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Departmentof SocialAnthropology SA1002 Handbook 2016/17 17.1.17 SA1002 WAYSOFTHINKING Thismoduleconcernsthewaysinwhichhumanbeingsthinkabouttheirworlds.Doweallthinkofthe worldinthesamewayordowethinkoftheworldinmanydifferentways?Whataretheconsequences of even making such a distinction? Is one way of thinking more rational than another? This dualism between a universal worldview and a multiplicity of different perspectives is crucial to the anthropologicalapproachanditformstheframeworkforthedifferentsectionsinthismodule.Coveringa rangeofethnographicareasofstudy,bothclassicalandcontemporary,themoduleaimstostimulatenew waysofthinkinganthropologicallyabouthumanbeingandbecoming.Thetopicswewillbecoveringthis semesterare: • Anintroductiontoeconomicanthropologywithafocusoncross-culturalvariationsandshared humanpredicaments. • Differentwaysoforderingandclassifyingtheworldandthesocialconsequencesthatemerge fromthesedifferences. • Across-culturalperspectiveonissuesoforalityandliteracyaswellasalternativeformsof communication. • Theanthropologicalengagementwithclimatechange,whichprovokesquestionsaboutculture, knowledgeandengagement. • Anindepthexplorationoftheimportanceofchildrentoanthropologicalstudies. ModuleConvener: DrMicheleWisdahl(mw537) Lecturers: Dr Tony Crook (tc23), Professor Roy Dilley (rmd), Dr Mette High (mmh20), Dr SabineHyland(sph),ProfessorChristinaToren(ct51) Credits: Teaching: LectureHour: Tutorials: 20 Lectures,weeklytutorials 4pmMonday,Tuesday,ThursdayandFridayintheBuchananLectureTheatre These are held weekly in the Departmental Seminar Room, Room 50 Quad, or CASLibrary,Quad. CourseAssessment: TWOassessedessays=each30%ofthefinalmark Twohourexamination=40%ofthefinalmark Anonlinereadinglistisavailableforthismodule.http://resourcelists.st-andrews.ac.uk/index.htmlIt containskeyreadingsforthecourseincludingallthosenecessaryforthetutorials.Otherreadingsare availableinShortLoanand,insomecases,viaMMS. 2 AIMSANDOUTCOMESOFSTUDY INSOCIALANTHROPOLOGY The Sub-Honours modules are primarily designed to lay the foundations for further study at Honours levelinAnthropology.WhilethegradesearnedatSub-Honourslevelarenotfactoredintoyouroverall degree classification, they do appear on your official University transcript, which will be seen by any futureemployersorinstitutionstowhichyouapply.TheHonoursmodulesaredesignedtobuildonthe foundationslaidbySub-HonoursmodulesinAnthropology,andgivestudentstheopportunitytodevelop andbroadentheirunderstandingofAnthropology.Inaddition,Honoursmodulesaredesignedtoequip students with a broad range of personal and intellectual skills which will not only enable students to successfully complete their degree but will provide a foundation for further training and prepare them fullyfortheirfuturecareers. DISCIPLINARYOUTLOOK Our programme aims at enabling students to learn to think anthropologically, acquiring a distinctive disciplinaryoutlook.Tothisend,theprogrammeaimstoenablelearnerstodevelopthefollowing: 1. anunderstandingofsocialanthropologyasthecomparativestudyofhumansocietiesandcultures. 2. an appreciation of the importance of empirical fieldwork as the primary method of gathering data andasabasisforthegenerationofanthropologicaltheory. 3. a detailed knowledge of specific themes in social anthropology and the intellectual debates concerningthem,suchasgender,religion,kinship,nationalism,exchangeormaterialculture. 4. a realisation that knowledge is contested; that anthropology by its nature is dynamic, constantly generating new priorities and theories; and that the peoples with whom anthropologists have traditionallyworkedmayhavestudiesofthemselvesfromwhichwemightalsolearn. 5. an informed awareness of, and sensitivity to, human diversity, an appreciation of its scope and complexity,andrecognitionoftherichnessofexperienceandpotentialthatitprovides. 6. self-reflection regarding both the nature of our knowledge of the social and of the role of the anthropologistorethnographerinthecollectionandpresentationofdata. THEORETICALANDTHEMATICCOMPETENCE Thelearners’achievementofananthropologicaloutlookhastobegroundedonanunderstandingofthe development of the theoretical and thematic scope of the discipline. Our programme is designed to enablelearnerstoachievethefollowing: 1. anacquaintancewiththetheoryandhistoryofanthropology. 2. anabilitytorecognise,assessandmakeuseofdifferenttheoreticalapproacheswithinthediscipline, and an awareness of links to cognate bodies of theory, such as philosophy, history, linguistics and feministtheory. 3. adetailedknowledgeofanthropologicalworkonparticularareasoftheworldpresentedasregional courses(suchasSouthAmericaandtheCaribbean,Europe,CentralAsia,thePacificandAfrica). 4. a familiarity with a range of anthropological methods of representing data, including primary and secondarytexts,filmandothervisualmedia,andoralsources. 5. anawarenessofethicalissuesconcernedwiththestudyandrepresentationofothers. 6. anawarenessofthewaysinwhichanthropologicalknowledgecanbeapplied(andmisapplied)ina 3 7. 8. 9. rangeofpracticalsituations. an awareness of social and historical change, and knowledge of some paradigms and modes (includingindigenousones)forexplainingit. anabilitytorecogniseandanalysecontextsinwhichrelationsofpower,subordinationandresistance affecttheformstakenbyhumancommunities. an appreciation of the interconnections between various aspects of social and cultural life, belief systems,globalforces,individualbehaviourandthephysicalenvironment. SUBJECT-SPECIFICSKILLS Dependingupontheproportionofsocialanthropologywithintheirdegreeprogramme,studentswillbe abletodemonstratethefollowing: 1. an ability to understand how human beings interact with their social, cultural and physical environments,andanappreciationoftheirsocialandculturaldiversity. 2. theabilitytoformulate,investigateanddiscussanthropologicallyinformedquestions. 3. acompetenceinusingmajortheoreticalperspectivesandconceptsinanthropology. 4. the ability to engage with cultures, populations and groups different from their own, without forgoingasenseofpersonaljudgment.Anawarenessofculturalassumptions,includingtheirown, andthewaysinwhichtheseimpactonaninterpretationofothers. 5. a recognition of the politics of language, indirect forms of communication, forms of power, theoreticalstatementsandclaimsofauthority,andanabilitytoanalysethem. 6. the ability to apply anthropological knowledge to a variety of practical situations, personal and professional. 7. the ability to plan, undertake and present scholarly work that demonstrates an understanding of anthropologicalaims,methodsandtheoreticalconsiderations. GENERICSKILLS Dependinguponthenatureandfocusoftheirdegreeprogramme,studentattainmentwillincludesome orallofthefollowing: 1. anabilitytounderstandtheirstrengthsandweaknessesinlearningandstudyskillsandtotakeaction toimprovetheircapacitytolearn. 2. the capacity to express their own ideas in writing, to summarise the arguments of others, and to distinguishbetweenthetwo. 3. independenceofthoughtandanalytical,criticalandsynopticskills. 4. informationretrievalskillsinrelationtoprimaryandsecondarysourceofinformation. 5. communicationandpresentationskills(usingoralandwrittenmaterialsandinformationtechnology). 6. scholarlyskills,suchastheabilitytomakeastructuredargument,referencetheworksofothers,and assessevidence. 7. timeplanningandmanagementskills. 8. the ability to engage, where appropriate, in constructive discussion in group situations and groupworkskills. 9. computingtechniques. 4 SECTION1 WAYSOFTHINKING WEEK1 DrMicheleWisdahl,[email protected],Room49,UnitedCollege LECTURE1:INTRODUCTION In this first lecture, the module coordinator will introduce the general themes of SA1002 and outline expectationsforstudents. LECTURE2:ANTHROPOLOGYANDDIFFERENCE Inthislecture,welookathowanthropologistshavesoughttounderstand(andevenvalorise)difference. Tracing a brief history of anthropology, this lecture considers the importance of emic/etic perspectives andculturalrelativism. LECTURE3:ETHNOGRAPHYANDOTHERWAYSOFTHINKING This lecture examines ethnography as process and product. Long-term participatory fieldwork is one of thedefiningcharacteristicsofsocialanthropology.Howdoanthropologistsconductfieldwork?Howdoes theproductoffieldworkreflectthedifferentwaysofthinkingthattheanthropologistencountersinthe field? LECTURE4:16AT34:THINKING/FEELINGINBRAZILIANHIGHSCHOOL Allschoolingteachesusparticularwaysofbeing,thinkingandfeeling.Inthislecture,IreflectonwhatI learnedwhenIwenttoBrazilianhighschool.Whilestudying(with)myclassmates,Ibegantounderstand that a ‘thinking/feeling’ dichotomy could not capture what was happening in the classroom as selfesteem,dreamsandindignationbecamecentralthemesinmyproject.Thislectureappliesconceptsfrom theintroductoryweektoanexampleofethnographicfieldwork. 5 SECTION2 OILANDECONOMICLIFE WEEKS2&3 DrMetteHigh,[email protected],UnitedCollege This section of the course offers an introduction to economic anthropology, which we will approach throughsomeoftheurgentandcontroversialissuesrelatedtooil.Wewilllookattheimportanceofoilin life styles, imaginations and aspirations, valuations and conflicts. Topics such as climate change, oil dependence,petrodollars,energymarkets,alternativelifestyleexperiments,andtechnologicaladvances will be brought into dialogue with classical anthropological concepts. The aim of the section is to encourage students to reflect on the relationship between cross-cultural variations and shared human predicamentsaspeoplegoabouttheireconomiclives. LECTURE1:WHATISECONOMICANTHROPOLOGY? Atitsmostbasic,economicscanbeseenasthestudyoftherelationshipbetweenpeopleandobjectsas occurring through production, circulation, and consumption. Most of the theories which comprise the modernfieldofeconomicsweredevelopedtodescribeWesterncapitalistsystems.Earlierthiscentury, anthropologistsbegantousetheircross-culturalstudiestoquestioneconomicassumptionsabouthuman behaviour.InthislecturewewilllookatMalinowski’sfoundationalstudyoftheKulagiftexchangeamong the Trobrianders to consider how economic anthropology is different from economics. What is ‘the economy’?Howhaveanthropologistsanalysedeconomiclifeinnon-capitalistsettings?Andhowcanwe understandtherelationshipbetweencultureandeconomics? Requiredreadings: • Kuper, Adam.2014. “Malinowski” In Anthropology and Anthropologists: The Modern British School,pp.1-34. • Malinowski,Bronislaw.1922.ArgonautsoftheWesternPacific.Esp.Ch.3.Pp.82-104[essential extractsalsoavailableinEdwardE.LeClairandHaroldK.Schneider.1968.EconomicAnthropology, pp.17-40] Supplementaryreadings: • Dalton,George.1965.“PrimitiveMoney”.AmericanAnthropologistvol.67,issue1,pp.44-65. • Malinowski,Bronislaw.1920.