ph.D.
students are accepted* (senior undergrads are still accepted as usual)!

Bishop’s University is offering for the fifth consecutive year an
intensive, experiential course called “*Social Movements and Social Change
in Brazil*,” with a special focus on the *Landless Rural Workers Movement*
(MST), from *May 1 to 22, 2017*.

*Undergraduate and MA and Ph.D. students registered at any university are
eligible*. The course is worth 3 credits for undergraduate and 3 credits

for graduate students.

As you may well know, there has been a renaissance of popular social
movements in Brazil over the last few decades, renewing the struggle for
social justice. The largest and most well-known of these social movements
is the Landless Rural Workers Movement, the “Sem-Terra”, or “MST”. The MST
helps organize families to “occupy” under-used land, where they then try to
build cooperative, self-governing agricultural communities. Some MST
communities provide food, shelter, education and health care for
themselves, have created a wide variety of cooperatives, and participate in
the broader social, cultural and political movements of Brazil and the rest
of the world. This strategy has been so successful that MST membership now
nears 1.5 million people on thousands of settlements right across the
country. The MST has dozens of educational facilities in Brazil as well,
including its own national school in the countryside outside of São
Paulo. The MST is also at the forefront of the agroecology movement.

This course will combine experiential, research and writing
components. Students will live with families on MST settlements and observe
and participate in MST agricultural work, meetings, cultural events. A
segment of the course will also take place at the MST’s Florestan Fernandes
National School and will include meetings with the MST’s national
staff. There will also be meetings with other social movements and unions
(e.g., Via Campesina, the “Sem Teto” or “Homeless Movement”, the Movement
of those Expelled due to Dams (MAB), the Levante Popular da Juventude, the
Consulta Popular, the ALBA Social Movements, etc.), and with other civil
society organizations (Expressão Popular publishers, Brasil de Fato
newspaper, Radio Agência, etc).

Students will complete preparatory research assignments prior to travelling
to Brazil, participate in and lead group meetings, seminars and tutorials
in Brazil, and complete a follow-up research paper.

I will be teaching the course for the fourth time in 2017. I am Brazilian
but have been living in Canada since 1999. I spent 2013 and part of 2014 in
Brazil doing fieldwork on some MST communities for my Ph.D. thesis and
teaching this course. I was a TA for Prof. Bruce Gilbert who first taught
the course in May 2013. This trip promises to be a very stimulating
educational experience for students, even more now that Brazil is going
through a social and political rollercoaster.

Please do not hesitate to get in touch with me for more information:

Don’t hesitate to circulate this Facebook page of the course as well:

Thank you very much for your precious help!



Cher.e.s collègues et étudiant.e.s

Depuis trois ans, c’est le moment de l’année où je vous écris pour vous
rappeler du cours de recherche de terrain que je donne au Brésil, « Social
Movements and Social Change in Brazil », qui aura lieu en mai 2017. Depuis
2016, la grande nouveauté est que *nous acceptons les étudiant.e.s de*
et de Doctorat* (en plus des *étudiant.e.s avancé.e.s du baccalauréat*)!

à Le cours est offert par Bishop’s University et *est ouvert à tout
étudiant.e inscrit.e.s dans une université dans n’importe quelle discipline

Il équivaut à 3 crédits pour le baccalauréat et 3 crédits pour la Maîtrise
et le Doctorat. Tous les cours au et rencontres au Brésil seront traduites
du portugais vers l’anglais. Cependant, les travaux peuvent être remis en

Comme vous le savez, au cours des dernières décennies, le Brésil a vécu une
recrudescence de mouvements sociaux populaires dont l’un des plus
importants est sans doute le Mouvement des travailleurs ruraux sans-terre
(MST). Entre 1984 et 2010, à travers des luttes politiques acharnées, le
MST et d’autres mouvements sans-terre ont réussi à exiger la redistribution
de plusieurs milliers d’hectares de terre à environ 1 million de familles
paysannes, et ce, dans un pays où 1% de la population détient 46% des
terres. Avec des centaines de coopératives de production agricole – qui
constituent dans certains cas de véritables éco-villages prospères
économiquement –, 1900 associations de production agricole et 1.5 millions
de paysans, le MST est devenu un modèle d’organisation et de mobilisation

Ce cours a essentiellement un caractère de *praxis *qui vise autant

l’apprentissage théorique que pratique en termes d’expérience de vie. Les
étudiant.e.s seront accueilli.e.s dans des familles et des hébergements
appartenant aux communautés du MST et ils observeront et prendront part au
travail agricole du mouvement, ainsi qu’à des rencontres et des évènements
culturels et politiques. La partie théorique du cours, donnée par des
professeurs et intellectuels brésiliens, aura lieu à l’École Nationale
Florestan Fernandes (ENFF) et comprendra des rencontres avec les dirigeants
du MST au niveau national. Le programme inclut aussi des rencontres avec
d’autres mouvements sociaux (tels que la Via Campesina, le « Movimento Sem
Teto » (Mouvement des sans-abri), le « Movimento dos atingidos por
barragens » (Mouvement des personnes atteintes par des barrages - MAB), le
Levante Popular da Juventude (Mouvement de jeunes militants), l’ALBA
Mouvements sociaux, la Ligue des femmes brésiliennes, la Consulta Popular,
etc.), ainsi que des organisations de la société civile (la maison
d’édition Expressão Popular, le journal Brasil de Fato, etc.).

Les étudiant.e.s complèteront des travaux de recherche préparatoires avant
leur séjour au Brésil et prendront également part à des séminaires et des
groupes de discussion. À leur retour, ils devront soumettre un travail de
recherche en guise d’évaluation finale du cours.

