An Introduction to Cultural Anthropology Anthropology 2351-05, Fall 2016 Mondays & Wednesdays 9:25am-10:40pm, HSHE 2.110
Instructor: Guy Duke Office: ELABN 3.320
Contact:
[email protected] (956) 665-2865 Office hours: Mon 1:00-3:00, Thu 12:00-2:00, or by appointment
Required texts: Welsch, Robert L. and Luis A. Vivanco. 2015. Asking Questions About Cultural Anthropology: A Concise Introduction. New York: Oxford. Wolf, Margery. 1992. A Thrice Told Tale: Feminism, Postmodernism & Ethnographic Responsibility. Stanford: Stanford University Press. Other required readings: See detailed course schedule (p.5) for links to online sources Course description and objective: Major aspects of culture (social organization, economics, religion, etc.), cultural patterns, cultural processes, cultural diversity and sociocultural change are examined in the context of historical development, contemporary societal conditions, and multiculturalism using appropriate methodological and theoretical analyses. Prerequisites: None
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Grading summary: Reading summaries Critical questions/forum participation Worksheets Quizzes Participant observation assignment: Proposal presentation 5% Field notes 10% Final paper 15% Total Final exam Course total Letter Grade A B C D F
20% 10% 10% 15%
30% 15% 100%
Important Dates Aug. 29: First day of classes Sep. 5: Labor Day (no classes) Sep. 14: Census day Oct. 3-7: Proposal presentations Nov. 4: Field notes due Nov. 16: Drop/withdrawal deadline Nov. 24-25: Thanksgiving (no classes) Nov. 18-Dec. 8: Course evaluations open Dec. 2: Final paper due Dec. 8: Study day (no classes) Dec 9-15: Final exam period Dec 14: Final exam
% Range 90-100 80-89 70-79 60-69 0-59
Course Learning Objectives: This one-semester, lecture-based course is designed to introduce students to the discipline of archaeology, the study of past human cultures and societies. This course is designed to give you a better understanding and appreciation of the diversity of human experience and the fact that there are multiple perspectives within and across different societies. You will be encouraged to explore these experiences and perspectives through readings, lectures, and films, which will help you try to see the world from different points of view. At the same time, you will learn what it is like to be an anthropologist and what skills and techniques anthropologists use to try to better understand the perspectives, experiences, and viewpoints of different peoples. This course will prepare you for further classes in anthropology, as well as in other disciplines such as medicine, education, psychology, political science, and essentially any path you take in which you interact with people (so, everything). THECB Core Curriculum Student Learning Objectives ANTH 2351 meets standards of The Texas Higher Education Coordinating Board for core courses within the Social and Behavioral Sciences Foundational Component Area by addressing four key core objectives concerned with (1) Critical Thinking Skills, (2) Communication Skills, (3) Empirical and Quantitative Skills, and (4) Social Responsibility. Students explore central themes of cultural anthropology such as economics, art, marriage, political organization, religion, and ethnicity; and they are exposed to diverse cultural practices within societies worldwide. Students develop critical thinking skills as they are encouraged to compare and contrast these new data, all the while incorporating what they know about their own culture; and they do this by using appropriate methodological and theoretical analyses they have learned. Students develop verbal communication skills as they articulate their ideas as part of directed in-class discussions of “hot” topics such as “race/ethnicity” or “What makes an ideal marriage partner?” Students also learn to express their ideas clearly through written work, both written assignments and short-essay examination questions that require them to synthesize diverse forms of information. Students also learn how to properly cite their sources using the citation guidelines of the American Anthropological Association. Major cultural
