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ANTH 575
Theory of Culture
Fall 2012
4 Credit Hours
M, W 2:00-3:50p, Waldo 240
Instructor: Dr. Nancy Rosenberger
Office: Waldo 210
Office Hours: W 8:30-9:30, Th 4:00-5:00, or by appointment
[email protected]
Course Description:
Despite its central position in the discipline of anthropology, the precise meaning of
“culture” is difficult to pin down. Anthropologists themselves offer myriad and
sometimes conflicting definitions of the term. What is culture, and how does a person
acquire and transmit it? In this seminar, we will consider, through readings, films,
lectures and discussions, the various ways in which anthropologists have thought about
the central concept of their discipline.
In doing so, we will also explore the lives and ideas of some of the central theorists in
anthropology in order to understand how their contributions have shaped the field. In this
sense, our seminar can be seen as a primer in the history of anthropology and a whirlwind
tour of social theory over the past 150 years or so. A second, but equally important, goal
of the course is to explore how anthropologists today are shaped by historic and
contemporary trends in theory, and how their work in turn reshapes that body of theory.
We will accomplish this by undertaking a close reading of several recent ethnographies
and examining how theory and ethnographic data are intertwined in the work that
anthropologists do.
Prerequisites, Co-requisites and Enforced Prerequisites: 9 credits of upper-division
social science, including at least one 400-level anthropology course.
Student Learning Outcomes:
Upon completing this course, students will be able to:
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Define and discuss the central concepts and principles of cultural anthropology;
Identify and compare the main theoretical orientations within cultural
anthropology in relation to the historical milieu in which they rose;
Enumerate the theories and theorists associated with different time periods and
schools of thought;
Critically evaluate the relationship between theory and data in anthropological
research;
Assess the utility to their own work of various anthropological theories and
methods.
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Learning Resources:
1- Moore, Jerry D. 2009. Visions of Culture: An Introduction to Anthropological Theory
and Theorists. Third Edition. Lanham, MD: AltaMira Press. (Required)
2- Bourgois, Philippe and Jeffrey Schonberg. 2009. Righteous Dopefiend: Homelessness,
Addiction and Poverty in Urban America. Berkeley: University of California Press.
(Required)
3- Auyero, Javier and Debora Alejandra Swistun 2009 Flammable: Environmental
Suffering in an Argentine Shantytown. Oxford University Press. (Required)
4- Additional selected readings posted on Blackboard; they can be found under Course
Documents. (Required)
Evaluation of Student Performance:
Requirements for the course are listed and described in detail below:
Item
Presentation and Discussion Leadership in
Class
Percentages
15%
7%
Brief Report on ARA, article
Comparative Essay on Theoretical
Frameworks
30%
Two Essays on Theory through
Contemporary Ethnography (20% each)
40%
Class Participation
Total
8%
100%
Presentation and Discussion on the Foundations of Anthropological Theory:
The first half of this course is a whirl-wind tour of anthropological theory. Each time we
meet, we cover a different theoretical paradigm. This is challenging and voluminous
material. In order to help us all better understand each paradigm, one or two students will
take charge of each class session. When it is your turn, you will give a 15-minute
presentation covering the key points of your selected theoretical paradigm and its
theorists. If you have a partner, plan together and share the task of preparation and
presentation/discussion. The presentation should be well-organized with notecards to
keep you on track and can be backed up by a power point. If you use a power point, keep
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it brief with large print to effectively highlight only the main points; do not fill the screen
with print that distracts people from listening to you. Speak clearly and with confidence,
taking charge of the class. You are the expert and have to know the answers, but it adds
interest to the class to bring out some points by asking the students to provide some facts
rather than by simply telling the class everything. Feel free to call on people as they have
come with the material read. Providing personal tidbits about the lives of the theorists in
question also adds interest. Feel welcome to be creative—role-play the theorist, if you
wish, for example.
This presentation should address the following questions:
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What is the background or context that gave rise to this particular theoretical
framework and/or its key theorists? Did it directly address, or seek to replace, a
previous theory?
What are the main points of the theoretical framework and what are variations
within the framework among theorists?
What advancements did the theoretical framework achieve? That is, how did the
particular theory push the envelope of anthropological thought?
What are some of the omissions, deficiencies or shortcomings of the theoretical
framework?
How did anthropologists put this theoretical framework into practice? What
questions did it encourage anthropologists to ask about social life or a social
group? What kinds of research did it inspire?