J’enseigne le cours pour la quatrième fois à titre de Chargé de cours
à l’Université
Bishop’s à Sherbrooke. Je complète un doctorat en Pensée politique à
l’Université d’Ottawa. J’ai passé l’année 2013 et une partie de 2014 au
Brésil pour réaliser ma recherche de terrain pour ma thèse qui porte sur la
construction de communauté coopérative au sein du MST. J’ai aussi été
Assistant d’enseignement pour le professeur Bruce Gilbert qui a été le
premier à donner le cours en mai 2013. Ce voyage promet d’être une
expérience éducative et politique des plus enrichissantes pour tous les
étudiant.e.s qui y prendront part.

N’hésitez pas à communiquer avec moi pour plus de renseignements à l’adresse
courriel suivante:

N’hésitez pas non plus à faire circuler cette page Facebook.

Très cordialement,


Dan Furukawa Marques

Part-time professor, Philosophy and Liberal Arts | Department of Politics
and International Studies
Bishop's University
Lenoxville, QC
J1M 1Z7

P.h.D Candidate/Candidat au doctorat (ABD)
School of Political Studies/École d’études politiques
University of Ottawa/Université d’Ottawa
120 Université, Faculty of Social Sciences/Faculté des Sciences sociales
Ottawa, Ontario, Canada
K1N 6N5

Université d'été sur la francophonie des Amériques, Saguenay, 5 au 11 juin 2017

Plus d'informations:


Dear all

The British Institute in Eastern Africa (BIEA) is pleased to introduce its three week Advanced Research Methods Training Summer School which will take place in July 2017 in Kenya. The course targets graduate students in the social sciences and humanities. The aim is to provide advanced practical and field-based training and experience in research methods for graduate and pre-fieldwork doctoral students before they set off to do their own research.

For more information see our brochure here:

or email:


The Social Network: People, Places, and Communities, Department of Classical, Near Eastern, and Religious Studies (CNERS) 17th Annual Interdisciplinary Graduate Student Conference, May 5-6, 2017, University of British Columbia

Deadline: January 16, 2017

Interdisciplinary Approaches to the Study of the Middle East and North Africa

The Middle East and North Africa Centre at Sussex (MENACS) invites proposals for paper presentations at a forthcoming postgraduate conference, to be held at the University of Sussex on 27-28 April 2017. The conference is designed as a broad forum that brings together UK-based PhD students working on the MENA region from any perspective. MENA here is defined in the broadest possible terms and includes Israel, Turkey, Iran and the central Asian states alongside countries in which Arabic is the majority language. We particularly welcome proposals that adopt interdisciplinary approaches and that reflect critically on the process of conducting interdisciplinary research, although we welcome any proposal that is pertinent to the study of MENA. In addition to the usual platform of presentations, the conference will provide a space for doctoral researchers, through the involvement of the Sussex Humanities Lab and the Sussex Centre for the Visual, to consider how visual, textual and digital sources might be brought into productive dialogue.

The conference is organised and funded through the Consortium of the Humanities and the Arts South-East England (CHASE) and is planned as the first of a regular bi-yearly event. Faculty members from across the CHASE group of universities (including from Sussex, SOAS and the Courtauld Institute of Art) will participate in the conference as panel chairs and commentators. This will ensure doctoral students receive critical feedback on their work from leading scholars who work on the MENA region from a variety of viewpoints.

Abstracts of 300 words should be sent to no later than 31 December 2016.

The organizers will be able to offer successful candidates funding for travel and accommodation (up to £50 per night) There is no registration fee.

For enquiries please contact

Contact Email:



The Anthropology Graduate Students' Union (AGSU) at the University of Toronto invites proposals for the 4th annual MEDUSA colloquium. The colloquium will take place on Thursday, March 16th and Friday, March 17th, 2017 in the Department of Anthropology at the University of Toronto, St. George campus. The theme of Medusa 2017 is Translation.

See the attached Call for Papers (open until January 10, 2017) or the website for more information.




Culture and Community Health in Oaxaca, Mexico
A Global Service Learning Program from Rutgers University

The Culture and Community Health in Oaxaca, Mexico program aims to expand awareness of health issues in Oaxaca and among the Mexican immigrant community in New Jersey and nationally. Students participate in a weekly seminar on the medical anthropology of Mexico, a course in medical Spanish, an integrative seminar linking community service with course readings, and cultural excursions to archaeological sites and craft communities. In addition, students spend 3 half days a week providing community service in a variety of public health settings in Oaxaca. Students leave the program with a deeper understanding of the connections between social and cultural factors and health.

The program is led by Professor Peter Guarnaccia, a medical anthropologist and professor at Rutgers University for 30 years. This is the 8th summer of the program. The program is run in cooperation with SURCO, an NGO in Oaxaca.

Dates: May 30-July 2, 2017
Subject Areas: Medical Anthropology, Pre-medicine, Public Health, Nursing, Pharmacy, Social Work, Latino and Latin American Studies
Languages of Instruction: English, Spanish
Credits: 6 (Medical Anthropology of Mexico, Medical Spanish)
Housing: Homestay with meals

For more information contact: Prof. Peter Guarnaccia at To register and for more information, including student blogs from previous summers, go to and search for the Oaxaca program.

Addressing Complex and Evolving Threats in the 21st
Century, 19th Annual Graduate Strategic Studies
Conference, March 16-17th, 2017, University of Calgary

Deadline: December 1, 2016


Study Abroad Course-Mid May - June 2017--Anthropology of Food: Croatian Perspectives (Locations: Dubrovnik, Croatia; Istria, Croatia; Split, Croatia; Ston, Croatia; Zagreb, Croatia

Visit one of the most beautiful regions in the world while engaging in a 4-week study of the Anthropology of Food, including, socio-cultural differences, diseases associated with contemporary diets, and historical and contemporary approaches to the production of food. Croatia has historically been at the border of the Austro-Hungarian, Venetian and Turkish empires, and we will explore the distinct food traditions in different areas of Croatia. The program will be based in Zagreb, but will include visits to the breathtaking Plitvice Lakes (World Heritage Site), Dubrovnik (World heritage Site), Split and Ston (the southern Croatian Adriatic Sea coast), and Istria (the western part of Croatia bordering Italy). Throughout this program, students will visit urban centers, farms, city markets, vineyards, parks, castles, archaeological sites, and historical museums. The academic program will explore the relationships between food and culture, how cultural change and dietary change are relat
ed, the strong connection between health and food consumption, and how these themes apply in various settings in Croatia.