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patterns described by anthropologists are derived from empirical studies that yield statistically significant results. In accord with this, students are expected to master the basic empirical and quantitative skills necessary to assess and present data in varied formats. Students are also taught the basic standards of participant-observation field work. Finally, a major theme in cultural anthropology concerns how to function as a citizen of a multicultural world. Students are exposed to cultures both like and unlike their own and they are constantly comparing and contrasting ideas, behaviors, and belief systems. As a result, they develop social responsibility and come to better understand themselves, their own culture, and the place of both within our interconnected world. They also learn to identify and describe contemporary standards of ethical human subjects research and informed consent. Expectations: In this class, I want you to share your honest reactions to and feelings about the materials. However, there are a few things I would like you to keep in mind. We will be covering material that may challenge your beliefs and values. Because this is a difficult process, I expect you will often disagree with each other. Discussion is expected and necessary for growth. However, abusive and insulting language has no place in this class. While you may not agree with everything said or presented, you owe it to each other to listen carefully and respectfully to other peoples’ views. Remember, you are never graded on your views or your politics, only the degree to which you have engaged with the readings and discussions. Failure to comply with this policy will result in you being asked to leave class. When sharing your responses to the materials, personal and emotional reactions are legitimate. However, you should connect your reactions to critical and analytic responses. Think critically about your own experience – how does your reaction illustrate the topics we’ve discussed in class/covered in the readings? If you disagree with the author, analyze and use the course materials to explain the author’s argument, and how your viewpoint differs. IMPORTANT: You do not need to be or become a supporter of the concepts and theories presented in this course to do well in this class. You do, however, have to understand, respect, and be able to use anthropological concepts and perspectives. Other logistics: Email – Students are expected to check their email often for class updates. This gives me the capability of giving you last minute reminders and tips. Before emailing me, be sure to ask yourself this question: “Is it on the syllabus?” All emails to me regarding this class must include the course number and section (ANTH 2351-05) in the subject line. UTRGV rules require that all email communication between the University and students must be conducted through the students’ official University supplied UTRGV account. This means that I am unable to reply to any email sent from a non-UTRGV account. Do not use gmail, hotmail, yahoo, or any other email addresses for communications regarding this course. If you do not hear back from me within a reasonable timeframe (generally 48hrs), please check and ensure that you sent your email from a UTRGV account. I do not discuss grades over email or telephone. If you wish to discuss test or assignment results, please come to my office hours or book an appointment. Lastly, I will generally only respond to emails during business hours (9am-5pm) on weekdays. Please keep this in mind and plan in advance for inquiries related to assignments and exams. Emails are a form of professional communication so be relatively formal. Consider everything you do at UTRGV as an audition for your work life after graduation. Everything you write leaves
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an impression so make sure it’s a good impression. For example, avoid “Hi there,” “Hey,” or “Hey Prof.” Instead, try “Dear Professor Duke” and always proofread for spelling errors or typos. Here is an excellent article with some guidelines for writing emails to your professors. Behavior and Technology – I expect you to be in your seat and ready for class on-time. Do not leave class early, or “pack up” before class is over. Please turn your cell phones to silent and put them away for the duration of class. Do not take pictures of powerpoint slides – take notes (writing things down helps you to remember them). Laptops are permitted for note taking. Be courteous to your fellow students and refrain from using any technology in ways that may prove to be distracting. Attendance – As adults, you are responsible for ensuring your attendance in class. Be aware that I do not post lecture notes or slides online. If you miss class, you are responsible for obtaining the information discussed from a classmate. Based on this, there will be no grade for participation or attendance. Material from lectures and films will be tested on. If you miss class and are tempted to ask me if you missed anything important, please stop yourself and assume that everything we discuss or watch in class is important and find a way to obtain the materials from a classmate.
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Week
Date 8/29
Themes Introduction to course
2
8/31 9/5 9/7
What is Anthropology? Labor Day What is Culture?