“Kula:TheCirculatingExchangeofValuablesintheArchipelagoesof EasternNewGuinea”.Man,vol.51,pp.97-105. • Malinowski,Bronislaw.1921.“ThePrimitiveEconomicsoftheTrobriandIslanders”.TheEconomic Journal,vol.31,issue121,pp.1-16. • Nash, Manning. 1966. “Ch. 1: The Meaning and Scope of Economic Anthropology”. In Primitive andpeasanteconomicsystems. • Young,Michael.1979.TheEthnographyofMalinowski:TheTrobriandIslands1915-18. 6 LECTURE2:CONSUMPTIONOFOILANDTHEAMERICANDREAM Sinceoilwasfirststruckin1859,ithasenabledanddefinedoureconomic,social,andpoliticallandscape acrosstheworld.Initstransformationofhowwegoaboutourdailylives,oilhasbecomethesinglemost consumed commodity and our consumption continues to rise. However, the idea that the mass consumptionofoilwasfoundationaltoaparticularwayoflifedidnotemerge‘naturally’.Anthropologists haveshownhowintheUSduringtheGreatDepressionthisparticularunderstandingwasproducedoutof a wider set of struggles and crises related to capitalism. In this lecture we will look at what anthropologicaltheoriesofconsumptioncantellusabouthowobjectsbecomesuchuniquelydesirable commodities. What is the relationship between oil and culture? What is so particular, spectacular or mythicaboutoil?Andinwhatwayshasitbecomefundamentalinshapingourcollectiveimaginariesof theworld? Requiredreadings: • Huber,MatthewT.2013.“RefuellingCapitalism:Depression,Oil,andtheMakingof‘TheAmerican WayofLife’”.InLifeblood:Oil,Freedom,andtheForcesofCapital.Pp.27-60. • Miller,Daniel.2005.“ConsumptionStudiesastheTransformationofAnthropology”.InD.Miller (ed.)AcknowledgingConsumption.Pp.263-292. Supplementaryreadings: • Appadurai, Arjun. 1988. “Introduction: Commodities and the Politics of Value”. In A. Appadurai (ed.)TheSocialLifeofThings:CommoditiesinaCulturalPerspective.Pp.3-63. • Bourdieu,Pierre.1984.“Ch.7:TheChoiceoftheNecessary”.InDistinction:Asocialcritiqueofthe judgementoftaste. • Douglas, Mary.2002. “Ch 1: Why People Want Goods”. In The World of Goods: Towards an anthropologyofconsumption. • LeMenager, Stephanie. 2014. “The Aesthetics of Petroleum”. In Living Oil: Petroleum Culture in theAmericanCentury.Pp.66-101. • Obama,Barack.2007..“Prologue”.InTheAudacityofHope:ThoughtsonreclaimingtheAmerican dream. • Film: THE END OF SUBURBIA:OilDepletionand the Collapseof The American Dream (2004, 78 min).endofsuburbia.com.TheElectricWallpaperCo. LECTURE3:PRODUCTIONOFPETRODOLLARSANDCOMMODITYFETISHISM Theproductionofoilgivesrisetoenormouswealth.Insomecountries,suchasVenezuelaandNorway, oilproductioniscloselytiedtonationalsocialwelfareagendas,whilstinothersitisanovertlymessyand conflict-endorsingventure.Thestaggeringinfluxofoilmoniesoftenreadilycapturespeople’simagination and gives rise to intense associations of petrodollars with freedom and opportunity, if not domination anddoom.Formany,itbecomesa‘fantasticform’thatseemscapableofgeneratingcertainoutcomesin and of itself, as if the petrodollar had a life of its own independently of the process of production. For anthropologists, this kind of commodity fetishism provides a vantage point from which we can see not onlyhowpetrodollarsandothermoniescontributetosocialintegrationanddisintegration,butalsohow economic life is intertwined with cosmological understandings. What is the value of money? How is it determined? And why does it seem so urgent in economies that are premised on natural resource extraction? Requiredreadings: 7 • • Watts,Michael.2004.“OilasMoney:Thedevil’sexcrementandthespectacleofblackgold”.In T.J.Barnesetal(eds.)ReadingEconomicGeography.Pp.205-219. Taussig,Michael.1977.“TheGenesisofCapitalismamongstaSouthAmericanPeasantry:Devil's laborandthebaptismofmoney”.ComparativeStudiesinSocietyandHistoryvol.19,issue2,pp. 130-155. Supplementaryreadings: • Coronil,Fernando.1997.“Ch.9:HarvestingtheOil:TheStormofProgress”.InTheMagicalState: Nature,money,andmodernityinVenezuela.Pp.367-386. • High, Mette. 2013. “Polluted Money, Polluted Wealth: Emerging Regimes of Value in the MongolianGoldRush”.AmericanEthnologist,vol.40,issue4,pp.676-688. • Marx, Karl. 1990. “Ch. 1. Sec. 4: The Fetishism of the Commodity and its Secret”. In Capital: CritiqueofPoliticalEconomy,Vol.1.Pp.163-177. • Simmel,Georg.2004[1900].“Ch4:IndividualFreedom”.InThePhilosophyofMoney. • Spyer,Patricia.1998..“Introduction”.InBorderFetishisms:Materialobjectsinunstablespaces. FILM:ACRUDEAWAKENING:THEOILCRASH 2006.BasilGelpkeandRayMcCormack.ArtificialEyeproduction.82mins We wrap up the first week of this section with a film that ties together many of the ideas we have encountered this week and signals some of the topics we will discuss next week. This documentary explores the implications of cheap oil running out – implications for our economies, ways of life, and variouskindsofvaluations. Fromthedistributors’description:“Ashockingwake-upcallthatissettodoforenergywhatAlGore’s‘An InconvenientTruth’didfortheenvironment,‘ACrudeAwakening’isanurgentwarningthattheageof abundant oil is over. Featuring testimonies from the world’s top experts, this startling documentary reaches an ominous yet logical conclusion – the Earth’s oil supplies are peaking, threatening our illprepared,fossil-fueladdictedcivilizationwithacrisisofglobalproportions.Highlightingthecriticalneed forsustainablealternativeenergysources,BasilGelpkeandRayMcCormack’sstartlingdocumentaryisan intelligentandutterlycompellingcalltoaction”. LECTURE4:CREATINGMARKETSANDTHEIMPORTANCEOFMATERIALITY Financial markets might appear abstract and immaterial, so all-encompassing yet distant. Indeed, the notion of ‘market failure’ would suggest that markets have a logic and dynamism of their own. Anthropologistshaveshownhowthisdistancedviewofeconomicprocessesthatdenyentanglementsin socio-political relations can be highly appealing to oil company executives as a way of abdicating responsibilityinthelocationofoilextraction.Therecanbeissuessuchasenvironmentaldisasters,deep poverty, and despotic rulers. But is this separation and abstraction ever possible? How are markets made?Andwhatistherelationshipbetweenthematerialandimmaterialinsuchcreations? Requiredreadings: • Appel, Hannah C. 2012. “Walls and White Elephants: Oil extraction, responsibility, and infrastructuralviolenceinEquatorialGuinea”.Ethnographyvol.13,issue4,pp.439-465. • Zaloom, Caitlin. 2006. “Trading on Numbers."In M.S. Fisher and G. Downey (eds.) Frontiers of Capital:EthnographicReflectionsontheNewEconomy.Pp.58-85. 8 Supplementaryreadings: • Abolafia, Mitchel Y. 1998. “Markets as Cultures: An ethnographic approach”.The Sociological Reviewvol.46,S1,pp.69-85. • Dilley,Roy.1992.“Ch.1:ContestingMarkets:AGeneralIntroductiontoMarketIdeology,Imagery andDiscourse”.InContestingMarkets:Analysesofideology,discourseandpractice.Pp.1-36. • Garcia-Parpet,Marie-France.2007.“TheSocialConstructionofaPerfectMarket:TheStrawberry Auction at Fontaines-en-Sologne”. In D. MacKenzie, F. Muniesa and L. Siu (eds.)Do Economists MakeMarkets?:Ontheperformativityofeconomics.Pp.20-53. • MacKenzie,Donald.2008.“Ch.4:Derivatives:TheProductionofVirtuality”.InMaterialMarkets: Howeconomicagentsareconstructed. • Zaloom,Caitlin.2006.Ch1:MaterialsoftheMarket”.InOutofthePits:Tradersandtechnology fromChicagotoLondon. LECTURE5:GLOBALCAPITALISMSANDAMBITIONS Whether it is a Wall Street investment bank or a transnational oil company, thedesire to ‘be global’ is central to many business expansion strategies today. Apart from highlighting a view of the world as accessible, marketable and profitable, these global proclamations can also become actual goals with precarious outcomes for the employer and the employees. Alongside the desire for corporate responsiveness and efficiency, the ambition of having a ‘global presence’ also entails greater demands and responsibilities, be it submitting to national laws, observing basic human rights principles, or engaging in voluntary corporate social responsibility activities. By directly engaging with globality as a specific cultural formation, anthropologists demonstrate its particular meanings so that global projects cannotsimplybetakenasadominantnormoratfacevalue.Whatistherelationshipbetweencapitalism andcorporateambitionsonaglobalscale?Whocreates‘theglobal’?Andforwhom? Requiredreadings: • Ferguson, James. 2005. “Seeing Like an Oil Company: Space, security, and global capital in neoliberalAfrica”.Americananthropologistvol.107,issue3,pp.377-382. • Ho, Karen. 2005. “Situating Global Capitalisms: A view from Wall Street investment banks”.CulturalAnthropologyvol.20,issue1,pp.68-96. Supplementaryreadings: • Appel, Hannah. 2012. “Offshore Work: Oil, modularity, and the how of capitalism in Equatorial Guinea."AmericanEthnologistvol.39,issue4,pp.692-709. • Gupta, Akhil, and James Ferguson. 1992. “Beyond ‘Culture’: Space, identity, and the politics of difference”.Culturalanthropologyvol.7,issue1,pp.6-23. • Mitchell,Timothy.2011..“Ch5:FuelEconomy”.InCarbonDemocracy:Politicalpowerintheage ofoil.Pp.109-143. • Miyazaki,Hirokazu.2013..“Introduction”InArbitragingJapan:Dreamsofcapitalismattheendof finance.Pp.1-23. • Watts, Michael J. 2005. “Righteous Oil? Human rights, the oil complex, and corporate social responsibility”.AnnualReviewofEnvironmentandResourcesvol.30,pp.373-407. LECTURE6:CLIMATECHANGEANDALTERNATIVEENERGYFUTURES Climate change has become one of the most pressing issues of our time. Increased air and ocean temperatures,alteredprecipitationandstormpatterns,andrisingsealevelsareaffectingtheworldwith 9 profoundsocial,political,andeconomicconsequences.Newformsofknowledgearebeingproducedand new forms of action are being sought. However, despite the proclaimed and perhaps desired novelty, theseradicaldeparturesarehistorically,culturallyandsociallyconstituted,whetheritisREDDpoliciesin Mexico or renewable energy development in Orkney. How do people understand and deal with future uncertainty?Towhatextentarealternativespossible?Andhowcanwebringthemabout? Requiredreadings: • Lipset,David.2014.“PlaceintheAnthropocene:AmangrovelagooninPapuaNewGuineainthe timeofrisingsea-levels”.HAU:JournalofEthnographicTheoryvol.4,issue3,pp.215-243. • Watts,Laura.N.D.“OrkneyStandardTime:GuidetotheEnergyFutureTimeZone” Supplementaryreadings: • Finlay,AlecandLauraWatts,AlistairPeebles.2015.Ebbanan’Flowan • Latour,Bruno.2014.“AnthropologyatthetimeoftheAnthropocene—Apersonalviewofwhatis to be studied”.Distinguished lecture delivered at the American Anthropological Association annualmeeting,Washington. • Martinez-Alier, Joan, and Leah Temper. 2007. “Oil and Climate Change: Voices from the south”.EconomicandPoliticalWeekly.Dec.,pp.16-19. • Stern, Nicholas. 2006.“Introduction” and “Summary of Conclusions”. In Stern Review: The economicsofclimatechange.Pp.xiii-xix. • Tsing,AnnaL.2015..