Following the presentation, you will lead a class discussion for 20-30 minutes. You
should come prepared with a set of questions and exercises to guide the discussion. Each
discussion should include questions that encourage comparison and contrast with other
theories that we have discussed. You might also make questions concerning how these
particular theorists would interpret or study certain societal incidents or tendencies
occurring now. Give time for students to answer questions, and make sure that various
people take part in the discussion. To involve more students more fully in the subject,
you can also fashion your questions into debates, small group discussions with follow-up
reports, role-plays, or short in-class writings that you then take off from. You can make
centers to which students go in small groups to discuss a question and write their
comments, switching from center to center. You might show or hand out particular
quotations from the theorists that you think might be difficult or provocative for the class
or small groups to discuss. The point is to make students use the material in some active
way so that learning is not passive.
Use your teaching skills! Trust your fellow students to cooperate with and respect you as
a teacher. Because students need to develop skills in presentations and discussion
leadership, I will give general advice on teaching as I see that it is needed. Constructive
discussions on the challenges of presenting material and leading discussions will be
helpful.
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After each discussion, I will clarify, fill in any remaining gaps, answer remaining
questions, or provide additional information on the topic. I may also ask you to do inclass writings to tie the various theoretical frameworks together; these are ungraded but I
collect them and they become part of your participation grade.
On the day when you give the presentation and lead the discussion, you should turn in to
me: 1) a detailed outline of your presentation and 2) your discussion questions and other
teaching tools.
Comparative Essay on Theoretical Frameworks:
Everyone will write an essay comparing three of the theoretical frameworks that we have
covered in class. You may choose any three that you wish; you are welcome to make one
of them be the theoretical framework that you have covered as class discussion leader.
This is an essay of 11-14 pages (double-spaced). Give a clear, succinct comparison of the
theoretical frameworks, their main points, their contributions to anthropology, and their
deficiencies. Discuss how they complement and contradict each other in terms of the way
they encourage anthropologists to think about and ask questions of societies and cultures.
Propose one topic (the topic that you are interested in doing research on, a contemporary
cultural tendency, or societal phenomenon, etc.) and compare/contrast how the theorists
of these three theoretical frameworks would variously do research on that topic—how
they would approach it, how they would design the research, and what conclusions they
might draw. If you wish to present the essay as a discussion/debate among theorists, that
is fine.
At the end, state your own opinions as to which arguments you find persuasive, relating
this to why a certain theoretical framework(s) might work well in researching your
graduate research topic. The essay is due on Nov 5.
Brief Report on Annual Reviews of Anthropology (ARA) and one article:
During the first half of the course (from the beginning up through Oct 31), students
should go to Annual Reviews of Anthropology, find a literature review of an area of
anthropology in which they are interested, and read it. After reading through it, look up
one article or book chapter referred to in the lit review and read it. Hand in a short 3-page
paper with the following: (1) a brief synopsis of 2-3 main points of the topical literature
review and (2) a quick report of what theorists the article refers to, what theoretical
framework it seems as if this anthropologist is using (Note: We may not have come to
this theoretical framework yet, or it may be one we don’t cover, but try to characterize it
as well as you can), and your assessment of how the theory is used. Consider: Did the
author introduce the theory well and follow it up in the conclusion? Do you think that the
author used the theory effectively? Did s/he or they push the theory forward, change it,
critique it, or simply use it as a framework to clarify and generalize on the data in the
article/book chapter? .
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Note that you do not need to give the content of the article or book chapter; I am
interested in this activity so you begin to think about how an article is constructed in
relation to theory. This should also help you to begin to think about how you will use
theoretical works in your master’s thesis.
Two Essays on Theory through Contemporary Ethnography:
During the second half of the course, we will be reading two recent ethnographies that are
empirical but also solidly grounded in theory. For each ethnography you will write a
paper (10 pages, double-spaced). In class we will talk more about the shape of the essay
for each book, but as you read, be particularly aware of: What theories/theorists the
authors are using, how the theories influence their methods, how they incorporate the
theories with the data, and how the theories influence their analysis and conclusions.