USF Professor Roberta Baer (<>) is partnering with the Institute for Anthropologic Research which will host the program and provide lectures from Croatian anthropologists. The program will include field research and interviews in different regions visited.

Enrollment is limited to 12 students total, and the application deadline is Dec. 31, 2016.

2017 Program Cost: $4135
Included in Program:

* Accommodation throughout the program
* 28 breakfasts. One other meal/day (usually lunch) is included, except for 4 free days when only breakfast is provided.
* All transportation within Croatia
* Outside lectures & Site Visits & Field research excursions
* Admission fees to museums and historical and cultural sites per the itinerary
* On-site leadership of USF professor and staff member from the Institute for Anthropological Research
* Sickness/accident and emergency medical evacuation insurance
* 24/7 Support

NOT Included:

* 6 Credits of Tuition ($1040.34 for undergraduates and $2361.78 for graduates-grad students can also choose to take just 3 credits) (Note-this is USF in-state tuition rates, available to ALL participants-a bargain!)
* Passport
* Round trip airfare
* Meals (other than those specified) and personal spending

For more information see:


Belize Field School,
May 29-June 26, 2017
or June 28-July 11,

This is your invitation to
join an archaeological
expedition to the jungles of
Belize! In 2017, Texas
Tech University's Field School in Maya Archaeology (FSMA) will
be held at Chan Chich, Belize in association with the Chan Chich
Archaeological Project (CCAP). The FSMA represents a truly
special opportunity for college students to participate in a
significant archaeological research project, while receiving
instruction in archaeological field and laboratory methods. Students
will have the opportunity to learn how to excavate, how to draw
profiles and plan maps, how to record archaeological data, and how
to process and analyze artifacts in the lab. This year, we are offering
a 28-night long regular session and a 14-night long mini-session.
Each session is limited to nine students, and spaces typically fill
quickly. Academic credit (6 hours of upper division anthropology)
is available through Texas Tech University.

For more information and to download an application form,


Contact Dr. Brett Houk at if you have any


Call for Applications, Balkan Heritage Field School 2017
The Balkan Heritage Field School (BHFS) has opened the
application session for the first available projects in the next field
school season in 2017! You can find more detailed information
about the available field schools and offers by downloading our
brochure and poster for Season 2017.
The available projects/courses take place at different excavation
sites and historic places in Bulgaria and Republic of Macedonia
related to all major cultures and civilizations that once existed in the
Balkans; starting with the first Neolithic farmers in Europe and
Europe's first civilization in the Copper Age, the collapsing Late
Bronze Age civilizations of the Aegean, followed by the Ancient
Greek, Thracian, Roman, Byzantine, Bulgarian, and Ottoman
civilizations. Along with the excavation projects, there are
conservation workshops/courses currently available on ancient
Greek pottery, Roman and Late Antique pottery and glassware,
mosaics and wall-paintings based on work with authentic artifacts.
New projects in maritime archaeology, vernacular Balkan
architecture, conservation of artifacts in Greece, as well as a new
Roman dig in Montenegro will be available in the upcoming weeks.
Be sure to check out our website at:
for news, exciting surprises and great deals for the new
season! Academic credits are available upon request to students
participating in the BHFS through our academic partners in EU,
USA and Canada.



2017 Projects

-Bioarchaeology - Osteology
-Osteology Laboratory Research


Dalhousie University



L'analyse des demandes de bourse s'effectue une fois l'an, soit après le 31 mars.


Brave New World: Revisiting Globalization in Literature and Culture

A Multidisciplinary Graduate Conference hosted by the English Department of McGill University
Montréal, February 17-19, 2017


Crossing Over: An Interdisciplinary Conference on Death and Morbidity

The Humanities Graduate Student Association (HuGSA) and the Graduate Program in Humanities at York University are pleased to announce an interdisciplinary conference interrogating the enduring human fascination with death, dying, and the dead— in senses both figurative and literal—encompassing the many cultural moments of the human experience. Despite the prevalence of morbidity and representations of death as a part of everyday experience, the study of death remains overshadowed by research frameworks which are primarily sociological or medical, or which centre on policy and law—the practical concerns of dealing with death and dying as part of all societies. That said, death as a ubiquitous human cultural phenomenon has received considerably less critical attention. As well, because scientific and medical study of death has advanced, suggesting new possibilities for postponing it, questions about human responses to the prospect of death—and its evolving meaning—become ever more societally foregrounded. Situating death as its critical theme, this conference seeks to attract and share research from across a range of disciplines within the humanities, as well as from the social sciences, education, science and medicine. Providing a platform for graduate students and early-career researchers to present and discuss their research, the conference’s secondary aim is to contribute to a growing network of researchers and work that engages with death in new and unconventional ways.

More information:

Scholarship Call, Off The Beaten Track Summer Field School for Anthropologists and Social Scientists

This call is aimed at budding researchers with creative and open minds towards the challenges of applied research. We offer a unique learning opportunity in a multidisciplinary research project on the isle of Gozo, Malta. Expeditions and the University of Leuven offer a 20.000 euro scholarship fund to cover part or all of the tuition fee for the 2017 Malta Summer School. Scholarships are granted on a competitive basis, based on a research proposal.