3
9/12 9/14
4
9/19 9/21
1
9/26 5
9/28
6
10/3 10/5
7
8
9 10
11
12
13 14 15 EXAM
10/10 10/12
10/17 10/19 10/24 10/26
10/31 11/2
11/7 11/9 11/14 11/16
11/21 11/23 11/28 11/30 12/5 12/7 12/14
Readings & Assignments “Body Ritual among the Nacirema”
Welsch and Vivanco: Chapter 1 (no class) “Shakespeare in the Bush” Welsch and Vivanco: Chapter 2 Culture and Language Welsch and Vivanco: Chapter 3 “Creaky Voice” “The World’s Languages” Studying Culture Welsch and Vivanco: Chapter 4 Wolf: Chapter 1 Wolf: Chapter 2 Studying Culture, cont’d Wolf: Chapter 3 Wolf: Chapter 4 Wolf: Chapter 5 “AAA Ethics Blog: Principles of Professional Responsibility, 1-7” Proposal presentations Welsch and Vivanco: Chapter 5 Globalization and Culture “Wheels: How We Teach Latino Inferiority in Schools” “My Indian Parents Are Huge Fans of Cultural Appropriation, Even While My Generation Finds it Appalling” Sustainability: Environment and Welsch and Vivanco: Chapter 6 Foodways “GM or Death”: Food and Choice in Zambia” “Modes of Prophecy and Production: Placing Nature in History” Economics Welsch and Vivanco: Chapter 7 Film: “The Kula Ring” Power: Politics and Social Welsch and Vivanco: Chapter 8 Control “The Ancient Roots of the 1%” Film: “The Kawelka: Ongka’s Big Moka” (on reserve in UTRGV library, Edinburg) Field Notes Due (Nov. 4) Welsch and Vivanco: Chapter 9 “Cooking with Muxes” Gender, Sex, and Sexuality “Where The Girls Are (And Aren't)” Film: “Wodaabe: Herdsmen of the Sun” Kinship, Marriage, and the Welsch and Vivanco: Chapter 10 Family Film: “A World without Fathers or Husbands” Film: “A Love Apart” Religion: Ritual and Belief Welsch and Vivanco: Chapter 11 Film: “30 Days: Christian/Atheist” “Poll Finds Americans, Especially Millennials, Moving Away From Religion” The Body Welsch and Vivanco: Chapter 12 Film: “In Sickness and in Wealth” Final Paper Due (Dec. 2) Welsch and Vivanco: Chapter 13 The Arts Film: “The Artist Was a Woman” Catch Up & Exam Review Jeopardy Review Session Student Guided Review Final Exam Dec. 14, 8:00-9:45am, HSHE 2.110
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Assignments and Exams Reading summaries (20% of final grade) Each class period will have one or two readings associated with it. At the end of the class period on the assigned date (see schedule above), you will have the opportunity to hand in summaries for the assigned readings. In total, you are required to turn in summaries for 20 of the 38 assigned readings over the course of the semester. Each summary is worth 1% of your total grade. Your first opportunity is on the first day of classes in week 1 (see schedule above). I will not accept any summaries/critical questions by any other means than physically handing them in to me at the end of class on the assigned date (see below for style requirements). If you cannot attend class that day, you will not receive credit for that week’s summary. This is nonnegotiable. Each summary will consist of a total of four (4) sentences – no more, no less. The first three (3) sentences will outline the primary points or arguments of the author(s). The following sentence will be a statement of your opinion – whether or not you agree or disagree with the author. You must also provide proper bibliographic information for the summarized reading using the Chicago Style Guide format (http://www.chicagomanualofstyle.org/tools_citationguide.html). An example of a four sentence summary with bibliographic information is provided below (see Appendix A). The summaries will assess your knowledge of the subject as the course progresses, focusing on your grasp of the core concepts of social responsibility and critical thinking skills. Reading summary submission style requirements: Paper copy, turned in at end of first class each week Double-spaced Times New Roman, 12 pt. font 1” margins Each page numbered Your name, date, course/section number, bibliographic information at the top of the page Critical Questions/Forum Participation (10% of final grade) Each student is required, though not limited, to submit five (5) critical questions to me via Blackboard message over the course of the semester. Critical questions should build upon your reading summaries by assessing the argument/perspective of one of the readings for the week or questioning a specific point of the article/chapter in such a way as provoke discussion (see Appendix B for an example). These questions should address the readings/topics for the upcoming week and must be submitted no later than 11:59pm on the Sunday prior. I will choose what I think is an appropriate and/or insightful question every week and post it anonymously on the Blackboard course discussion forum. I expect each student to contribute constructively to the discussion of these weekly questions. You will receive 1% for each of your five (5) questions submitted, regardless of whether they are chosen for discussion. You will also receive up to 5% of your total grade for the course via consistently, respectfully, and thoughtfully participating in the weekly forum discussions. I will closely moderate all discussions. Please remember to follow UTRGV Netiquette Guidelines in all interactions: Netiquette is internet etiquette, or a set of expectations that describe appropriate behaviors when interacting online. It is important to understand that you will be held to the exact same standards as during in-class discussions. Remember, you only get to make a first impression once, irrespective of the course delivery method.