Usually the theories will be obvious by the theorists that the authors cite, but sometimes
authors (unconsciously) use more theoretical frameworks than they acknowledge so pay
attention to the way that the authors have done their research, what general questions they
are asking, and how they analyze their data, in order to judge what theoretical
frameworks they are using. Do the theoretical frameworks they have chosen match with,
combine, or perhaps go beyond frameworks that we have studied? Do you think that the
theoretical framework they chose is the best one for this study? Would other theoretical
frameworks that we have studied also be applicable and if so, how would those
frameworks change the way the research is done or how the data is analyzed?
The due dates for these essays are Nov 14 and Dec 3.
Class Participation:
Active participation is expected of everyone in the class. You should plan to attend every
class session with the material read so as to engage in an intelligent discussion of the
reading material as well as any in-class writings or small group activities that occur.
Students with Disabilities:
Accommodations are collaborative efforts between students, faculty, and Disability Access
Services (DAS). Students with accommodations approved through DAS are responsible for
contacting the faculty member of the course prior to or during the first week of the term to
discuss accommodations. Students who believe they are eligible for accommodations but
who have not yet obtained approval through DAS should contact DAS immediately at 7374098.
Expectations for Student Conduct:
Students are expected to maintain proper academic conduct in this class. This includes
treating peers with respect and meeting the conduct expectations of Oregon State
University regarding cheating or other behaviors. To review these expectations, please
visit the following Web site: http://oregonstate.edu/studentconduct/offenses-0
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Course Content:
WEEK
TOPICS / ACTIVITIES
READINGS
PART I – FOUNDATIONS OF ANTHROPOLOGICAL THEORY
Week 1
Sep 24—Course Introduction
and Lecture
Sep 26—Evolutionary Views
of Culture
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Introduction: What’s the
Point?)
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 1—Edward Tylor: The
Evolution of Culture, Ch. 2—L.H. Morgan:
The Evolution of Society)
Morgan, L.H. 1877. Ancient Society. (Chapter
1—Ethnical Periods)
Week 2
Oct 1—The Structure and
Functions of Social Systems
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 4—Emile Durkheim:
The Organic Society, Ch. 10—Branislaw
Malinowski: The Functions of Culture)
Malinowski, Branislaw. 1922. Argonauts of
the Western Pacific. New York: E.P. Dutton.
(Ch. 3: “The Essentials of the Kula,” pp. 81104.
Oct 3—Historical
Particularism
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 3—Franz Boas: Culture
in Context, Ch. 6—Ruth Benedict: Patterns of
Culture)
Benedict, Ruth. 1934. Patterns of Culture.
Boston: Houghton Mifflin. (Ch. 3: “The
Integration of Culture,” pp. 45-56).
Week 3
Oct 8--Culture, Personality,
Moore, Jerry D. 2009. Visions of Culture: An
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and the Individual
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 7—Edward Sapir:
Culture, Language, and the Individual, Ch.
8—Margaret Mead: The Individual and
Culture)
Mead, Margaret. 1928. Coming of Age in
Samoa. New York: Morrow Quill. (Ch. 10:
“The Experience and Individuality of the
Average Girl,” pp. 131-157).
Oct 10—Cultural Ecology and
Cultural Materialism
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 14—Julian Steward:
Cultural Ecology and Multilinear Evolution,
Ch. 15—Marvin Harris: Cultural
Materialism).
Harris, Marvin. 2008 [1966]. “The Cultural
Ecology of India’s Sacred Cattle.” In Jon
McGee and Richard L. Warns, eds.
Anthropological Theory: An Introductory
History. Boston: McGraw Hill.
Week 4
Oct 15—Structuralism and
Cognitive Anthropology
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 17—Claude LeviStrauss: Structuralism).
Tyler, Stephen A. 2008 [1969]. “Introduction
to Cognitive Anthropology,” in McGee and
Warms, eds. Anthropological Theory: An
Introductory History. New York: McGraw
Hill.
Berlin, Brent. 1992. Ethnobiological
Classification: Principles of Classification of
Plants and Animals in Traditional Societies.
Princeton: Princeton University Press. (Ch.
1—On the Making of a Comparative
Ethnobiology, pp. 3-13).
Oct 17—Gender and Feminist
Theory
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
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Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 16—Eleanor Burke
Leacock: Feminism, Marxism, and History,
Ch. 22—Sherry Ortner: Symbols, Gender,
Practice).
Ortner, Sherry. 1974. “Is Female to Male as
Nature is to Culture?” in M.Z. Rosaldo and L.
Lamphere, eds. Woman, Culture and Society.