Eligible candidates - Undergraduate and graduate students - PhD students - Everyone with a genuine interest in anthropology - Previous participants of the project

Selection is NOT based on academic merit, originality or complexity. We aim for enthusiasm, dedication and creativity.

More info and online application on


Universiteit van Amsterdam (UvA)
Netherlands Institute at Athens (NIA)
Vrije Universiteit Amsterdam (VU)
Institute of Migration and Ethnic Studies (IMES)
Winter Course

January 18 – January 31, 2017

Migration in the margins of Europe
for Master & PhD students in
Social sciences

The Institute of Migration and Ethnic Studies of the University of Amsterdam, the
department of Social and Cultural Anthropology of the Free University of Amsterdam
and the Netherlands Institute in Athens, organize this intensive winter course in
collaboration with Greek universities and NGOs.
About the course
The collapse of the eastern Block at the beginning of the 1990s and the larger
socioeconomic transformations in Africa and Asia resulted in massive migration flows
to Greece and Europe in general. Undoubtedly the East Mediterranean became one of
the entry “gates” of Europe as its geographical position is at the margins, at the
crossroads of Asia and Africa in the south of the Mediterranean sea, and includes the
large Aegean basin with thousands of islets and islands that serve as mobility
Within a few decades the social life in the wider region transformed with a large
proportion of the population being immigrants who are living in the countryside or in
various neighbourhoods of the capital city of Athens. In these contexts migrants are
trying tactically to make their lives despite the high unemployment rate, the
stigmatization and the marginalization they encounter. Therefore a major part of our
seminar will focus on how immigrants experience such new conditions and how they
adapt or adopt in the new cultural contexts.

More recently the flows of refugees have been intensified as a result of
the wider political changes in the middle East, Asia and Africa while Europe is facing
one of the most challenging periods of its contemporary history. As the idea of fortress
Europe is becoming reinforced, “the entry points” in Greece have to share
disproportionally with all other Europeans the management and social policy of the
new flows.
The course will be supplemented with a small field research in the centre of Athens
and students will be able to contribute to our migration project by recording and
illustrating life experiences of refugees and other immigrants.
Structure of the course
From January 18 until January 31, 2017 the seminars will run daily, at the NIA in
Athens. The courses will combine field research in specific neighbourhoods of Athens
and in selected NGO’s. The seminar will focus on a general theoretical context in
relation to migration, anthropological theory, contemporary approaches to field
research in an urban setting and an overview of the current situation in Greece. Most
days there are going to be one to two intensive sessions of three hours each. In the
sessions the lecturers give an overview of the theory of social anthropology in relation
to migration with particular reference to key debates and a clear focus on migration in
Greece and Europe/Mediterranean. In the late afternoon/evenings students will be
able to conduct their small field research. In preparation to the seminar, all students
are expected to have read the literature before arrival to Greece.
The aim of the seminar is to give students an overview of current debates and research
topics in relation to refugees and migration, illustrate the current issues in Greece in a
comparative manner and give some directions in relation to fieldwork in Greece or
other European and Mediterranean areas. By participating in a small field research the
students gain some practical experience in the new context, use their skills, make new
contacts and learn how to place their findings within wider local and global processes.
During the seminar the students are expected to participate actively in all the courses
and conduct a small field research. The “migration project” focuses on the areas of
central Athens. In collaboration with local NGO’s and research groups, students will be
able to come in contact with various immigrants/refugees to discuss, interview and
research specific topics. Students will record and collect life experiences of migrants
and will have to describe their material in a presentation at the end of our course. Each
student will also be writing a paper based on the field research experiences and the
theoretical information acquired during the courses.

Course requirements, language and credit
The course is available to MA and first year PhD students with a relevant background
(e.g. in anthropology, sociology, migration studies, political science). All lectures will be
given in English. The course will be concluded with a paper (3000 words) for 5 ECTS
points handed in by the 1st of March, which is going to be graded and evaluated by
three of the lecturers, Dr. Barak Kalir (UvA), Dr. Flip Lindo (UvA) Dr. Tryfon Bampilis
(NIA). Students at UvA may choose this course in the MA programs of the Graduate
School of Social Sciences at the Faculty of Social Sciences. For eligibility please contact
your MA coordinator.
At the end of the seminar (31st of January), students give a presentation, including a
paper in relation to their observation with a short analysis of their findings (3000
words). The paper will have to be handed in by the 1st of March. These presentations
will be commented by the lecturers on style and logic as well as on the conceptual
content. Finally, the seminar will be evaluated by students, lecturers and staff of the
NIA in a general discussion.
Participation – application
Only Master and early M.Phil/PhD students from the Social Sciences can participate
in the seminar. Students can apply by sending an application form (which can be
downloaded from the NIA website) and a motivation letter on “experiencing
migration” to Dr Tryfon Bampilis at until the 25th of November 2015. The
successful applicants will be notified by the 30th of November. The number of
participating students is limited (max. 25 students), so we encourage early registration.
Selecting criteria will apply.
Costs and subsidies
Seminar fee:
-300€ for European Union Students
-200€ for Greek or other EU students who will not need accommodation
-400€ for Overseas students
Fee waiver: the Institute for Migration & Ethnic Studies offers students a fee waiver up
to 200€. Applicants should contact Prof. Barak Kalir ( for approval of
their fee waiver. Those who are receiving a fee waiver will only have to pay the
remaining amount of 100€.