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Be courteous. You only get one chance for an online first impression. Make it count. Do not say or do anything in an online classroom that you would not do in a face-to-face classroom. This includes not “YELLING” (typing in all caps), not “flaming” (attacking someone, such as insults and name-calling), and/or not dominating the discussion. Be a good classmate. Remember your own role as a student. Follow your instructor’s directions at all times. Be authentic and collaborative with fellow students. Be aware of cyberbullying and make every attempt to eliminate it. Appreciate the diversity and different communication styles of your peers. Be professional. Proofread your own writing for spelling, grammar, and punctuation to prevent miscommunication. Avoid slang, sarcasm, or emotionally-charged writing, as tone can be difficult to translate online. Profanity and offensive language will not be tolerated. Do not use abbreviations (2moro, 2T, B@U) or emoticons in your online discussions. Worksheets (10% of final grade) In the second half of the semester we will watch eight (8) films during the second class of the week (Wednesdays). Each of these films will have an associated worksheet for you to turn in at the end of the following class (Monday). Worksheets turned in after this time will not receive credit. These films and worksheets serve to reinforce class concepts and assess your empirical/quantitative and critical thinking skills. You are required to turn in five (5) of the eight (8) worksheets. If you choose to turn in all eight, the five highest grades will be applied to your final score for the semester. Each worksheet is worth up to 2% of your final grade. Quizzes (15% of final grade) Over the course of the semester, I will administer seven (7) unscheduled quizzes at the beginning of class. If you arrive late on a quiz day, you will not be allowed to take that day’s quiz. The quizzes will cover a range of topics relevant to materials covered in class prior to the quiz. Your five (5) highest scores will be included in your final grade. Each quiz is worth up to 3% of your final score. Participant observation assignment (30% of final grade) Participant observation is the cornerstone of ethnographic fieldwork. You will employ this technique during an open-to-the-public cultural event occurring between your proposal presentation and the due date for your field notes (Nov. 4). This event will be selected by you and approved by me after a meeting in my office in which you will describe the event you have selected, how you intend you collect the information necessary for the second portion of the assignment (field notes), and offer a preliminary range of anthropological topics that might be relevant for inclusion in the final paper. Proposal presentation (5% of final grade, included in 30% total for full assignment) – This portion of the assignment will assess your verbal communication skills. As noted above, you will sign up for a time-slot to meet with me in my office and present a five (5) minute proposal outlining the event you have selected, your strategy for collecting notes, and some
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anthropological topics that might be applicable to this event for incorporation into your final paper. You will receive verbal and written feedback from me after your presentation. An online sign-up sheet will be posted by the third week of the semester. All appointment slots are first come, first serve. Field notes (10% of final grade, included in 30% total for full assignment: due Nov. 4, 2016, no later than 11:59pm) – This portion of the assignment will assess your empirical observational skills. You will turn in to me a scanned .pdf copy of your hand-written field notes (if you do not have a scanner at home, the library has one on the third floor, in the media section). Your field notes should include detailed descriptions of the event you attended with special attention placed on the ways in which people attending the event, including but not exclusive to yourself, interact with one another and with the activities at the event. Your notes can be in English or Spanish and I expect that they will be rich in occasionally repetitive detail. Additionally, while I will want your notes to be legible, as field notes there will be an inevitable level of disorganization and messiness. You should attend your event for a minimum of two (2) hours, though I would recommend at least three or four (3-4) hours. While there is no minimum or maximum page length, it is expected that you be thorough and that the number of pages of field notes end up far greater than the number of pages of the final paper. Do not send me typed notes or rewritten copies. Do not include photographs. I want to see your original notes that you took while attending the event in order to assess your empirical observational processes. You will receive written feedback from me within one week of the submission due date. Field note submission style requirements: To be submitted via assignment link on Blackboard – do not submit by email, by Blackboard message, or as a paper copy Only .pdf files will be accepted – No .jpg, .gif, .tif. psd, .doc, .docx, .rtf, .pages, .odt, .txt or other file format Be sure to include your name and course/section number at the top of the first page Final paper (15% of final grade, included in 30% total for full assignment: due Dec. 2, 2016, no later than 11:59pm) – This portion of the assignment will assess you critical thinking skills. For the final paper, you will be expected to take your field observations and describe the event you attended, analysing the