“Ch.1:ArtsofNoticing”InTheMushroomattheEndoftheWorld:Onthe PossibilityofLifeinCapitalistRuins.Pp.17-26. LECTURE7:ENERGYETHICS In this final lecture I will talk about my own research, which started with gold miners in Mongolia, via monksinBuddhistmonasteries,tooilexecutivesandrigworkersintheUSoilfields.Iwillreflectonwhat anthropologicalattentiontoeconomiclifehasbroughttomyunderstandingofthehumanpredicament andourdisciplinemoregenerally. Requiredreadings: • High,Mette.2013.“CosmologiesofFreedomandBuddhistSelf-TransformationintheMongolian Gold Rush”. Journal of the Royal Anthropological Institute vol. 19, issue 4, pp. 753-7 10 SECTION3 THESYMBOLICORDERINGOFSOCIALLIFE WEEKS4&5 ProfessorRoyDilley,[email protected],UnitedCollege WEEK4:SEEINGTHEWORLDINANTHROPOLOGICALPERSPECTIVE Human beings in all cultures order their social worlds by classifying things on the basis of some perceived similarity and difference. A shared quality or feature among things is often used to constituteaclass,whichiscontrastedwithotherclassesofdifferentthings.Wethusattempttobring ordertotheworldaroundus.Thesesystemsofclasseshelpusinthewayweoperateintheworld, talk about the world, and pass on knowledge to others about the world. What is striking to the anthropologist,aswellastothecasualtravellertoothercultures,isthatthewayhumansclassifythe worldaroundthemdiffersfromoneplacetothenext.Whenconfrontedbydifferentwaysofordering the world, and acting upon it, we can often experience unease and confusion, sometimes even repugnanceanddisgust.Forexample,whatpeopleinothercultureseatisoftenanareathatexcites suchresponses,andtheirhabitsarecomparedtothetypesofthingsweeatandthinkofas‘proper food’.Anthropologistshaveexaminedvarioussystemsofsuch‘culturalclassification’,andhavetried tomakesenseofwhythesedifferencesariseandwhattheirsocialconsequencesare.Indeed,these localfeaturesofdifferenceandsimilarityareoftenrelatedwithinthesamesocietytoawholerange ofseeminglyunconnectedculturalconceptionsandwaysofthinkingaboutandactingupontheworld. Wewillexamineinthecourseoftheselecturesanthropologicalapproachestowaysofdividingupor classifyingtheworldinavarietyofdifferentculturalsettingsaroundtheglobe. Introduction • • • J. Hendry. An Introduction to Social Anthropology: Other People’s Worlds. Macmillan 1999. Chps1and2. R.KeesingandA.Strathern,CulturalAnthropology(3rdedition).HarcourtBrace,1998. R.Ellen&D.Reason(eds),ClassificationsintheirSocialContext.AcademicPress1979. Topic1.FoodTaboos,PollutionandProhibition • • • • M.Douglas.PurityandDanger.Routledge[1966]1996.Chp3. AbridgedversionprintedinW.Lessa&E.Vogt(eds),ReaderinComparativeReligion(1979), pp.149-52. M.Douglas.‘LandAnimals,PureandImpure’inM.Lambek(ed.)AReaderintheAnthropology ofReligion(2002),pp.194-209. M.Douglas.‘AnimalsinLeleReligiousThought’,Africa,27(1957),46-58. 11 • • • E.Leach,‘AnimalCategoriesandVerbalAbuse’,reprintedinW.Lessa&E.Vogt(eds),Reader inComparativeReligion(1979),pp.153-66. J.Okely.TheTraveller-Gypsies.Cambridge1983.Chp6. S. Tambiah. ‘Animals are Good to Think and Good to Prohibit’, Ethnology, 8 (1969) 424-59. ReprintedininM.Douglas(ed.)RulesandMeanings.Harmondsworth:Penguin,pp.127-66 WEEK5:THECONCEPTSOFTIME,SPACEANDCOLOUR Arangeofwhatweoftenliketothinkofas'taken-for-granted'or‘natural’conceptsarethefociof investigation in this series of lectures. We will examine how time, space and colour are viewed in different cultural settings across the world, and will see how social anthropologists have come to explain similarities and differences in cross-cultural perspective. We will ask questions about how representationsoftime,spaceandcolourvaryornotfromoneculturetoanother.Aretheseconcepts universaltoallcultures,oraretheywhollyrelativetoeachsocietyinwhichtheyarefound?Howdo peopleindifferentculturesunderstandtime,spaceandcolourintermsthataremeaningfultothem? Whatarethesocialandculturalconsequencesofsuchwaysofunderstanding?Intheprocessofthis examination,wewillconfrontourownaswellasotherpeople’sviewsonthissetofselectedtopics. GeneralReading: • W. James, 2003. The Ceremonial Animal. A New Portrait of Anthropology. Oxford: OUP. (Especiallychp.3,‘Species,Space,andTime’) Topic2:Colour Areconceptionsofcolourcategoriesfundamentallydifferentacrossdifferentlanguagesandtherefore across different cultures, or are there universal constants that make for basic cross-linguistic and cross-culturalsimilaritiesincolourterminology? • • • • • • • • • Berlin B. and P. Kay Basic Color Terms: Their Universality and Evolution, (1969) Berkeley: UniversityofCaliforniaPress. Conklin, H. 'Hanunóo Color Categories', in D. Hymes (ed.) Language in Culture and Society, (1964),pp.189-92.Harper&Row. Conklin,H.'ColorCategorization:ReviewofBerlinandKay,1969',AmericanAnthropologist, (1973),Vol.75,pp.931-42. Conklin,H.‘ColorCategories’,JournalofAnthropologicalResearch,(1986)42(3),pp.441-46. Hendry, J. An Introduction to Social Anthropology (1999), esp. pp. 23-28. London: Macmillan. Levinson, S. ‘Yeli Ndaye and the Theory of Basic Color Terms’, Journal of Linguistic Anthropology,(2000)10(1),pp.3-55. Newcomer, P. and J. Faris. ‘Basic Color Terms (A Review)’, International Journal of American Linguistics(1971)37(4),pp.270-275. Saunders, B. ‘Revisiting Basic Color Terms’, Journal of the Royal Anthropological Institute, (2000)6(1),pp.81-99. Turner, V. ‘Colour Classification in Ndembu Ritual’, in M. Banton (ed.) Anthropological ApproachestotheStudyofReligion(1966),pp.47-84;alsopublishedasChp.3ofTurner’sThe ForestofSymbols:AspectsofNdembuRitual.Ithaca:CornellUniversityPress. 12 Topic3:Time • • • • • • • • • Adam, B. “Perceptions of time.” Chp. 18 of T. Ingold (ed), Companion Encyclopedia of Anthropology(1994).London:Routledge. Bourdieu,P. Algeria1960(1979)esp.pp.8-29.Cambridge:CambridgeUniversityPress. Evans-Pritchard,E.TheNuer(1940),firsthalfofchp.3.Oxford:ClarendonPress.Reprinted as 'The Nuer: Time and Space' in R. Grinker and C. Steiner (1997), Perspectives on Africa, pp.24-37.Oxford:Blackwell. Geertz, C. “Person, time, and conduct in Bali.” Chp. 14 of his The Interpretation of Cultures (1973),especiallypp.391-398.NewYork:BasicBooks. Gell,A.TheAnthropologyofTime(1992).Oxford:Berg. James,W.&D.Mills,(eds).2005.TheQualitiesofTime:AnthropologicalApproaches.Oxford: Berg.(Especiallythe‘Introduction’.) Leach,E.“Twoessaysconcerningthesymbolicrepresentationoftime.”InE.Leach,Rethinking Anthropology (1961). Reprinted in W. Lessa and E. Vogt, Reader in Comparative Religion (1979),pp.220-229. Nanni,G.TheColonisationofTime:Ritual,RoutineandResistanceintheBritishEmpire(2013). ManchesterUniversityPress. VanGennep,A.L.TheRitesofPassage.RKP1977[1908]. Topic4:Space • • • • • • • • Bourdieu, P. “The Kabyle house.” Appendix of his The Logic of Practice (1990), Cambridge: CambridgeUniversityPress;orpp.133-153inhisAlgeria1960,asabove.Alsoreprintedas 'The Berber House or the World Reversed', in M. Douglas (ed.) Implicit Meanings (1975), London:RoutledgeandKeganPaul. Evans-Pritchard,E.TheNuer(1940),secondhalfofchp.3.Asabove. Holy,L.‘Symbolicandnon-symbolicaspectsofBertispace’,inMan1983(18):269-288. Littlejohn,J.‘TemneSpace’,inAnthropologicalQuarterly(1963),pp.1-17. Littlejohn,J.‘TheTemneHouse’,inJ.Middleton(ed),MythandCosmos.TexasU.P.1976. Beattie,J.‘AspectsofNyoroSymbolism’Africa,38(1968),413-42. ‘Right,LeftandtheBanyaro’,Africa,46(1976),217-35. Needham,R(ed.) RightandLeft:EssaysonDualSymbolicClassification.ChicagoU.P.1978 (IntroductionandNeedham’schapteronNyorosymbolicclassification). 13 SECTION4 ORALITYANDLITERACY WEEKS6&7 [email protected],71NorthStreet This section of SA1002 addresses issues of orality and literacy in cross-cultural perspective. How do languageandwritingshapeourviewoftheworld?Inthefirstweekwewillexaminenatureoforal traditions and the plight of language loss, reflecting on the implications of the loss of linguistic diversityinourworldtoday.Duringthesecondweek,weanalyzealternativeliteracies,focusingon glyphsaswellasonnon-phoneticformsofgraphiccommunicationsuchaswampum,pictographsand knottedcords.Thesectionwillendwithaconsiderationofhowwritingsystemsdevelopand/ordie out, whether through apocalyptic religious movements or through the use of social media, which somecommentatorshaveclaimedwillleadtothe"endofwriting"asweknowit. LECTURE1:LANGUAGEDEATH Wearelivingthroughperiodofunprecedentedlanguagelossaroundtheworld;everytwoweeks,an elderdieswhocarriestohisorhergravethelastsyllablesofanancienttongue.Whataretheforces behindthelossoflanguagediversity?Whydoesthelossoflinguisticdiversitymatter?Whatefforts haveanthropologistsundertakentoaddressthisissue? • • • • • WadeDavis,“TheWonderoftheEthnosphere”In:WadeDavis,LightattheEdgeoftheWorld: AJourneyThroughtheRealmofVanishingCultures.(Douglas&McIntyre,2007),pp.1-14. K.DavidHarrison,“AWorldofMany(Fewer)Voices”In:K.DavidHarrison,WhenLanguages Die:TheExtinctionoftheWorld’sLanguagesandtheErosionofHumanKnowledge.(OxfordU. Press,2007),pp.2-21. ElizabethKolbert,“LetterfromAlaska:LastWords,ALanguageDies”TheNewYorker(6June 2005),pp.46-59. Michael E. Krauss, "A History of Eyak Language Documentation and Study", Arctic Anthropology,43(2),pp.172-218,2006. JuniperGlass,"TalesoftheEthnosphere",UtneReader,March/April,2004. LECTURE2:THENATUREOFORALTRADITIONS What is the nature of oral traditions? Are “oral” cultures qualitatively different from “written” cultures?Howdoanthropologistsrecordandinterpretoralliterature?Thislecturewillexplorethese issues,focusingonthediverseoraltraditionsoftheIroquoisnations. • JohannesFabian,“KeepListening”In:JonathanBoyarin,ed.,TheEthnographyofReading(Uof CaliforniaPress,1992). 14 • • • • • JackGoody,“TheConstructionofaRitualText:TheShiftfromOraltoWrittenChronicle”In: ThePoweroftheWrittenTradition(SmithsonianInstitutePress,2000). JohnHalverson,"GoodyandtheImplosionoftheLiteracyThesis",Man,NewSeries,27(2),pp. 301-317,1992. Dennis Tedlock, “Introduction” In: The Spoken Word and the Work of Interpretation (U of PennsylvaniaPress,1983). ElisabethTookerandWilliamC.Sturtevant,NativeNorthAmericanSpiritualityoftheEastern Woodlands: Sacred Myths, Dreams, Visions, Speeches, Healing Formulas, Rituals and Ceremonials(PaulistPress,1979). RobertW.Venables,"TheClearingandtheWoods:TheHaudenosaunee(Iroquois)Landscape-GenderedandBalanced"In:ArchaeologyandPresevationofGenderedLandscapes,Springer, 2010,chapter2. LECTURE3:ETHNOPOETICS Ethnopoetics is a decentered poetics, “an attempt to hear and read the poetries of distant others, outside the Western tradition as we now know it” (Dennis Tedlock). Taking the artistic accomplishments of other cultures seriously challenges and broadens our own understanding of aesthetics. This lecture will review ethnopoetic theory and examine how it applies to one of the world’sgreatestpoetictraditions,theMayanPopolVuh. • • • • DellHymes,NowIKnowOnlySoFar:EssaysinEthnopoetics(UofNebraskaPress,2003), chapter2. DennisTedlock,ReviewofNowIKnowOnlysoFar:EssaysinEthnopoeticsbyDellHymes, AmericanAnthropologist,108(1),pp.246-247,2006. AnthonyK.Webster,"'Soit'sgotthreemeaningsdildil':Seductiveideophonyandthesounds ofNavajo",forthcomingCanadianJournalofLinguistics(isonacademia.edu) PopolVuh:SacredBookoftheQuichéMayaPeople.TranslationandCommentarybyAllenJ. Christenson,2007.http://www.mesoweb.com/publications/Christenson/PopolVuh.pdf FILM:WEEKONE:"EDGEWALKER:ACONVERSATIONWITHLINDASCHELE" The story of the decipherment of the Mayan glyphs in the words of one of the main figures in this extraordinarytaleofdiscovery. LECTURE4:ALTERNATIVELITERACIES The development of writing is often described as an evolutionary arc that concludes with phonetic scriptastheonly“true”writing.Thisviewmarginalizesmanyindigenouswritingsystemsanddistorts our understanding of graphic communication. In this presentation, I will explore the nature of alternativeliteraciessuchaspictographs,wampumandknottedcords. 