The total cost of the course is 300 euros and includes accommodation
in Athens during the period of the seminar. Students are expected to cover their
airplane tickets from the Netherlands or country of origin to Athens and back to the
Netherlands or country of origin. Lunch and dinner costs are not included.
During the course the Institute will offer free accommodation to the
participants/students in guest rooms or in hotels in close proximity to the institutes.
Students will be sharing their rooms. The institute will publish contact details as soon
as students are accepted. For more information regarding accommodation please
contact the NIA secretary Mrs Emmy Makri at and
For more information regarding the course, please contact:
Dr Tryfon Bampilis Tel: + 30 210 9210760; Mobile: + 30 6976465830,
More information concerning accommodation at NIA and how to reach the institute is
available on the website (

Isla Mujeres Ethnographic Field School

We are currently accepting enrollment to our winter 2016/17 and our summer 2017 Field School sessions. Our main program is our 8 week long Advanced Methods course where students create a professional research proposal, conduct the research and present their data in an open-to-the-public conference on the island, as well as prepare academic journal style articles intended for publication. Attached are flyers for the various sessions. It would be much appreciated if you could forward this e-mail to your students.

The Isla Mujeres Ethnographic Field School specializes in community based projects and trains students on how to conduct ethnographic research. Located on a small Mexican Caribbean island, much of the student research is focused on community needs per their request. Some of our current areas of interest: Culture & Environment, Latin America & Caribbean, Medical Anthropology, Gender & Identity, History, Space & Meaning and Economic Development. There is a wide variety of subjects to research. In the past, some students have conducted research on teenage pregnancy, HIV and Dengue Fever prevention, Catholic and Maya religion, Economic Development and tourism, Sea Turtle and Whale Shark conservation.

For more information, please see our website at


Work in Progress: The Construction of Identities Through Discursive
Practices in Contemporary (Canadian) Society

February 9-11, 2017

Graduate Students Association of the Modern Languages and Literatures

University of Ottawa

Deadline: November 15, 2016

Summer School on African Diaspora in Europe Program 2017


Now accepting applications!

Black Europe Summer School 2017

10th Anniversary Program

June 26 - July 6, 2017

Amsterdam, The Netherlands

Now in its 10th year, the overall goal of this intensive two-week course is to examine the contemporary circumstances of the African Diaspora in Europe. We will focus on the historical and colonial legacies of European countries to discuss the origins of Black Europe and investigate the impact of these legacies on policies and legislation today. To celebrate the tenth anniversary of the Summer School, the 2017 program will also feature special events including an alumni conference and cultural excursions.

This course addresses the dimensions of race and ethnic relations that are unique to Europe, examining the ways in which conceptions of the "other" are institutionalized and reproduced: the rise of xenophobia in various EU countries; issues such as global racisms, everyday racism, and epistemic racism; the legal definitions and discourse surrounding the conceptualized "other"; and the ways in which each country has dealt with issues of race and national identity. Issues of race, class, gender, and sexuality are central analytics, and scholars from the social sciences and humanities and NGOs working against racism and xenophobia in Europe are encouraged to apply.

Applications due February 1, 2017.

Visit our website for more information.

Visit us on Facebook.

Email anytime with further inquiries:


My name is Todd Pierce and I am the Director at the Isla Mujeres Ethnographic Field School (on the small Caribbean island, Isla Mujeres, Mexico).

You can learn about our program on our site and on our Facebook page:

We hope you can pass the information about our Field School on to your students who may be interested.

We are currently accepting enrollment to our winter 2016/17 and our summer 2017 Field School sessions. Our main program is our 8 week long Advanced Methods course where students create a professional research proposal, conduct the research and present their data in an open-to-the-public conference on the island, as well as prepare academic journal style articles intended for publication. Attached are flyers for the various sessions. It would be much appreciated if you could forward this e-mail to your students.

The Isla Mujeres Ethnographic Field School specializes in community based projects and trains students on how to conduct ethnographic research. Located on a small Mexican Caribbean island, much of the student research is focused on community needs per their request. Some of our current areas of interest: Culture & Environment, Latin America & Caribbean, Medical Anthropology, Gender & Identity, History, Space & Meaning and Economic Development. There is a wide variety of subjects to research. In the past, some students have conducted research on teenage pregnancy, HIV and Dengue Fever prevention, Catholic and Maya religion, Economic Developemnt and tourism, Sea Turtle and Whale Shark conservation.

For more information, please see our website:

The Isla Mujeres Ethnographic Field School (I.F.S.) is dedicated to the professionalization of ethnographic research and the training of students on how to conduct ethical, meaningful and professional research. Our mission is to train ethnographers that we are confident in and that we know can get the job done. Be it future graduate school research or projects for employers. Our trained ethnographers can tackle a research project from beginning to end with confidence, experience and know-how.

Students will participate in formal lectures, informal presentations, government meetings and briefings, and ethnographic research that serves to assist the people of Isla Mujeres either through applied anthropological techniques or through creating a more full ethnographic record that illuminates the island's past, present and possible future. Students will be immersed within the culture of the island and will conduct collaborative research with it's residents. Students will learn the value of team work through helping each other on projects, talking through field research problems and supporting each other in their professional development.

We train both undergraduate and graduate students. Our program gives students the cutting edge needed to get into good graduate school programs, develop graduate school dissertation research (which will help in securing research funding for dissertations) and will help them land the job they want in the discipline. Some undergraduates have used their experience and data for senior thesis projects, while graduate students use it for pilot research to develop their Masters thesis or Doctoral dissertations.