cultural phenomena observed by directly applying and integrating anthropological concepts from the course into your description. This analysis should highlight why the event you attended and the observations you include in your paper are anthropologically interesting and/or significant using specific terms and concepts from the course in a well-defined and contextually appropriate manner. To be very clear, I am not looking for a Yelp! review of your event, but an analytically critical assessment of it that provides both detailed description and a cohesive, thematic, anthropological argument. Any and all course materials, as well as outside sources, must be cited both in text and bibliographically at the end of your paper (see Appendix C for an example of a properly cited essay excerpt and bibliographic entry). Your bibliography does not count towards the five (5) assigned pages. Paper submission style requirements: 5 pages (no more, no less) Double-spaced Times New Roman, 12 pt. font 1” margins Each page numbered Title page with full name, date, course and section number, title of paper (not included in 5 page total – do not include any of this information on any other page)
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Citations for all materials in the Chicago Style (you can use either the notes-bibliography system the author-date system, but be consistent!) (http://www.chicagomanualofstyle.org/tools_citationguide.html). NOTE: you are not required to bring in outside sources for your paper – course materials such as the textbook, articles, and films should be sufficient. However, if you do include outside information it needs to be properly cited, along with the course materials you use. You are required to properly cite appropriate course materials. To be submitted via assignment link on Blackboard – do not submit by email, by Blackboard message, or as a paper copy Only .doc, .docx, or .rtf files will be accepted – No .pdf, .pages, .odt, .txt or other file format
Late submissions – 5% will be deducted from the assignment total for every day an assignment is late to a total of 10%. Any assignment submitted more than 2 days late will not be accepted and will get a zero unless arrangements were made with your instructor prior to the due date. An assignment will be considered “late” if it is submitted at any point after the specified date/time. For instance, if your assignment is due on Blackboard at 11:59pm on Dec. 2, 2016 and the time stamp reads 12:00am, Dec. 3, 2016, your paper will be considered 1 day late. Be aware that I do not accept spotty internet connections as a valid excuse. Be sure to give yourself plenty of time to submit your assignments online so this does not happen. There is no penalty for early submission. Final Exam (15% of final grade – Dec. 14, 2016, 8:00-9:45am, HSHE 2.110) The final exam will consist of a single question. Your answer to this question must be written in essay-style format (i.e., well-constructed, cohesive, and coherent paragraphs) and include the definition and appropriate application of at least five (5) terms from the list of ten (10) that will be provided to you at the time of the exam. Your answer will be graded on the accuracy of your definitions, the appropriateness of your applications of the terms, and most importantly on the quality of your discussion. A list of three (3) possible exam questions and twenty (20) terms will be provided to each student at the beginning of the first class of Week 15. Students are permitted to bring a single 3x5 inch index card with notes to the exam. No other reference materials, aside from this index card, will be allowed. The primary purpose of this exam is to assess your fluency in the core concept of critical thinking, but also addresses your understanding of the core concept of social responsibility as well as your written communication. The exam can and will draw from materials read, watched, and discussed over the course of the entire semester. You may not take the exam early. If you have conflicting exam times, you may take the exam during the conflict resolution period as long as you make prior arrangements. Make up exams will be at the instructor’s discretion. Students should make every effort to take the exam on the designated day. Students that have a valid reason to miss the exam must notify me before the exam is given in order to arrange for a make-up exam. UNIVERSITY POLICIES Students with disabilities: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at
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[email protected]. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at
[email protected]. Mandatory course evaluation period: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with further instructions. Online evaluations will be available Nov. 18 – Dec. 9, 2015. Students who complete their evaluations will have priority access to their grades. Scholastic integrity: As members of a community dedicated to Honesty, Integrity, and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students. Sexual harassment, discrimination, and violence: In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. Course drops: According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the “3peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time. FINAL WORD Thank you for reading the whole syllabus. For extra credit, please answer the following questions. Each answer will ass 1% to your final grade. Send answers to
[email protected] by 11:59pm, Sep. 18, 2016 to get credit. 1. What do you think is the most important skill you will learn from this class, and why? 2. What are the three (3) most important parts of this syllabus to you, and why?