15 Frank Salomon and Sabine Hyland, “Introduction” In: Graphic Pluralism: Native American InscriptionandtheColonialSituation,SpecialVolumeEthnohistory(Vol.57,Number1,Winter 2010),pp.1-9. • Heidi Bohaker, “Reading Anishinaabe Identities: Meaning and Metaphor in Nindoodem Pictographs” In: Graphic Pluralism: Native American Inscription and the Colonial Situation, SpecialVolumeEthnohistory(Vol.57,Number1,Winter2010),pp.11-33. • Elizabeth Hill Boone, “Presidential Lecture: Discourse and Authority in Histories Painted, KnottedandThreaded”,Ethnohistory(vol.59,no.2,Spring2012),pp.211-237. • Marshall Joseph Becker, "A Wampum Belt Chronology: Origins to Modern Times", Northeast Anthropology,63,pp.49-70,2001. • Christina Burke, "Collecting Lakota Histories: Winter Count Pictographs and Texts in the NationalAnthropologicalArchives",AmericanIndianArt26(1),pp.82-103,2000. • GaryUrton,"FromKnotstoNarratives:ReconstructingtheArtofHistoricalRecordKeepingin theAndesfromSpanishTranscriptionsofInkaKhipus",Ethnohistory,45(3),pp.409-438,1998. LECTURE5:MAYANHIEROGLYPHICS • The last thirty years have witnessed the near total decipherment of the Classic Mayan hieroglyphic writingsystem.Howdidthisoccur?HowdoesthedeciphermentofMayanhieroglyphicschallenge ourviewsaboutwhatwritingis? Stephen D. Houston, “Literacy Among the Pre-Columbian Maya: A Comparative Perspective” In: Elizabeth Hill Boone and Walter D. Mignolo (eds), Writing Without Words: Alternative LiteraciesinMesoamericaandtheAndes(DukeU.Press,1994). • MichaelD.Coe,BreakingtheMayaCode(ThamesandHudson,2012)(optional). • David Freidel and Linda Schele, A Forest of Kings: The Untold Story of the Ancient Maya. (WilliamMorrow,1992)(optional). • DavidRoberts,"SecretsoftheMaya:DecipheringTikal",SmithsonianMagazine,July2005. LECTURE6:THEENDOFWRITING How do scripts and other forms of writing fall out of use? What processes are involved in the disappearanceofwritingsystems?Willtextingandotheronlinemedialeadtotheendofwritingas weknowit? • John Monaghan, “Revelatory Scripts, ‘the Unlettered Genius’, and the Appearance and Disappearance of Writing” In: John Baines, John Benet and Stephen D. Houston (eds.), The Disappearance of Writing Systems: Perspectives on Literacy and Communication (London, EquinoxPress,2008). • NaomiBaron,AlwaysOn:LanguageinanOnlineandMobileWorld(OxfordUPress,2008). • E. Gabriella Coleman, "Ethnographic Approaches to Digital Media", Annual Review of Anthropology,39,pp.487-505,2010. • SeverinFowles,"WritingCollapse",In:SocialTheoryinArchaeologyandAncientHistory,ed.by GeoffEmberling,pp.205-230,2015. • 16 • Feray J. Baskin, "Turkish Women in Alsace: Language and Shift in Negotiating Identity", In: ConferenceProceedings,Genderandthe'Law'",edbySibelSafiandEdaAycanAras,London CentreforSocialStudies,2014,pp.2-10. LECTURE7:FIELDWORKLECTURE:INSEARCHOFTHELOSTKHIPUS FormyfinallectureIwilltalkbrieflyaboutmyfieldworkintheAndestrackingdownalegendarytext thatmayprovidecluestothedeciphermentoftheInkas’ancientwritingsystem.Thepresentation willincludeshowingahalfhourNationalGeographicdocumentaryaboutmyresearch. 2-WEEKEASTERVACATION13/3/2017TO24/3/2017 17 SECTION5 CLIMATECHANGE WEEKS8&9 DrTonyCrook,[email protected],,2ndFloor,71NorthStreet Thissectionofthecourseexplorestheanthropologyofclimatechange,anddiscussesthediversityof the discipline's responses to questions of culture, knowledge and engagement. Whilst the distinctivenessandcombinationofdifferentwaysofknowingaboutclimatechangehavechallenged anthropology,theyhavealsocreatednewspacesforresearchandpractice.Thelecturesfocusontwo particular contexts - the Pacific and Euro-America - to illustrate particular connections and cultural concernsthatclimatechangeraises,andtouseeachasacriticalperspectiveontheotherwhereby certain underlying assumptions become obvious. Whilst the lectures discuss the expanding development of an anthropological literature on climate change, they also use perhaps unexpected questions and ethnographic examples as provocations in order to provide a sideways view on what peopleperceiveinclimatechangeandwhattheytakeforgranted. LECTURE1:ANTHROPOLOGYANDCLIMATECHANGE This first lecture will provide an outline to this section of the course, and introduce the questions, arguments and methods taken up in exploring the anthropology of climate change. Old social constructions and questions about nature and culture, and anthropology's premise of 'one nature, many cultures', may be intellectually redundant yet still haunt the discipline's understandings and responses to climate change. What is the place of anthropology and of 'culture' in understanding climate change, and in contributing to efforts to address the climate crisis? What are the consequences of approaching climate change through a wider culturalist lens? Why do people disagreeaboutclimatechange? Requiredreadings: • Hulme, M. 2009. 'Why we disagree about climate change?', The Carbon Yearbook, pp41-43. http://www.mikehulme.org/wp-content/uploads/2009/10/Hulme-Carbon-Yearbook.pdf • Roncoli,C.,Crane,T.andOrlove,B.2009.'FieldingClimateChangeinCulturalAnthropology', in Crate, S. and Nuttall, M. (eds.) Anthropology and Climate Change: From Encounters To Actions,https://ssrn.com/abstract=2396931 • Tui Atua Tupua Tamasese Ta’isi Efi, 2009. 'Climate Change and the Perspective of the Fish', http://www.head-of-state-samoa.ws/speeches_pdf/Climate%20Change_April%202009.pdf 18 SupplementaryandGeneralreadings: • Crate, S. and Nuttall, M. 2009. 'Introduction: Anthropology and Climate Change', in Crate, S. and Nuttall, M. (eds.) Anthropology and Climate Change: From Encounters To Actions, http://www.nabohome.org/meetings/glthec/materials/crate/AnthroClimateChange_front.pdf • Baer, H. and Singer. M. (eds.) 2014. The Anthropology of Climate Change: An Integrated CriticalPerspective,London:Routledge.GF71.B34 • Barnes,J.andDove,M.(eds.)2015.ClimateCultures:AnthropologicalPerspectivesonClimate Change,NewHaven:YaleUniversityPress.http://library.standrews.ac.uk/record=b2398839~S5 • Crate, S. 2011. 'Climate and Culture: Anthropology in the Era of Contemporary Climate Change',AnnualReviewofAnthropology,40,175-194.http://www.jstor.org/stable/41287727 • Crate,S.andNuttall,M.2009AnthropologyandClimateChange:FromEncountersToActions. • CrateandNuttall2016AnthropologyandClimateChange:FromActionsToTransformations. • Fiske,S.J.,Crate,S.A.,Crumley,C.L.,Galvin,K.,Lazrus,H.,Lucero,L.Oliver-Smith,A.,Orlove, B., Strauss, S., Wilk, R. 2014. Changing the Atmosphere. Anthropology and Climate Change. Final report of the AAA Global Climate. http://s3.amazonaws.com/rdcmsaaa/files/production/public/FileDownloads/pdfs/cmtes/commissions/upload/GCCTFChanging-the-Atmosphere.pdf LECTURE2:SHRINKINGPEOPLE,SPIRITUALBLESSINGSANDITCHYWATER:ECOLOGICALCOLLAPSE ANDCLIMATECHANGEAROUNDTHEOKTEDIMINEINPAPUANEWGUINEA For the West Ningerum Pressure Association, evidence of ecological and climate change was all aroundandwasseentobecausedbyastoppageintheflowofspiritual'blessings'thatoriginatefrom the Ok Tedi mine site. The effects of this stoppage caused people to shrink - an effect reported elsewhere in PNG. How might the spirit and the mountain be connected with the fertility of the surrounding landscape and food gardens, and the 'water' that flows through the sky and underground? These issues are explored through a comparison with the nearby village of Bolivip wherepeopledescribeasimilarnotionofsubstancesabletoflowbetweenpeople,plants,spiritsand theground.Mensaythattheancestorculthouse'copies'ahorticulturaltarogarden,andthatmale initiation rituals are likened to garden practices which are also concerned with growth. These ideas alsopointtotheheartoftheWNPAcomplaintsandleadusintorethinkingwhatconstitutes'nature’ whenitsveryphysicalitydependsonhowpeopletreateachother. Requiredreadings: • Crook,T.1999.'GrowingKnowledgeinBolivip',Oceania,65(4). • Crook,T.2007.'"Ifyoudon'tbelieveourstory,atleastgiveushalfofthemoney":Claiming ownershipoftheOkTediMine,PapuaNewGuinea',JournaldelaSociétédesOcéanistes,125, année2007-2 Supplementary readings: • • Clark,J.1989.‘TheIncredibleShrinkingMen:MaleIdeologyandDevelopmentinaSouthern Highlands Society’, in Healey, J., ed., Culture and Development in Papua New Guinea. Canberra:AustralianNationalUniversity. Crook, T. 2007. Anthropological Knowledge, Secrecy and Bolivip, Papua New Guinea: ExchangingSkin,London:BritishAcademyPress,2007. 19 • • Nakashima,D.J.,GallowayMcLean,K.,Thulstrup,H.D.,RamosCastillo,A.andRubis,J.T.2012. WeatheringUncertainty:TraditionalKnowledgeforClimateChangeAssessmentand Adaptation.Paris,UNESCO,andDarwin,UNU,120pp. http://unesdoc.unesco.org/images/0021/002166/216613e.pdf Salick, Jan and Anja Byg. 2007. Indigenous Peoples and Climate Change. Tyndall Centre for ClimateChangeResearch.http://www.tyndall.ac.uk/publications/Indigenouspeoples.pdf. LECTURE3:RITUALRESPONSESANDATTEMPTSTOPRECIPITATECLIMATECHANGEINPAPUANEW GUINEA'SHIGHLANDFRINGE This lecture explores how peoples in the Highland fringe of Papua New Guinea seek to engage and influencetheflowsoflifecirculatingthroughpersons,landandsky.Fromthelonghouseritualsofthe Foi and Kaluli peoples, to the Wola, Huli and Porgera peoples involved in cyclical rituals of volcanic ash-fall, these ethnographic examples explore connections in these Melanesian lifeworlds to understand how what Euro-Americans might take as 'nature' falls within, expresses and makes manifest the realm of 'culture'. The lecture looks to how climate change has been experienced and interpreted in vernacular terms, and looks to how indigenous theories are made evident in the manifestedimpacts,ritualresponsesandevendeliberateattemptstoprecipitateclimatechanges. Requiredreadings: • Ballard,C.1998‘TheSunbyNight:HuliMoralTopographyandMythsofaTimeofDarkness’,in Goldman, L. and Ballard, C., eds., Fluid Ontologies: Myth, Ritual and Philosophy in the HighlandsofPapuaNewGuinea,Westport,CN:Bergin&Garvey. • Jacka, J. 2009. 