Todd G. Pierce, Ph.D.
Isla Mujeres Ethnographic Field School
202-241-5325 (USA)
998-139-7122 (MX)

Winter 2016/17 Alternative Break Sessions
First Session: December 10th - 18thSecond Session January: 7th - 15th
Alternative Spring Break SessionsFlexible Dates Between February and April Based On Group Bookings of 3 or more students

Environmental Practicum
One week course that focuses on environmental issues. Students will become familiar with various environmental issues that the island faces, attend daily lectures on theory, methods and practice, as well as guest lectures from local experts. The main focus will be on marine life conservation, including reef protection, Sea Turtle, Spotted Eagle Ray, Whale Shark and Giant Manta Ray conservation, as well as over-fishing and poaching issues, but will also include water and waste management issues and beach conservation that addresses issues of tourist economy agendas and impacts as well. Students will become familiar with the island and the people who live here and experience a cultural immersion that is applied in focus. All students will become PADI Open Water Certified divers, Marine Species Identification Certified, Emergency O2 provider certified, Project AWARE training and will participate in a Dive Against Debris.
NOTE: The second session students may be lucky enough to actually see large Spotted Eagle Rays while diving, as this is during their annual migration period.
Tuition: $1,400 per person (includes all of above mentioned activities as well as 8 nights housing)
Must be a group of at least 3 students for this session.If booked as a group of 3 or more together, then a 10% discount applies.
E-mail for any questions or to express your interest and the dates that you (or your group) would be interested in attending.

Intensive Methods Practicum: Cultural Heritage & Immersion
One week course that focuses on cultural immersion on the island. Students will attend daily lectures that focus on various issues such as medical anthropology, economy, language and environment as well as the history of the island and how rapid changes in the past couple of decades has impacted the island on several levels. This course offers intensive training on several key ethnographic methods. Students will be required to attend daily lectures and complete a series of practical exercises using the methods they learn about. This course will be a more generalized focus on methods, cultural process, meaning, symbolism and cultural practice. Students will engage with local experts and stake-holders and become familiar with life on the island. Students will also participate in a trip to visit the Maya historical sites of Chichen Itza and Ek Balam, with a visit to an ancient Cenote for a swim in it's sub-terrainian waters.
NOTE: First Winter Session Students will enjoy the Island's Christmas Heritage, which is very rich with community and family activities happening almost daily. The first Sunday of the first session will be the festival of Guadalupe, which brings thousands of islanders together in celebration.
Tuition: $1,150 (includes all of above mentioned activities as well as 8 nights housing)
Must be a group of at least 3 students for this session.If booked as a group of 3 or more together, then a 10% discount applies.

Ethnographic Methods Writing Workshop

The breakdown of the term “ethnography” means, literally, “writing culture.”
The Ethnographic Methods Writing Workshop will educate students in a range of the most effective ethnographic writing techniques, provide a space for discussion concerning the evolving nature of writing techniques and genres, and assist students in honing necessary cross-disciplinary communication skills with the ultimate goal of professional publication/presentation.Course DescriptionAs the opening line evidences, ethnography and writing go hand in hand. Ethnography requires gathering, integrating, investigating, and questioning information. In order to most effectively communicate that material to a wider audience, it’s imperative to present it in the most effective form to complement the research, allowing for greatest effectiveness and impact.Ethnographic writing can take many forms. This workshop will explore a diverse range of forms aiding students to structure their work in the most effective format.Impact will be a main focal point of the workshop through exploration of form, genre, and discussion of content, process, and research. Too often, writing of this import languishes in academia, having little to no practical effect after the project’s been completed. Diversifying writing content and technique allows for wider reach and influence.Workshop Goals
- Discuss ethnographic writing styles and elements of craft
- Workshop a chosen work and hone for professional publication/presentation
- Research an article about your chosen ethnographic writing style—workshop discussion
- Daily observation journal writing
- Short daily reading (ethnographic writing examples in multiple genres)

Students will also participate in a trip to visit the Maya historical sites of Chichen Itza and Ek Balam, with a visit to an ancient Cenote for a swim in it's sub-terrainian waters.
Tuition: $1,150 (includes all of above mentioned activities as well as 8 nights housing)
Must be a group of at least 3 students for this session.If booked as a group of 3 or more together, then a 10% discount applies.

Restorative Retreat (R&R)$850
NOTE: Applications for the R&R can simply be a letter of interest, a current CV and a writing sample of what you would like to discuss in an informal group setting.
The retreat is designed for social scientists (MA, Ph.D. or equivalent level, any stage of career, academics or practitioners – all sub-fields ) to come together in an informally structured way, like a mini-conference without the intense schedule. This will be a restorative retreat for re-setting your *self*, networking with other like-minded colleagues and developing yourself as a professional as well as your networks. Under a canopy of palms, overlooking the Carib with it's gentle breeze, each participant will give a “brown-bag” style discussion about their research, inner goals or other subject that is important to them, contextualized within their own experience as a scientist. Other participants will give feedback in group discussions. The retreat also includes a long day trip tour to the Maya sites of Ek Balam and Chichen Itza, with a swim in an ancient cenote between both sites. Other activities will include an island tour and cultural familiarization, informal social events with locals and expats. There will be many optional activities such as yoga, snorkeling and diving. All activities can be arranged for you. Participants of the R&R are welcomed to engage students of the Field School socially or even professionally with lectures and discussions if they wish. Must be a group of at least 3 participants for this session. If booked as a group of 3 or more together, then a 10% discount applies.

Summer 2017 Sessions:

Updates on the Advanced Methods course:

We have changed our Advanced Methods course, which is our main summer course, to better fit the needs and career goals of our students. We will only host one Advanced Methods session for the summer of 2017. It will be 8 weeks long, starting on June 3rd and ending on July 30th . We are doing this to include a writing week, where the students will have more dedicated time to their research reports and write them in the style of a journal that they want to submit to for possible publication. We will have specialists to assist them on developing their writing as well. We are also going to streamline our research proposal process by having the students use the Wenner Gren Foundation guidelines for grants. This way the students learn more about two key areas taught at the field school ( proposals and presentation of data) by using real-world examples to work from. Students will work closely with Field School faculty to create a very good working proposal prior to their arrival and then bring it to it's final form during the first week.

We are offering two two 3 week Methods Practicum Sessions for students to choose from. These sessions will occur during the Advanced Methods course and are designed to give the students solid methods skills through daily practice of them in the field.