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Bibliography of assigned course materials: A Love Apart, directed by Bettina Haasen (2008; New York: Filmakers Library; Electronic reproduction. Alexandria: Alexander Street Press, 2011), Available via World Wide Web. A World without Fathers or Husbands, produced by RTBF (2001; New York: Filmakers Library; Electronic reproduction. Alexandria: Alexander Street Press, 2011), Available via World Wide Web. American Anthropological Association. 2012. “Principles of Professional Responsibility.” AAA Ethics Blog, November 1. Accessed July 20, 2016. http://ethics.americananthro.org/category/statement/ Annear, Christopher M. 2004. ““GM or Death”: Food and Choice in Zambia.” Gastronomica 4(2). Accessed July 20, 2016. http://www.gastronomica.org/gm-death-food-choice-zambia/ Arana, Gabriel. 2013. “Creaky Voice: Yet Another Example of Young Women's Linguistic Ingenuity.” The Atlantic, January 10. Accessed July 20, 2016. http://www.theatlantic.com/sexes/archive/2013/01/creaky-voice-yet-another-example-ofyoung-womens-linguistic-ingenuity/267046/ Bohanan, Laura. 1966. “Shakespeare in the Bush.” Natural History, Picks from the Past: August-September 1966. Accessed July 20, 2016. http://www.naturalhistorymag.com/picks-from-the-past/12476/shakespeare-in-the-bush Brammer, John Paul. 2014. “Wheels: How We Teach Latino Inferiority in Schools.” The Huffington Post, September 4 (Updated November 4, 2014). Accessed July 20, 2016. http://www.huffingtonpost.com/john-paul-brammer/wheels-how-we-teach-latininferiority_b_5761898.html Cobelo, Luis. 2016. “Cooking with Muxes, Mexico’s Third Gender.” Vice, May 30. Accessed July 20, 2016. https://munchies.vice.com/en/articles/cooking-with-muxes-mexicos-thirdgender Cronon, William. 1990. “Modes of Prophecy and Production: Placing Nature in History.” Journal of American History 76(4):1122-1131. Gjelten, Tom. 2015. “Poll Finds Americans, Especially Millennials, Moving Away from Religion.” NPR, November 3. Accessed July 20, 2016. http://www.npr.org/sections/thetwoway/2015/11/03/454063182/poll-finds-americans-especially-millennials-moving-awayfrom-religion Herzog, Werner. 2001. The Wodaabe: Herdsmen of the Sun. Faber and Faber (UK: Granada Television, 1988), DVD. “In Sickness and in Wealth,” Unnatural Causes: Is Inequality Making Us Sick?, produced by Larry Adelman (2008; San Francisco: California Newsreel), DVD. Kawelka: Ongka’s Big Moka, directed by Charlie Nairn (1974; Granada Television International; Shanachie Entertainment Corp., 2003), DVD. Millard, Will. “The Kula Ring,” Hunters of the South Seas, episode 3, aired June 4, 2015 (London: BBC Two). Miner, Horace. 1956. "Body Ritual among the Nacirema." American Anthropologist 58:503-507.
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Noack, Rick, and Lazaro Gamio. 2015. “The world’s languages, in 7 maps and charts.” The Washington Post. April 23. Accessed July 20, 2016. https://www.washingtonpost.com/news/worldviews/wp/2015/04/23/the-worldslanguages-in-7-maps-and-charts/ Poole, John. 2015. “Where The Girls Are (And Aren't): #15Girls.” NPR, October 20. Accessed July 20, 2016. http://www.npr.org/sections/goatsandsoda/2015/10/20/448407788/wherethe-girls-are-and-aren-t-15girls Pringle, Heather. 2014. “The Ancient Roots of the 1%.” Science 344(6186):822-825. Redkar, Nikita. 2015. “My Indian Parents Are Huge Fans of Cultural Appropriation, Even While My Generation Finds it Appalling.” xoJane, August 6. Accessed July 20, 2016. http://www.xojane.com/issues/my-indian-parents-are-fans-of-cultural-appropriation Salamanders: A Night Delt Phi House, directed by George Hornbein, Marie Hornbein, Tom Keiter, and Kenneth Thigpen (1982, Documentary Resource Center), Available via Worl Wide Web: http://www.folkstreams.net/film,113. Spurlock, Morgan. 2006. “Christian/Atheist,” 30 Days, episode 3, season 2, aired August 9, 2006 (USA: CNN). The Artist Was a Woman, directed by Suzanne Bauman and Mary Bell (1988; New York: Filmakers Library; Electronic reproduction. Alexandria: Alexander Street Press, 2011), Available via World Wide Web. Welsch, Robert L., and Luis A. Vivanco. 2015. Asking Questions About Cultural Anthropology: A Concise Introduction. New York: Oxford. Wolf, Margery. 1992. A Thrice Told Tale: Feminism, Postmodernism & Ethnographic Responsibility. Stanford: Stanford University Press.