Stanford: Stanford University Press. Pp. 6787.
Week 5
Oct 22—Political economy
and Culture
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 24—Eric Wolf: Culture,
History, Power)
Marx, Karl. 1978 [1867]. Capital, V. 1
(Excerpts).
Oct 24—Power, Position and
Postmodernism
Clifford, James. 1986. “Introduction: Partial
Truths.” In James Clifford and George E.
Marcus, eds., Writing Culture: The Poetics
and Politics of Ethnography. Berkeley:
University of California Press.
Abu-Lughod, Lila. 1991. “Writing Against
Culture.” In Richard Fox, ed., Recapturing
Anthropology: Working in the Present. Santa
Fe: School of American Research. Pp. 137162.
Week 6
Oct 29—Symbolic and
Interpretive Anthropology
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 19—Clifford Geertz: An
Interpretive Anthropology, Ch. 20—Mary
Douglas: Symbols and Structures, Pollution
and Purity)
Geertz, Clifford. 1973. “Deep Play: Notes on
the Balinese Cockfight.” In The
Interpretation of Cultures. New York: Basic
Books. Pp. 412-453.
Oct 31—Power and Practice
Moore, Jerry D. 2009. Visions of Culture: An
Introduction to Anthropological Theory and
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Theorists. Third Edition. Lanham, MD:
AltaMira Press. (Ch. 23—Pierre Bourdieu:
An Anthropology of Practice)
Zalta, Edward N., ed. 2008. “Michel
Foucault.” In Stanford Encyclopedia of
Philosophy.
Foucault, Michel. 1980. Power/Knowledge:
Selected Interviews and Other Writings,
1972-1977. Ed. by Colin Gordon. New York:
Pantheon Books. (Excerpt).
PART II—THEORY THROUGH CONTEMPORARY ETHNOGRAPHY
Week 7
Week 8
Nov 5—Comparative Essay
Due
How Theory Informs
Ethnographic Research
Nov 7—Structure, Agency,
and Resistance
Bourgois, Philippe and Schonberg, Jeffrey.
2009. Righteous Dopefiend: Homelessness,
Addiction and Poverty in Urban America.
Berkeley: University of California Press. (Ch.
2, 3, and 4)
Nov 12—Inequality and
Justice
Bourgois, Philippe and Schonberg, Jeffrey.
2009. Righteous Dopefiend: Homelessness,
Addiction and Poverty in Urban America.
(Ch. 5, 6, and 7)
Nov 14—Research and
Advocacy in Anthropology
Bourgois, Philippe and Schonberg, Jeffrey.
2009. Righteous Dopefiend: Homelessness,
Addiction and Poverty in Urban America.
Berkeley: University of California Press. (Ch.
8, 9 and Conclusion)
DUE: First Essay on Theory
through Contemporary
Ethnography
Week 9
Bourgois, Philippe and Schonberg, Jeffrey.
2009. Righteous Dopefiend: Homelessness,
Addiction and Poverty in Urban America.
Berkeley: University of California Press.
(Introduction and Ch. 1)
Nov 19—Anthropology in the
Neoliberal Age
Harvey, David. 2005. A Brief History of
Neoliberalism. Oxford: Oxford University
Press. (Ch. 1: “Freedom’s Just Another
Word.”)
Auyero J and DA Swistun 2009 Flammable:
Environmental Suffering in an Argentine
Shantytown. Oxford University Press. (Intro,
Chapter 1)
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Nov 21—Globalization and
Culture
Ong, Aihwa. 2006. Neoliberalism as
Exception: Mutations in Citizenship and
Sovereignty. Durham: Duke University Press.
(Introduction: “Neoliberalism as Exception,
Exception to Neoliberalism.”)
Auyero J and DA Swistun 2009 Flammable:
Environmental Suffering in an Argentine
Shantytown. Oxford University Press.
(Chapters 2-3)
Week
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Week
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Nov 26—Labor and Value
Auyero J and DA Swistun 2009 Flammable:
Environmental Suffering in an Argentine
Shantytown. Oxford University Press.
(Chapters 4-5)
Nov 28—Globalization and
Crisis
Auyero J and DA Swistun 2009 Flammable:
Environmental Suffering in an Argentine
Shantytown. Oxford University Press.
(Chapters 6-7 and Conclusion)
Monday, Dec 3—DUE:
Second Essay on Theory
through Contemporary
Ethnography
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