Ethnographic Field School is a great resource for any student of Anthropology, from beginner students to those more advanced in their studies. Many disciplines study issues of Culture and the Environment, political economy, or other cultural studies programs, like Latin American studies, not just Anthropologists -- and anthropology is not the only discipline that utilizes Ethnographic Field Research techniques.

Much of the Field School description below pertains to the 6 week long Advanced Methods session, though some aspects of this carry over to the 3 week long Practicum sessions as well.

We encourage Undergraduate and Graduate students from the fields of Anthropology, Sociology, Environmental Sciences, Marine Biology, Forestry, fine art, music (we actually highlight local island artists on our facebook page) and other fields who are interested in learning Ethnographic Field Research Methods and techniques to attend the Isla Mujeres Ethnographic Field School.

For example, a student might major in Marine Biology and is interested in the preservation of Whale Sharks. To fully understand this issue the would need to know not only a bit about their life cycle, migration patterns and environments, but also the political economy of the context in which they are endangered. Understanding the tourism that surrounds them, the guides and fisherman who launch site-seeing and swimming tours for tourists to be close to them and other issues like the political context of such tourism and official government efforts to protect (or not) the Whale Sharks, is vital to seeing the whole picture. Gaining this larger perspective that also focuses on the daily cultural issues surrounding this animal is what our Field School can offer.

Students will receive a minimum of 40 hours of classroom ethnographic methods instruction (as well as the theories and ethics related to ethnographic field research) and conduct a minimum of 80 hours of directed independent research.

Each student will receive a minimum of 9 hours of intense Spanish Language training, accompanied by over 40 hour of conversational practice.

Students will also receive about 15 hours of Scuba Dive instruction, with an additional 10 hours of practical experience.

The location, the Mexican Caribbean island of Isla Mujeres, is an ideal location for putting the learned methods into practice through a focus on culture and environment.

Each week students will experience Field Work with their Local Expert Mentors, along with Excursions, such as taking a Lanchero (small fishing boat) to the Contoy Island Nature Preserve, swimming in the open Caribbean Sea with Whale Sharks, touring the Isla Mujeres Tortugranja Turtle Preserve, diving or snorkeling at the Cancun Subaquatic Museum, and visiting the Mayan ruins on the island and at Chichén Itzá.

The Isla Mujeres Ethnographic Field School provides:

• Practical experience in Ethnographic Methods, Research Design, analysis and
ethics through formal training and field research

• Engagement in Cross Cultural Processes to gain an on-the-ground perspective of
everyday life through internships with local native mentors, families and
cultural activities

• Study in the complex social and political contexts of the relationship between
Culture and Environment in an amazing location that thrives on eco-tourism and
environmental protection

• PADI Open Water Dive Certification and Spanish Language Boot Camp

• Informed Career Counseling and Direction by experts to further your career in
the competitive professional and academic field of Anthropology

Isla Mujeres is a very small island in the Caribbean, located about 8 miles off of the coast of Cancun. Spanning about 5 miles long and a half mile wide at the widest point, Isla Mujeres is a Mexican Caribbean treasure. Here you will find the remains of an ancient Mayan temple to the Goddess Ixchel, and although Spanish is the official language, many of the locals still speak Mayan fluently. The economy of the Isla Mujeres (simply referred to as 'Isla'” by those who live there) is driven by tourism, followed by fishing and the Mexican Naval Base on the island. Located 1.5 hours from the Coba Ruins, 2 hours from the Tulum Ruins, and 2.5 hours from Chichén Itzá, Isla has a rich Mayan tradition spanning several thousand years, intersecting interestingly with a history of Pirates as well.

We would greatly appreciate it if you could pass the information about the field school onto your students and others who may be interested in attending the field school. Our website,, illustrates what the field school is all about and also has an informational flyer that can be printed to pass out to students or posted to your department’s bulletin board. Please also see our FaceBook page for updates and posts of interest:

The Field School is also a structural base for the inclusion of other types of ethnographic training. For example, if a professor wanted to design a field school for her students that focused on community health, this can be arranged with all of the logistical necessities taken care of for that special segment of the Field School. Some of the interests we have already had inquiries about are Latin American Studies, Nursing and Medical Anthropology.

I am available to discuss the course work, research and overall program directly with the student's academic advisers to answer any questions they might have, as well as submit any IRB paperwork needed.


Todd G. Pierce, Ph.D.
Isla Mujeres Ethnographic Field School
202-241-5325 (USA)
998-139-7122 (MX)

Sanisera Archaeology Institute International
Expedition Project in Dubai

We are excited to
inform you about the
Expedition Project - Archaeological Mission that we will organize
in Dubai (United Arab Emirates) with The Government of Dubai
Municipality from january 15 2017 ! to 13 apr il 2017. The
Sanisera Archaeology Institute has opened a period to select a group
specialized in archaeology capable of performing field work
excavating and studying the materials in the laboratory. This
expedition is 100% financed and therefore there is no cost for
volunteers to participate, included the trip from your home to the
site in Dubai (maximum $1100), meals, transportation and
accommodation. If you are a motivated candidate who wants to
experience with your hands on a dig and wish to cooperate as
volunteer in an international team, this project is for you. More info
in Archaeology Institute website:


Heritage and Archaeological Research Practice (HARP)
Cyprus Field Schools


Introduction to Field Archaeology, April 2-15, 2017.

Full details and
application form at


Human Bioarchaeology, April 2-15, 2017.

Full details and
application form at


UBC Undergraduate Student Research Awards (2)


-NSERC Undergraduate Student Research Awards

If you are an undergraduate student who'd like to get research experience in an academic setting, you should consider applying for an Undergraduate Student Research Award (USRA). Through these awards, the Natural Sciences and Engineering Research Council of Canada (NSERC) subsidizes eligible professors to hire students to work on their research projects. The program creates interesting research-related jobs and gives you the opportunity to gain valuable work experience.