'Global Averages, Local Extremes: The Subtleties and Complexities of Climate Change in Papua New Guinea', in Crate, S. and Nuttall, M. (eds.) Anthropology and Climate Change: From Encounters To Actions, http://jerryjacka.com/wpcontent/uploads/2014/09/Jacka-2009-Climate-Change-in-PNG.pdf • Sillitoe, P. 1993 ‘A Ritual Response to Climatic Perturbations in the Highlands of Papua New Guinea’,Ethnology,Vol.32,No.2. Supplementaryreadings: • Feld, S. 1982 Sound and Sentiment: Birds, Weeping, Poetics, and Song in Kaluli Expression, Philadelphia:UniversityofPennsylvaniaPress.DU740.42F4 • Jacka, J. 2016. 'Correlating Local Knowledge with Climatic Data: Porgeran Experiences of Climate Change in Papua New Guinea', in Crate, S. and Nuttall, M. (eds.) Anthropology and Climate Change: From Encounters To Actions To Transformations, http://jerryjacka.com/wpcontent/uploads/2016/11/Jacka-2016-Local-Knowledge-Climatic-Data.pdf • Schieffelin,E.1976'TheGisaro',inTheSorrowoftheLonelyandtheBurningoftheDancers,St Martins,1976,Chap.10pp172-195. • Weiner, J. 1991 The Empty Place : poetry, space, and being among the Foi of Papua New Guinea.Bloomington:IndianaUniversityPress.DU740.42W45 20 FILM:SUNCOMEUP(2011) SunComeUpshowsthehumanfaceofclimatechange.ThefilmfollowstherelocationoftheCarteret Islanders,acommunitylivingonaremoteislandchaininPapuaNewGuinea,andnow,someofthe world’sfirstenvironmentalrefugees.Whenclimatechangethreatenstheirsurvival,theislandersface a painful decision. They must leave their ancestral land in search of a new place to call home. Sun ComeUpfollowsagroupofyoungislandersastheysearchforlandandbuildrelationshipsinwar-torn Bougainville,50milesacrosstheopenocean.http://redantelopefilms.com/project/sun-come-up/ Supplementaryresources: • Connell,J.2016.LastdaysintheCarteretIslands?Climatechange,livelihoodsandmigration oncoralatolls.AsiaPacificViewpoint,57:3–15. http://onlinelibrary.wiley.com/doi/10.1111/apv.12118/full • Lokani,P.2011.'TulelePeisaandtheCarteretIslands',(filmedpresentation,7mins), http://www.st-andrews.ac.uk/pacificstudies/news/pacconn/ LECTURE4:MARGARETMEAD'SATMOSPHEREFORTHEFUTURE WhilstMargaretMeadestablishedherresearchandreputationinthePacific,shebecameinterested in the atmosphere in the early 1970s, and as president of the American Association for the Advancement of Science (AAAS) organised one of the first inter-disciplinary conferences on climate changein1975.However,Meadwasposthumouslyaccusedofhavinghadahandinthecreationof 'global warming' and in the invention of 'virtually every scare scenario in today’s climate hoax' (Hecht). Mead's early engagements are instructive of the subsequent ways that anthropology has approached climate change, and her vision of the shared atmosphere as a cultural idea provides a departure point for turning our considerations towards transformations in Euro-American cultural historythroughwhichcontemporaryclimatechangeisunderstood. Requiredreadings: • Hecht,M.'1975‘EndangeredAtmosphere’Conference:WheretheGlobalWarmingHoaxWas Born',inEIR--ExecutiveIntelligenceReview,June82007.PDFavailableat: http://www.larouchepub.com/other/2007/sci_techs/3423init_warming_hoax.html • Mead,M.1974.'WaystoDealwiththeCurrentSocialTransformation',TheAmericanBiology Teacher,37:1,http://www.jstor.org/stable/4445042 Supplementaryreadings: • Mead,M.1965.'TheFutureastheBasisforEstablishingaSharedCulture',Daedalus,94:1, http://www.jstor.org/stable/20026899 • Mead,M.1972.'TheSharedAtmosphereofthisPlanet',TheTeilhardReview,London:The TeilhardCentre. • Mead,M.1972.TwentiethCenturyFaith:HopeandSurvival,NewYork:Harper&Row. BL50.M4 • Mead,M.1977.'Preface',TheAtmosphere:EndangeredandEndangering,Fogarty InternationalCenterProceedingsNo.39. • Mandler,P.2013.ReturnfromtheNatives:HowMargaretMeadWontheSecondWorldWar andLosttheColdWar,NewHaven:YaleUniversityPress.http://library.st- 21 andrews.ac.uk/search~S5?/aMandler%2C+p/amandler+p/1%2C2%2C9%2CB/frameset&FF=am andler+peter+author&1%2C1%2C LECTURE5:LIFEITSELF:BIOTECHNOLOGYANDCULTURALCHANGE Climatechangehasaccompaniedtechnologicalandsocialchanges,andhasreshapedourconceptual understandings of the world. This lecture will also explore these issues through recent changes to Englishconceptionsofkinshipandtheresponsetogeneticengineering.WewillalsoexploreFranklin's suggestion that ‘Life Itself’ is undergoing fundamental transformation and cultural redefinition - the technologisationoflifeitself-thatimplicatesunderstandingsandresponsestoclimatechange.That carbon dependency rests on certain technologies and that new technologies promise climate solutions brings us back to the conceptual, technological and societal changes that accompany and informEuro-Americanapprehensionsofclimatechangeanditsfutureimplications. Requiredreadings: • Crook,T.2000‘LengthMatters:ANoteontheGMDebate’,AnthropologyToday,16:1. • Franklin,S.2000'LifeItself:GlobalNatureandtheGeneticImaginary'.InGlobalNature,Global CultureeditedbyFranklin,S.,Lucy,C.andStacey,J.London:Sage, http://sk.sagepub.com/books/download/global-nature-global-culture/n7.pdf • Strathern,M.1993‘Prologue:MakingExplicit’;‘GreenhouseEffect’,inAfterNature:English KinshipinthelateTwentiethCentury,Cambridge:CUP. Supplementaryreadings: • Haraway,D.2015.'Anthropocene,Capitalocene,Plantationocene,Chthulucene:MakingKin', EnvironmentalHumanities,vol.6,2015,pp.159-165. http://environmentalhumanities.org/arch/vol6/6.7.pdf • Latour,B.2014.‘Theclimatetocomedependsonthepresenttime’,http://www.brunolatour.fr/sites/default/files/downloads/14-11-ANTHROPO-transl-GB.pdf • Rosenberg,D.andHarding.S.2005‘Introduction:HistoriesoftheFuture’,inRosenberg,D.and Harding.S.,(eds.)HistoriesoftheFuture,DukeUniversityPress. LECTURE6:ALGORE'SINCONVENIENTTRUTH In an age of climate urgency, Al Gore has come to be known as 'the popular prophet of global warming'.AlGoreservedasU.S.Vice-PresidentunderPresidentBillClintonovertwoadministrations from 1993-2001, and stood unsuccessfully in the 2000 presidential election. Gore's Oscar winning documentary 'An Inconvenient Truth: A Global Warning' (2006), was highly influential in raising international public awareness about global warming, and highlighted Gore's long-standing environmentaladvocacy,forwhichhejointlywontheNobelPeacePrizein2007.Thislectureexplores a series of eco-theology connections first developed in Gore's Earth in the Balance (1992). Gore's interestin'holography'enablesaninnovativesynthesisofecologyandtheology,whilsttheroleofthe 'breath'holdsbothpersonalsignificanceandprovidesanimportantmetaphor. Film: • Guggenheim,D.2006.AnInconvenientTruth:AGlobalWarning.ParamountPictures. 22 Requiredreadings: • Gore,A.2006.AnInconvenientTruth:ThePlanetaryEmergencyofGlobalWarmingandWhat WeCanDoAboutIt.London:Bloomsbury. • Harding,Susan.2007.'AftertheFalwellians'.InWhatOrwellDidn'tKnow:Propagandaandthe NewFaceofAmericanPolitics,editedbyAndrásSzántó,122-134.NewYork:PublicAffairs. Supplementaryreadings: • Gore,A.1992.EarthintheBalance:EcologyandtheHumanSpirit.Boston:HoughtonMifflin Company.[Revisedin2000&2007]. • Luke,T.2008.'ThePoliticsofTrueConvenienceorInconvenientTruth:StrugglesoverHowto SustainCapitalism,Democracy,andEcologyinthe21stCentury',EnvironmentandPlanningA, Vol40,Issue8,pp.1811-1824.http://journals.sagepub.com/doi/pdf/10.1068/a40158 • Ross,Andrew.1994."EarthtoGore,EarthtoGore."SocialText41:1-10. LECTURE7:ANTHROPOLOGYANDCLIMATECHANGEINPRACTICE This final lecture picks up some earlier threads and will discuss my own research and policy engagements on climate change: from fieldwork in Papua New Guinea; to reflections on how Margaret Mead and Al Gore provide insights into the turns of cultural history which shape understandingsofclimatechange;toadvisingtheEUonclimatechangeanddevelopmentstrategyin thePacific;totheUNSIDSconferencein2014;andtoacollaborationwiththeUniversityoftheSouth Pacificwhichbroughtperformancesof'Moana:TheRisingoftheSea'toStAndrewsin2015. Requiredreadings: • Crook,T.&Lind,C.2013.'EU-PacificClimateChangePolicyandEngagement:ASocialScience andHumanitiesReview,ECOPASProjectReportD3.311 • Borrevik,C.,Crook,T.,Hviding,E.,andLind,C.2014.EuropeanUnionDevelopmentStrategyin thePacific,ReportofstudyrequestedbytheEuropeanParliament'sDevelopmentCommittee, Brussels:EuropeanUnion.ISBN:978-92-823-5763-7,Doi:10.2861/6397, https://ec.europa.eu/research/social-sciences/pdf/deve-eu_pacific_study_en_2014-06-30.pdf Supplementaryresources: • Moana:TheRisingoftheSea,(Film,38mins),https://vimeo.com/user23941100/moana&The Chief'sSpeech,(Film,6mins)https://vimeo.com/134147522. • PolynesianVoyagingSociety,https://www.hokulea.com • Rubow,CecilieandBird,Cliff.2016'Eco-theologicalResponsestoClimateChangeinOceania', Worldviews:GlobalReligions,Culture,andEcology,Volume20,Issue2,pages150–168. http://booksandjournals.brillonline.com/content/journals/10.1163/15685357-02002003 • U.N.2014.SmallIslandDevelopingStatesThirdConference.'SIDSACCELERATEDMODALITIES OFACTION[S.A.M.O.A.]Pathway',http://www.sids2014.org/index.php?menu=1537 • WorldCouncilofChurches,2001.TheIslandofHope:AnAlternativetoEconomicGlobalization • https://www.oikoumene.org/en/resources/documents/wcc-programmes/public-witnessaddressing-power-affirming-peace/poverty-wealth-and-ecology/neoliberal-paradigm/islandof-hope/@@download/file/dossier-7.pdf 23 SECTION6 CHILD-FOCUSEDANTHROPOLOGY WEEKS10&11 ProfessorChristinaToren,[email protected],71NorthStreet Early anthropologists such as Malinowksi, Firth, Sapir and others recommended that children be routinelyincludedinanthropologicalstudies,buteventodaythisisnotcommonplace.Whyisthisso? Andwhyshouldchildrenasinformantsbeimportanttoanthropologists?Thisseriesoflecturesshows howimportantchild-focusedanthropologyistothecomparativestudyofwhatitistobehuman. LECTURE1:THECHILDINANTHROPOLOGY A fundamental issue in anthropology is how we conceive of what it is to be human. This lecture focusesonwhatthestudyofchildrencanbringtoourunderstandingofthisissue. • • • • Enfield,N.J.andStephenC.Levinson.2006.Eds.RootsofHumanSociality.Culture,Cognition andInteraction.Berg.Introduction. Goldin-Meadow,Susan.2006.‘Meetingothermindsthroughgesture:howchildrenusetheir handstoreinventlanguageanddistributecognition.’InN.J.EnfieldandStephenC.Levinson, eds.RootsofHumanSociality.Culture,CognitionandInteraction.Berg. Ingold, Tim. 2007. ‘The social child’. In Alan Fogel, Barbara King and Stuart Shanker, Eds. Human Development in the Twenty-First Century. A Dynamic Systems Approach to the Life Sciences,CambridgeUniversityPress. Toren, Christina. 2007. ‘An anthropology of human development: what difference does it make?’ In Alan Fogel, Barbara King and Stuart Shanker, Eds. Human Development in the Twenty-FirstCentury.ADynamicSystemsApproachtotheLifeSciences,CambridgeUniversity Press. LECTURE2:CHILDRENASSUBJECTSANDOBJECTS Howdochildrenfigureinethnography?Thislecturesdiscussesthedominantapproachestothestudy ofchildreninanthropology. • Bornstein, Erica. “Child Sponsorship, Evangelism, and Belonging in the Work of World Vision Zimbabwe.” American Ethnologist, vol. 28, no. 3, 2001, pp. 595–622. www.jstor.org/stable/3095065. • Briggs, Jean. 1979. Aspects of Inuit Value Socialization, Ottowa: National Museum of Man, MercurySeries. 24 Goldman, Laurence, and Calvin Smith. “Imagining Identities: Mimetic Constructions in Huli ChildFantasyPlay.”TheJournaloftheRoyalAnthropologicalInstitute,vol.4,no.2,1998,pp. 207–234.www.jstor.org/stable/3034500. • Hendrick,Harry.1990.‘ConstructionsandreconstructionsofBritishchildhood:aninterpretive survey, 1800 to the present’ in A.James & A.Prout (eds) Constructing and Reconstructing Childhood,London,NewYork,TheFalmerPress. • Kessen,W.1983.‘Thechildandotherculturalinventions’inF.S.Kessel&A.W.Siegel(eds)The ChildandOtherCulturalInventions,PraegerPublishers. • Lancy, David F. 2008. The Anthropology of Childhood Cherubs, Chattel, Changelings, CambridgeUniversityPress. • Malkki, Liisa, and Emily Martin. “Children and the Gendered Politics of Globalization: In RemembranceofSharonStephens.”AmericanEthnologist,vol.30,no.2,2003,pp.216–224. www.jstor.org/stable/3805373. • Montgomery, Heather. 2008. An Introduction to Childhood: Anthropological Perspectives on Children'sLives,Wiley-Blackwell. • Toren, Christina. 2004.Do Babies Have Culture? Review of The Afterlife Is Where We Come from:TheCultureofInfancyinWestAfricabyAlmaGottliebinAnthropologicalQuarterly,Vol. 77,No.1(Winter,2004),pp.167-179 LECTURE3:GENDERANDPERSONHOOD Why is it necessary that the ethnographer pay particular attention to arriving at a social analysis of genderandpersonhood?Thislecturelooksathowtheethnographershaveapproachedthisissuein respectofchildren. • • • • • • • • Howell,Signe.1988.‘Fromchildtohuman:Chewongconceptsofself’,inJ.Jahoda&I.M.Lewis (eds),AcquiringCulture,London,CroomHelm. James, Allison with Chris Jenks and Alan Prout. 1998. Theorizing Childhood, Polity Press. See Chapters8and10. Kusserow, Adrie. 2004. American Individualisms: Child Rearing and Social Class in Three Neighborhoods.NewYork:PalgraveMacmillan. Ochs, Elinor and Bambi B. Schieffelin,. 1984. ‘Language acquisition and socialization: three developmental stories and their implications’ in R.A.Shweder & R.A. LeVine (eds) Culture Theory.Essaysonmind,selfandemotion,CambridgeUniversityPress. Prout, Alan and Allison James. 1990. ‘A new paradigm for the sociology of childhood? Provenance,prmiseandproblems’inA.James&A.Prout(eds)ConstructingandReconstructing Childhood,London,NewYork,TheFalmerPress. Schieffelin,BambiB.1986.‘TeasingandshaminginKalulichildren’sinteractions’inBambiB. Schieffelin & Elinor Ochs (eds.) Language Socialization Across Cultures, Cambridge University Press. Toren,Christina.2011.Thestuffofimagination:whatwecanlearnfromFijianchildren’sideas abouttheirlivesasadults.SocialAnalysisVolume55,Issue1,23–47. 25 FILM:ROOM11HOTELETHIOPIA ThisfilmaimstocaptureasenseofthelifeofchildrenlivingonthestreetinEthiopiabywitnessing the interaction between two children in Gondar and the Japanese film-maker, Itsushi Kawase. Althoughitisaboutthechildren'slifeonthestreets,theentirefilmwasshotinthefilm-maker'sroom in the Ethiopia Hotel. This limited space allows the film to focus on communication between two childrenandfilmmakerandtorevealsomeoftheideasthatenablethemtoendureandsurviveon thestreets.Thisfilmismoreasensitivetestimonythanascientificdocumentary.Throughitshybrid approach, the filmmaker aims to explore new trends in the visual anthropology touching upon intimacyandsubjectivity. LECTURE4:THECHILDINKINSHIP This lecture takes a child-focused perspective on the study of kinship and why it remains central to comparativeanalysisinanthropology. • • • • • • Gow, Peter. 1989. ‘The perverse child: desire in a native Amazonian subsistence economy’, Man,(N.S.)24,299-314. Gow,Peter.2000.‘Helpless.TheAffectivePreconditionsofPiroSocialLife’,inJoannaOvering and Alan Passes (eds) The Anthropology of Love and Hate: the Aesthetics of Conviviality in NativeAmazonia,London,Routledge. Rival,Laura.“AndrogynousParentsandGuestChildren:TheHuaoraniCouvade.”TheJournal of the Royal Anthropological Institute, vol. 4, no. 4, 1998, pp. 619–642. www.jstor.org/stable/3034825. Simpson, Bob. “On Gifts, Payments and Disputes: Divorce and Changing Family Structures in ContemporaryBritain.”TheJournaloftheRoyalAnthropologicalInstitute,vol.3,no.4,1997, pp.731–745.www.jstor.org/stable/3034036. Toren, Christina.2007. ‘Sunday Lunch in Fiji: Continuity and Transformation in Ideas of the Household.’AmericanAnthropologistVol.109,No.2pp285-295. Viegas, Susana de Matos. 2003. “Eating with Your Favourite Mother: Time and Sociality in a South Amerindian Community (South of Bahia/Brazil).” Journal of the Royal Anthropological Institute9,no.1:21–37. LECTURE5:THECHILDINRITUAL Ritualisanotherkeydomainofanthropologicalinvestigation.Thislecturesshowswhytheanalysisof ritualdemandsachild-focusedperspectiveonhowritualinformspeople’slives. • • • • • Fortes, Meyer. 1970. ‘Social and psychological aspects of education in Taleland’ in Time and SocialStructureandotheressays,London:Athlone. Goldman,L.R.1998.Child’sPlay.Myth,MimesisandMake-Believe,Oxford,Berg. Gottlieb, Alma. 2004. The Afterlife is Where We Come From. The culture of infancy in west Africa.:ChicagoUniversityPress. Gottlieb,Alma.2005.Babies'Baths,Babies'Remembrances:ABengTheoryofDevelopment, HistoryandMemor.Africa:JournaloftheInternationalAfricanInstitute,Vol.75(1),pp.105118. Telban,Borut.1998.DancingThroughTime:ASepikCosmology,Oxford,ClarendonPress.. 26 Telban,Borut.1998.‘Body,beingandidentityinAmbonwari,PapuaNewGuinea.’InVerena Keck (ed) Common Worlds and Single Lives: Constituting knowledge in Pacific societies, London,Berg,pp55-70. • Toren, Christina. 2006. ‘The Effectiveness of Ritual.’ In The Anthropology of Christianity. FenellaCannell,ed.Pp.185–210.Durham,NC:DukeUniversityPress. • Weil, Shalva. “The Language and Ritual of Socialisation: Birthday Parties in a Kindergarten Context.”Man,vol.21,no.2,1986,pp.329–341.NewSeries,www.jstor.org/stable/2803163. LECTURE6:LEARNINGANDEDUCATION An implicit theory of learning informs all theoretical perspectives on what it is to be human. This lectureshowswhyitissoimportanttoarriveatanethnographicunderstandingoflearningprocesses. • • • • • • • • Carter, Anthony T. “Learning to Hate? Schooling, Nationalism, and Children.” The Journal of the Royal Anthropological Institute, vol. 17, no. 4, 2011, pp. 873–876. www.jstor.org/stable/41350759. Evans,Gillian.2006.EducationalFailureandWorkingClassWhiteChildreninBritain,Palgrave Macmillan. Kulick,Don.1992.LanguageShiftandCulturalReproduction:Socialization,self,andsyncretism inaPapuaNewGuineanvillage,Cambridge:C.U.P. Lave,JeanandEtienneWenger.1991.SituatedLearning,CambridgeUniversityPress. Nabobo-Baba, Unaisi. 2006. Knowing and Learning. An Indigenous Fijian Approach. Suva: InstituteofPacificStudies,UniversityoftheSouthPacific. Toren, Christina. 2009. ‘Intersubjectivity as epistemology’ in What is Happening to Epistemology? A special issue edited by Christina Toren and João de Pina-Cabral. Social Analysis.Volume53,Issue2. Toren,Christina.2012.Learningasamicrohistoricalprocess.InPeterJarvis,ed.TheLearning Handbook.Routledge. LECTURE7:FIELDWORKWITHCHILDREN 27 TUTORIALS TUTORIAL1(WEEK2) WhatissurprisingaboutthewaysinwhichtheEmberádressandundress?Whatfactorshaveshaped Emberáclothing?HowisEmberáclothingculturallyandhistoricallyconstructed?Whatdowordslike “traditional”,“exotic”and“authentic”mean?Whatdifferencesdothesewordsimply?Whatkindsof thinkingareconnectedtotheseunderstandings? • Theodossopoulus,D.2012.Indigenousattire,exoticizationandsocialchange:Dressingand undressingamongtheEmberáofPanama.JournaloftheRoyalAnthropologicalInstitute18(3): 591-612. TUTORIAL2(WEEK3) NecessaryextractionorMatterOutofPlace? In this tutorial we will take the discussion further by considering the issue of hydraulic fracturing, whichisatechnologythatenablestheextractionofoilandnaturalgasfrompreviouslyinaccessible deposits.Ofparticularinterestforthistutorialistheabilitytodrillhorizontallyformorethanamile underneath the ground. This means that above ground there might be agricultural fields (as in the articlebelow),NationalParks(asintheUK)orevenschoolsandairports(asinTexas).Towhatextent doyoufeelthatthis‘mixing’ofindustrialandotherenvironmentsisproblematic?Ifitis‘matteroutof place’,whatculturalunderstandingsofplace,purityandpurposeunderpinyourdiscomfort?Andifit isjustnecessaryextraction,whatculturalunderstandingsunderpinyourease? Requiredreadings: • DeRijke,Kim.2013.“TheAgri-GasFieldsofAustralia:Blacksoil,food,andunconventional gas”.Culture,Agriculture,FoodandEnvironmentvol.35,issue1,pp.41-53. • Douglas,Mary.2003.“SecularDefilement”.InPurityandDanger:Ananalysisofconceptsof pollutionandtaboo.Pp.36-50.(inparticularpp.45-50) Supplementaryreading: • BBCNews:“FrackingunderNationalParksBackedbyMPs”.16December2015. http://www.bbc.co.uk/news/uk-politics-35107203 • BBCNews:“SherwoodForestFrackingFearsPromptProtest”.8Jan2017. http://www.bbc.co.uk/news/uk-england-nottinghamshire-38547173 TUTORIAL3(WEEK4) Forthisfinaltutorialwewillbeexploringalternativelifestylesoflowcarbonlivingandthekindsof assumptionsthatundergirdtheseexperiments.Oneexperimentisthe100DaysWithoutOilcarried outbya25year-oldwomanintheUS.Hergoalwastounderstandtheextentofoildependencein Americansocietytodayandusethatunderstandingtoidentifythemanysystemsthatwillhavetobe 28 modified in a world without cheap oil. From watching her film and reading her blog, consider the extent to which such an experiment (as well as those described in the Slower Homes chapter) highlightslocalhistoriesandculturalpractices.Howisenergyandenergyuseculturallymediated?Do peoplecross-culturallyfacesimilarpredicamentswhenthereisnolongeranabundanceofcheapoil? Andhowdoyouthinkpeople’seconomicliveswilllookinthefuture? Requiredreadings: • Vannini,Phillip,andJonathanTaggart.2014.“Ch.9:SlowerHomes”.InOfftheGrid:Reassemblingdomesticlife.Pp.141-158. • http://www.100dayswithoutoil.blogspot.co.uk/ • https://www.youtube.com/watch?v=acTQ-9Vos0c Supplementary readings: • • Gupta,Akhil.2015.