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APPENDIX A: Reading summary example*:
Guy Duke April 11, 2006 SA 201 Bourgois, Phillippe. 2002. In Search of Respect: Selling Crack in El Barrio. New York: Cambridge University Press. The immigrant, and immigrant descended, residents of El Barrio are the victims of institutional racism directed towards them by the predominantly white, middle-class mainstream of US society through economic marginalization and de facto apartheid. Due to the need for selfrespect and the respect of others, these El Barrio residents resist this marginalization by gaining power in the only realm available to them: the underground economy, specifically the sale of illegal drugs such as crack. This continued marginalization and participation in the illegal world has led to self and community destructive patterns and must be solved through aggressive political action targeting the legitimization of the legal economy and the ending of institutional racism. In general, I agree with Bourgois’ arguments despite some serious reservations in regards to his analysis and the limits of his conclusions. * Note that the first three sentences of this paragraph are a summary of my interpretation of Bourgois’ argument, not my opinion of it. My opinion is reserved for the final sentence. APPENDIX B Critical question example: How has Bourgois brought in preconceived ideas of victimization and institutionalized racism to find a nearly complete fit in El Barrio and swept the aspects that did not fit his theories under the proverbial rug? In essence, how has personal or academic bias played a role in shaping Bourgois’ argument?
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APPENDIX C In-text citation and bibliographic entry example:
In order to address indigenous identity in the colonial Andes, one must turn to the historical, ethnohistorical, and anthropological literature. However, much of the past literature is centered around the concept of lo Andino, creating an essentialized and generic interpretation of highland Andean peasant culture fixated on the continuity with the pre-Hispanic past (Jamieson 2005, 353). This idealized version of a fixed Andean identity that has remained constant since well before the arrival of the Spanish is at odds with the more recent anthropological observations of contextual identities (Orlove and Schmidt 1995; Paulson 2006). As well, the historical and archaeological findings on the cultural adaptability and fluidity of the Spanish colonists and the Spanish colonial system exemplify cultural dynamism as opposed to rigidity (Rodríguez-Alegría 2005; Stern 1995), as do the colonial policies of the pre-Hispanic Inka and the reactions to these policies by the groups they conquered (Bray 1992; Jennings 2003). References cited: Bray, Tamara L. 1992. “Archaeological Survey in Northern Highland Ecuador: Inca Imperialism and País Caranqui.” World Archaeology 24(2):218-233. Jamieson, Ross W. 2005. “Colonialism, social archaeology and lo Andino: historical archaeology in the Andes.” World Archaeology 37(3):352 - 372. Orlove, Benjamin, and Ella Schmidt. 1995. “Swallowing their pride: Indigenous and industrial beer in Peru and Bolivia.” Theory and Society 24(2):271-298. Paulson, Susan. 2006. “Body, nation, and consubstantiation in Bolivian ritual meals.” American Ethnologist 33(4):650-664.
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Jennings, Justin. 2003. “Inca Imperialism, Ritual Change, and Cosmological Continuity in the Cotahuasi Valley of Peru.” Journal of Anthropological Research 59(4):433-462. Rodríguez-Alegría, Enrique. 2005. “Eating Like an Indian: Negotiating Social Relations in the Spanish Colonies.” Current Anthropology 46(4):551-573. Stern, Stephen J. 1995. “The Variety and Ambiguity of Native Andean Intervention in European Colonial Markets.” In Ethnicity, Markets, and Migration in the Andes: At the Crossroads of History and Anthropology, edited by Brooke Larson and Olivia Harris, 73-100. Durham: Duke University Press.
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