Deadlines vary depending on faculty/school


-Irving K. Barber School Undergraduate Research Awards

The Undergraduate Research Awards (URA) program was established by the Irving K. Barber Endowment Fund Advisory Committee to provide exceptional learning experiences for undergraduate Arts and Sciences students at UBC's Okanagan campus. The purpose of the program is to encourage undergraduate students enrolled in the Irving K. Barber School of Arts & Sciences to pursue innovative and original research as part of their learning experience while at UBC's Okanagan campus. The awards are aimed primarily at students in their third-year of study. Up to $6,500 plus $1,500 in expenses is available per student.

Deadline: January 28, 2016


2017 Whiteford Graduate Student Award in Applied and Public Anthropology

The Society for Latin American and Caribbean Anthropology (SLACA) announces its 2017 Whiteford Graduate Student Award in Applied and Public Anthropology in honor of Michael B. Whiteford and Scott Whiteford. The award is intended to help a graduate student attend the SLACA Spring bi-annual meeting. The 2017 meeting will be held in Antigua Guatemala, April 6-8. The prize consists of US $1000 to support a student registered in a graduate program in Latin America, the Caribbean or the United States. The prize winner and honorable mention will receive a year membership to SLACA. We encourage anthropology departments to support students entering the competition by providing additional conference travel funds.

The Whiteford Graduate Student Award was created through the enduring support of Michael B and Scott Whiteford who have donated all of the royalties from their book Crossing Currents: Continuity and Change in Latin America to the Society for Latin American and Caribbean Anthropology since its publication in 1998. With their contributions, SLACA has supported Latin American scholars by helping them travel to present their work at the annual meeting of the American Anthropological Association. We are proud to extend the Whitefords’ generosity to students’ emerging scholarship at the spring SLACA meeting.

Papers submitted to the award’s committee are limited to a maximum length of six thousand words, including bibliography. Papers can be from any subfield of anthropology, but they must have an applied component and be based on field research carried out in Latin America, the Caribbean, or among first-generation migrants from these areas. The papers can be written in English, Spanish, French or Portuguese. The student must hold a current membership in SLACA. Awards will be announced at the 2017 SLACA meeting in Antigua, Guatemala (April 6-8). The paper may be submitted as early as Dec. 1, 2016 with a final deadline of February 1, 2017. Direct questions about the prize and review process to either Walter Little ( or Cristina Alcalde ( Please submit papers electronically (as MS Word Files or MS Word-compatible doc files) to Cristina Alcalde, Chair.

Walter E. Little
Professor, Department of Anthropology
Co-Director, Globalization Studies Program
President, Society for Latin American and Caribbean Anthropology

Arts & Sciences 245
1400 Washington Avenue
University at Albany, SUNY
Albany, NY 12222


Transnational Justice in Practice: the Aftermath of the
Internal Armed Conflict in Peru

June 13-July 3, 2017

Join the Peruvian Forensic Anthropology Team (EPAF) for a 3-
week field school in the Peruvian Andes. This interdisciplinary
program incorporates theoretical coursework and practical training
in the areas of anthropology, law, history, archaeology, political
science, and psychology. Through participatory methods, students
will learn about the 20-year internal armed conflict in Peru and
study its impact on the current lives of indigenous communities.
Students will have the unique opportunity to immerse themselves in
the local culture and engaged directly with those affected by human
rights violations. For more information visit:


CEETUM (Centre d'études ethniques
des universités montréalaises) 19th Colloquium for Students
and Recent Graduates, February 22-24, 2017, University of

Deadline: October 4, 2016

Colloque étudiant CRCCF

Le Colloque étudiant du CRCCF aura lieu le 9 et 10 mars 2017 et a pour thématique « Acteurs et mobilisations : militants, intellectuels, engagements et francophonies canadiennes ». Le Colloque s'adresse aux candidats à la maîtrise, doctorants ou stagiaires postdoctoraux de tous les domaines d'études connexes aux sciences sociales. Les propositions sont dues le 11 octobre 2016.

L'appel peut être consultée sur le site Web du CRCCF:

Awards of the Folklore Studies Association of Canada (FSAC):

The Folklore Studies Association of Canada (FSAC) offers the following prizes and awards:
- The Marius Barbeau Medal

- The Luc Lacourcière Memorial Scholarship

- The Violetta "Letty" Halpert Paper Prize


Festival International du Film Ethnographique du Québec 2017 - Call for submissions

To whom it may concern:

Allow us to send you the *call for submissions* for the FIFEQ 2017 edition.

The *International Ethnographic Film Festival of Quebec* (FIFEQ) is a
student-run film festival which will take place in Montreal and Quebec
City, Canada, from March 12th to March 26th 2017. The festival is dedicated
to the promotion of ethnographic films and social documentary.

We would greatly appreciate your collaboration in forwarding this call for
submissions to your students, members, producers, filmmakers and professors.

For more information, please visit our website at **
and don't hesitate to email us.

Please take note that the admission process starts earlier and closes
earlier this year.

The admission process officially starts on *August 15**th **2016*. The
forms and procedures are accessible on our website from that day.

Please take note of the deadline for submitting films, which is *December
1st 2016*.

Thank you for your precious collaboration,

Sarah Copland

Emmanuel Précourt Senécal

Julia Stoll

On behalf of the coordinative team for FIFEQ 2017

The University of Victoria offers a number of field schools in anthropology open to students from other universities. For more information, please consult the UVIC website.

Contact Info

Canadian Anthropology Society (CASCA)
c/o Karli Whitmore
125 rue Jean de la Londe, #301
Baie d'Urfe (Québec) H9X 3T8