“AnAnthropologyofElectricityfromtheGlobalSouth”.Cultural Anthropologyvol.30,issue4,pp.555-568. Pickerill,Jenny.2016.Eco-Homes:People,PlacesandPolitics. TUTORIAL4(WEEK5) Discussionofsymbolistapproachestofoodtaboos.Towhatextentcanfoodtaboosbeinterpretedas evidenceofasymboliccapacityinhumansforsocialandcosmologicalordering? • • • M.Douglas,PurityandDanger,chp.3 J.Okely,TravellerGypsies,chap.6 See also, R. Keesing and A. Strathern, Cultural Anthropology (3rd edition), pp.104-125 for a critiqueofculturalmaterialistexplanationoffoodtaboos,andpp.312-316foracommentary onDouglas’swork. TUTORIAL5(WEEK6) Discussionofvariousrepresentationsoftime,orhowtimeisgivenshape,inrelationtodifferingsets ofsocialactivities. • Leach,E.“Twoessaysconcerningthesymbolicrepresentationoftime.”InE.Leach,Rethinking Anthropology (1961). Reprinted in W. Lessa and E. Vogt, Reader in Comparative Religion (1979),pp.220-229.* • Bourdieu,P.Algeria1960(1979)esp.pp.8-29.Cambridge:CambridgeUniversityPress.* TUTORIAL6(WEEK7) WhatisBenjaminWhorf’shypothesisaboutlanguage(theSapirWhorfHypothesis)?WhatisNoam Chomsky’stheoryofUniversalGrammar?HowdoesDanielEverett’sanalysisofthePirahalanguage challengeChomsky’sviewoflanguage?IfEverettiscorrect,whataretheimplicationsofthelossof 29 linguistic diversity around the globe for our understanding of human diversity? How does Webster defendasoftlinguisticrelativism? Requiredreadings: • BenjaminWhorf,“TheRelationofHabitualThoughtandBehaviortoLanguage”In:J.B.Caroll (ed.) Language, Thought and Reality: Selected Writings of Benjamin Lee Whorf (Cambridge, MITPress:1956),pp.139-159. • JohnColapinto,“TheInterpreter:HasaremoteAmazoniantribeupendedourunderstanding oflanguage?”TheNewYorker,April16,2007. • AnthonyK.Webster,“WhytheWorldDoesn’tSoundtheSameinAnyLanguageandWhythat Might Matter: A Review of the Language Hoax: Why the World Looks the Same in Any LanguagebyJohnMcWhorter.”LinguisticAnthropology,25(1),87-104. TUTORIAL7(WEEK8) Whatis“writing”?Isitnecessarilyphonetic?HowdoesBoonedefinewriting?Whatishertypologyof writingthroughoutindigenousAmerica?WhatdoesAdamsmeanbythe“Inkaparadox”?HowdoInka khipusfitintoourunderstandingofAmerindiancommunicationsystems?Ifweconsideronlyphonetic graphicsystemstobe“writing”,arewedistortingthenatureofAmerindiangraphiccommunication? WhydoesBoonebelievethathistoriansandanthropologistsmustconsulthistoriesthat“arepainted, knotted,andthreaded”? Requiredreadings: • ElizabethHillBoone,“TheCulturalCategoryofScripts,Signs,andPictographies”In:TheirWay ofWriting:Scripts,Signs,andPictographiesinPre-ColumbianAmerica.EditedbyElizabethHill BooneandGaryUrton(WashingtonDC,DumbartonOaks,2011),pp.379-390. • MarkAdams,“QuestioningtheIncaParadox:DidthecivilizationbehindMachuPicchureally failtodevelopawrittenlanguage?”Slate,July12,2012. • SabineHyland,“HowKhipusindicatedlabourcontributionsinanAndeanvillage:An explanationofcolourbanding,seriationandethnocategories”JournalofMaterialCulture 21(4),490-509. TUTORIAL8(WEEK9) WhatmightaPacificviewofclimatechangelooklike?ThelowlyingatollsandislandsofthePacific are in the frontline of rising sea levels due to global warming. Some of the region's peoples have becomethefirstclimatechangerefugees,andsomegovernmentsaremakingprovisionsforhavingto relocatepopulations.Butforpeopleswhoseconnectiontothelandandancestorisintegraltotheir being,movingawayfromthelandiseasiersaidthandone:someoftheCarteretislandersreturned fromtemporaryrelocationinBougainville.WhatissuesdoPacificIslandersfaceasaconsequenceof climatechange?HowhavePacificpeoplesreceivedandinterpretedglobalnarrativesaboutislandloss andmassmigration?Doesclimatechangealsostandforwidersocialandeconomicproblemscaused byglobalisation?HowdoesthePacificbalancevernacularexplanationsofclimatechangeintermsof culturalandBiblicalnarrativeswhenitportraystheimpactsofglobalwarmingandengagesscientific explanationsofclimatechange? 30 Requiredreadings: • Rubow,CecilieandBird,Cliff.2016'Eco-theologicalResponsestoClimateChangeinOceania', Worldviews: Global Religions, Culture, and Ecology, Volume 20, Issue 2, pages 150 – 168. http://booksandjournals.brillonline.com/content/journals/10.1163/15685357-02002003 • Rudiak-Gould,P.2011.'AnthropologyandClimateChange:TheImportanceofReception Studies',AnthropologyToday,27:2,pp9-12. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8322.2011.00795.x/abstract TUTORIAL9(WEEK10) Hulmearguesthat'climatechangeisnot“aproblem”waitingfor“asolution”.Itisanenvironmental, cultural and political phenomenon that is reshaping the way we think about ourselves, about our societies and about humanity’s place on Earth'. Why is it then, that taking seriously vernacular conceptualisations and cultural histories (whether Pacific or Euro-American) appears to some as either doubting or taking away from the reality of climate change? Does anthropology start by acceptingthescientificexplanationofclimatechange,andthenlookatcultureafterthefact?Inother words,istheanthropologyofclimatechangemerelysuperficialwhenitcomesto'culture'? Required readings: • • AmericanAnthropologicalAssociation.2015.'AAAStatementonHumanityandClimate Change',http://s3.amazonaws.com/rdcmsaaa/files/production/public/FileDownloads/pdfs/cmtes/commissions/CCTF/upload/AAAStatement-on-Humanity-and-Climate-Change.pdf Hulme, M. 2009. 'Why we disagree about climate change?', The Carbon Yearbook, pp41-43. http://www.mikehulme.org/wp-content/uploads/2009/10/Hulme-Carbon-Yearbook.pdf TUTORIAL10(WEEK11) Whydoesitmakeanalyticalsensetoincludechildreninanthropologicalstudiesofsocialprocesses? Whataretheargumentsagainst‘theanthropologyofchildhood’? • Robertson,A.F.1996.Thedevelopmentofmeaning:Ontogenyandculture.Journalofthe RoyalAnthropologicalInstitute.Dec96,Vol.2Issue4,p591.20p • Toren,Christina.2009.‘Intersubjectivityasepistemology’inWhatisHappeningto Epistemology?AspecialissueeditedbyChristinaTorenandJoãodePina-Cabral.Social Analysis.Volume53,Issue2. 31 ESSAYS Studentsmustwritetwoassessedessaysof2000wordsforthemodule.Thefirstessayquestionmust bechosenfromthelistbelowunderEssay1.Thesecondessayquestionmustbechosenfromthelist belowunderEssay2. ESSAY1 DUEBY23.59ON10THMARCH2017 1. WhatdidtheKulaRingdemonstrateabouttheculturalconstructionofeconomiclife? Inadditiontothereadingsassignedforlecture1,thefollowingsupplementaryreadingsmight beusefulforyou: • • • • • Landa,JanetT.1983.“TheEnigmaoftheKulaRing:Gift-exchangesandprimitivelawand order”.InternationalReviewofLawandEconomics,vol.3,issue2,pp.137-160. Leach,JerryW.andEdmundLeach.1983.“Introduction”.InTheKula:Newperspectiveson Massimexchange.Pp.1-28. Mauss,Marcel.1954.TheGift:Formsandfunctionsofexchangeinarchaicsocieties. Uberoi,JPSingh.1962.“Ch.6:TheKulainSocietyandPolitics”.InPoliticsoftheKulaRing: AnanalysisofthefindingsofBronislawMalinowski.Pp.74-138. Weiner,AnnetteB.1985.“InalienableWealth”.AmericanEthnologistvol.12,issue2,pp. 210-227. 2. Aremarketsculturalconstructs?DiscusswithreferencetoTWOethnographicexamples. Inadditiontothereadingsassignedforlecture4,thefollowingsupplementaryreadingsmight beusefulforyou: • Applbaum,Kalman.2009.“GettingtoYes:Corporatepowerandthecreationofa psychopharmaceuticalblockbuster”.Culture,Medicine,andPsychiatryvol.33,issue2,pp. 185-215. • Foster,RobertJ.2008.“Commodities,Brands,LoveandKula:Comparativenotesonvalue creationinhonorofNancyMunn”.AnthropologicalTheoryvol.8,issue1,pp.9-25. • Mazzarella,William.2003.“‘VeryBombay’:ContendingwiththeglobalinanIndian advertisingagency”.CulturalAnthropologyvol.18,issue1,pp.33-71. • Schneider,HaroldK.1974.EconomicMan:Theanthropologyofeconomics. • Watson,JamesL.(ed.)2006.“Introduction:Transnationalism,Localization,andFastFoods inEastAsia”.InGoldenArchesEast:McDonald'sinEastAsia.Pp.1-38 32 3. Whatarethestrengthsandweaknessofaculturalmaterialistapproachwithinsocial anthropologyingeneral,andspecificallywithreferencetothetopicoffoodtaboos?Discuss usingthereadingsforWeek4,Topic1:FoodTaboos,PollutionandProhibition.SeealsoM. Sahlins,TheUseandAbuseofBiology:AnAnthropologicalCritiqueofSociobiology,esp.chp 1.* • • • • • • • • 4. IfBerlinandKay'sworkonBasicColorTerms(1969/1991)underminedthedoctrineof linguisticrelativity,describethewayinwhichrecentresearchhasraiseddoubtsaboutthe universalityofcolourterminology.SeereadingforWeek5,Topic2:Colour. • • • • • • • • • M.Douglas.PurityandDanger.Routledge[1966]1996.Chp3. AbridgedversionprintedinW.Lessa&E.Vogt(eds),ReaderinComparativeReligion (1979),pp.149-52. M.Douglas.‘LandAnimals,PureandImpure’inM.Lambek(ed.)AReaderinthe AnthropologyofReligion(2002),pp.194-209. M.Douglas.‘AnimalsinLeleReligiousThought’,Africa,27(1957),46-58. E.Leach,‘AnimalCategoriesandVerbalAbuse’,reprintedinW.Lessa&E.Vogt(eds), ReaderinComparativeReligion(1979),pp.153-66. J.Okely.TheTraveller-Gypsies.Cambridge1983.Chp6. S.Tambiah.‘AnimalsareGoodtoThinkandGoodtoProhibit’,Ethnology,8(1969)424-59. ReprintedininM.Douglas(ed.)RulesandMeanings.Harmondsworth:Penguin,pp.127-66 M.Sahlins,TheUseandAbuseofBiology:AnAnthropologicalCritiqueofSociobiology,esp. Ch.1. BerlinB.andP.KayBasicColorTerms:TheirUniversalityandEvolution,(1969)Berkeley: UniversityofCaliforniaPress. Conklin,H.'HanunóoColorCategories',inD.Hymes(ed.)LanguageinCultureandSociety, (1964),pp.189-92.Harper&Row. Conklin,H.'ColorCategorization:ReviewofBerlinandKay,1969',American Anthropologist,(1973),Vol.75,pp.931-42. Conklin,H.‘ColorCategories’,JournalofAnthropologicalResearch,(1986)42(3),pp.44146. Hendry,J.AnIntroductiontoSocialAnthropology(1999),esp.pp.23-28.London: Macmillan. Levinson,S.‘YeliNdayeandtheTheoryofBasicColorTerms’,JournalofLinguistic Anthropology,(2000)10(1),pp.3-55. Newcomer,P.andJ.Faris.‘BasicColorTerms(AReview)’,InternationalJournalof AmericanLinguistics(1971)37(4),pp.270-275. Saunders,B.‘RevisitingBasicColorTerms’,JournaloftheRoyalAnthropologicalInstitute, (2000)6(1),pp.81-99. Turner,V.‘ColourClassificationinNdembuRitual’,inM.Banton(ed.)Anthropological ApproachestotheStudyofReligion(1966),pp.47-84;alsopublishedasChp.3ofTurner’s TheForestofSymbols:AspectsofNdembuRitual.Ithaca:CornellUniversityPress. 33 ESSAY2 DUEBY23.59ON21STAPRIL2017 5. DoWesterntheoriesofaestheticsadequatelydescribetheartisticaccomplishmentsofnonWesternpeoples?Discussusingethnographicexamples. • • • • • • DellHymes,NowIKnowOnlySoFar:EssaysinEthnopoetics(UofNebraskaPress,2003), chapter2. DennisTedlock,ReviewofNowIKnowOnlysoFar:EssaysinEthnopoeticsbyDellHymes, AmericanAnthropologist,108(1),pp.246-247,2006. AnthonyK.Webster,“WhytheWorldDoesn’tSoundtheSameinAnyLanguageandWhy thatMightMatter:AReviewoftheLanguageHoax:WhytheWorldLookstheSameinAny LanguagebyJohnH.McWhorter.”LinguisticAnthropology25(1),87-140. AnthonyK.Webster,"'Soit'sgotthreemeaningsdildil':Seductiveideophonyandthe soundsofNavajo",forthcomingCanadianJournalofLinguistics(isonacademia.edu) PopolVuh:SacredBookoftheQuichéMayaPeople.TranslationandCommentarybyAllen J.Christenson,2007.http://www.mesoweb.com/publications/Christenson/PopolVuh.pdf Elisabeth Tooker and William C. Sturtevant, Native North American Spirituality of the Eastern Woodlands: Sacred Myths, Dreams, Visions, Speeches, Healing Formulas, Rituals andCeremonials(PaulistPress,1979). 6. WhatiswritingandhowdoAmerindianformsofgraphiccommunicationchallenge traditionalnotionsofwriting?Discussusingexamplesfromatleasttwodifferent Amerindianpeoples. • • • • • • Mark Adams, “Questioning the Inca Paradox: Did the civilization behind Machu Picchu reallyfailtodevelopawrittenlanguage?”Slate,July12,2012. FrankSalomonandSabineHyland,“Introduction”In:GraphicPluralism:NativeAmerican Inscription and the Colonial Situation, Special Volume Ethnohistory (Vol. 57, Number 1, Winter2010),pp.1-9. Heidi Bohaker, “Reading Anishinaabe Identities: Meaning and Metaphor in Nindoodem Pictographs”In:GraphicPluralism:NativeAmericanInscriptionandtheColonialSituation, SpecialVolumeEthnohistory(Vol.57,Number1,Winter2010),pp.11-33. Elizabeth Hill Boone, “Presidential Lecture: Discourse and Authority in Histories Painted, KnottedandThreaded”,Ethnohistory(vol.59,no.2,Spring2012),pp.211-237. Sabine Hyland, “How Khipus indicated labour contributions in an Andean village: An explanationofcolourbanding,seriationandethnocategories”JournalofMaterialCulture 21(4),490-509. Linda Schele & Peter Mathews, The Code of Kings: the Language of Seven Sacred Maya TemplesandTombs. 34 7. Howcananthropologymediatebetweenindigenousandscientificknowledge? • • • • • • Baer,H.andSinger.M.(eds.)2014.TheAnthropologyofClimateChange:AnIntegrated CriticalPerspective,London:Routledge.GF71.B34 Barnes,J.andDove,M.(eds.)2015.ClimateCultures:AnthropologicalPerspectiveson ClimateChange,NewHaven:YaleUniversityPress.http://library.standrews.ac.uk/record=b2398839~S5 Crate,S.2011.'ClimateandCulture:AnthropologyintheEraofContemporaryClimate Change',AnnualReviewofAnthropology,40,175-194. http://www.jstor.org/stable/41287727 Nakashima,D.J.,GallowayMcLean,K.,Thulstrup,H.D.,RamosCastillo,A.andRubis,J.T. 2012.WeatheringUncertainty:TraditionalKnowledgeforClimateChangeAssessmentand Adaptation.Paris,UNESCO,andDarwin,UNU,120pp. http://unesdoc.unesco.org/images/0021/002166/216613e.pdf Roncoli,C.,Crane,T.andOrlove,B.2009.'FieldingClimateChangeinCultural Anthropology',inCrate,S.andNuttall,M.(eds.)AnthropologyandClimateChange:From EncountersToActions,https://ssrn.com/abstract=2396931 Salick,JanandAnjaByg.2007.IndigenousPeoplesandClimateChange.TyndallCentrefor ClimateChangeResearch.http://www.tyndall.ac.uk/publications/Indigenouspeoples.pdf. 8. What is culturally at stake for Pacific peoples facing rising sea levels? • • • • • • Farbotko,C.2010.‘WishfulSinking:DisappearingIslands,ClimateRefugeesand CosmopolitanExperimentation’.AsiaPacificViewpoint,51(1):47–60. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8373.2010.001413.x/full Lazrus,H.,2012.SeaChange:IslandCommunitiesandClimateChange.AnnualReviewof Anthropology,41(1):285–301.http://www.annualreviews.org/doi/pdf/10.1146/annurevanthro-092611-145730 Rubow,CecilieandBird,Cliff.2016'Eco-theologicalResponsestoClimateChangein Oceania',Worldviews:GlobalReligions,Culture,andEcology,Volume20,Issue2,pages 150–168.http://booksandjournals.brillonline.com/content/journals/10.1163/1568535702002003 Rudiak-Gould,P.2011.'AnthropologyandClimateChange:TheImportanceofReception Studies',AnthropologyToday,27:2,pp9-12. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8322.2011.00795.x/abstract Rudiak-Gould,P.2013.ClimateChangeandTraditioninaSmallIslandState:TheRising Tide,London:Routledge. TuiAtuaTupuaTamaseseTa’isiEfi,2009.'ClimateChangeandthePerspectiveoftheFish', http://www.head-of-state-samoa.ws/speeches_pdf/Climate%20Change_April%202009.pdf _______________________________ 35 HINTSONWRITINGESSAYSAND EXAMANSWERS Pleasenotethefollowingkeypoints: EssaysshouldbetypedandsubmittedviaMMS(https://www.st-andrews.ac.uk/mms/) Essays should be properly referenced, especially direct quotations from books and articles, and a bibliography should be attached. The bibliography should only contain items that have been specifically referredtointhetext.Westronglyrecommendthatyoufollowthesystemexplainedinthelastsectionof thishandbook.Consultyourlecturer/tutor/supervisorifindoubt. ESSAYWRITING 1.Writinganessayorreportisanexerciseinthehandlingofideas.Itisnotthemeretranscriptionoflong andirrelevantpassagesfromtextbooks.Togainapassmark,anessayorreportmustshowevidenceof hardthinking(ideally,originalthinking)onthestudent'spart. 2.Whenalecturersetsyouanessayorreportheorsheisexplicitlyorimplicitlyaskingyouaquestion. Aboveallelseyouraimshouldbetodiscernwhatthatquestionisandtoanswerit.Youshouldgiveita cursoryanswerinthefirstparagraph(introduction),thussketchingyourplanofattack.Theninthebody oftheessayorreportyoushouldgiveitadetailedanswer,disposinginturnofallthepointsthatithas raised. And at the end (conclusion) you should give it another answer, i.e. a summary of your detailed answer.NoteIfthequestionhasmorethanonepartyoushoulddedicateequalattentiontoeachone. 3.Anessayorreportmustbebasedonasoundknowledgeofthesubjectitdealswith.Thismeansthat youmustread.Ifyouaretemptedtoansweranyquestionoffthetopofyourhead,orentirelyfromyour ownpersonalexperienceorgeneralknowledge,youareaskingfortrouble. 4. Make brief notes as you read, and record the page references. Don't waste time by copying out long quotations. Go for the ideas and arrange these on paper. Some people find that arranging ideas in diagramsandtablesmakesthemeasiertorememberandusethanverbalpassages.Youwillfinditeasier to do this if you keep certain questions in mind: What is the author driving at? What is the argument? Does it apply only to a particular society, or are generalised propositions being made? How well do the examplesusedfittheargument?Wherearetheweaknesses?Alsothinkaboutthewiderimplicationsof an argument. Copy the actual words only if they say something much more aptly than you could say yourself.Itisagoodplantowritenotesonthecontentofyourreadinginblueandyourowncommentson theminred.Thereisanotheraspectofyourreadingwhichshouldgohandinhandwiththeassessmentof any one item: you should compare what you have read in different books and articles. Test what one author proposed against evidence from other societies: what do the different approaches lend to one another?Inthiswayyoushouldbegintoseethevalue(andtheproblems)ofcomparisonandlearnthat writersdisagreeandwritecontradictorythings,andthatallprintedmatterisnotindisputablejustbecause itliesbetweenhardcovers.Notethataswellasshowingevidenceofreadingofsettexts,goodanswers link the essay topic back to material given in lectures or tutorials. You can also gain marks by including additionalreading,providingitisclearfromyouressaythatyouhaveactuallyreadit! 36 5. Don't then sit down and write the essay or report. Plan it first. Give it a beginning, a middle, and an ending.Muchoftheinformationyouwillhavecollectedwillhavetoberejectedbecauseitisn'trelevant. Don'tbetemptedtoincludeanythingthathasn'tadirectbearingontheproblemexpressedinthetitleof theessayorreport.Notethatintheintroductoryparagraphitisagoodideatomakeitabsolutelyclearto the reader exactly what you understand by certain crucial concepts you will be discussing in the essay theseconceptswillprobablybethosewhichappearintheessaytitle.Definetheseconceptsifyouthink theremaybeanyambiguityaboutthem.Notealsothatwhenyougiveexamplestoillustrateapointbe careful not to lose track of the argument. Examples are intended to illustrate a general (usually more abstract)point;theyarenotasubstituteformakingthispoint. 6.Whenyoufinallystartontheessayorreport,pleaserememberthesepoints: (a)Leavewidemarginsandaspaceattheendforcomments.Anyworkthatisillegible,obviouslytoolong ortooshort,orlackingmarginsandaspaceattheendwillbereturnedforre-writing.Essaysshouldbe typed,preferablyononesideofthepaperanddouble-spaced. (b)Appendabibliography givingdetailsofthematerialyouhavereadandcitedintheessay.Arrangeit alphabetically by author and by dates of publication. Look at the Journal of the Royal Anthropological Instituteasanexampleofthestyleofpresentingabibliography. N.B.Inthebodyoftheessayorreport,wheneveryouhaveoccasiontosupportastatementbyreference toabookorarticle,giveinbracketsthenameoftheauthoranddate.Toacknowledgeaquotationora particular observation, the exact page number should be added. For example, 'Shortly after the publicationofTheAndamanIslanders,Radcliffe-Browndrewattentiontotheimportanceofthemother's brother(Radcliffe-Brown1924).WhatkindledhisinterestintheSouthAfricanmaterialwasthepseudohistoricalinterpretationofHenriJunod(Radcliffe-Brown1952:15)...........'Ifyouarenotsurehowtodo this,lookinthejournalJournaloftheRoyalAnthropologicalInstituteorsomemonographinthelibraryto get an idea of how this is done. Alternatively, footnote your references.Note that if you simply copy a writer'swordsintoyouressaywithoutacknowledgementyouwilllosemarks,andcouldevenreceivea zeromark. 7.Footnotesshouldbeplacedeitheratthefootofeachpage,oralltogetherattheend.Ifoneachpage, they should be numbered consecutively from the beginning of each chapter, e.g. 1-22. If placed all togetherattheend,theyshouldbenumberedconsecutivelythroughoutthewholeresearchproject,e.g. 1-103,inwhichcasedonotstartrenumberingforeachchapter. 8.Footnotereferencesinthetextshouldbeclearlydesignatedbymeansofsuperiorfigures,placedafter punctuation,e.g.................theexhibition.10 9.Underlining(oritalics)shouldincludetitlesofbooksandperiodicalpublications,andtechnicaltermsor phrasesnotinthelanguageoftheessay,(e.g.urigubu,gimwali). 10.Italicize:ibid.,idem.,op.cit.,loc.cit.,andpassim. 11.Singleinvertedcommasshouldbeplacedatthebeginningandendofquotations,withdoubleinverted commasforquotes-within-quotes. 12.Ifquotationsarelongerthansixtypedlinestheyshouldbeindented,inwhichcaseinvertedcommas arenotneeded. 13.PLEASETRYTOAVOIDGENDER-SPECIFICLANGUAGE.Don'twritehe/himwhenyoucouldbereferring toawoman!Youcanavoidthisproblembyusingplurals(they/them). 37 Referencing: Correctreferencingisacriticalaspectofallessays.Itistheprimaryskillthatyouareexpectedtolearnand italsoguardsyouagainstthedangersofplagiarism.Makesurethatwhenyouarereadingtextsthatyou notedownaccuratelythesourceofinformationbyrecordingthenameoftheauthor,thebooktitle,page number and so forth. This will enable you to reference correctly when it comes to writing your essay. Adequatereferencingrequiresyoutoindicateintheappropriateplacesinbodyofyouressaythesource ofanyinformationyoumayuse.Suchreferencesvaryinkind,butageneralguidetothecorrectformat wouldbe:Ageneralreference:…asTurnbull’s(1983)workdemonstrates… …theromanticisationofPygmieshasbeencommonplaceinanthropology(e.g.Turnbull1983)… Note: In this example, the author is referring to Turnbull’s work in a general way. If the author was referring to specific ideas or details made by Turnbull, then the page number needs to be specified. A paraphrase:…TurnbulldescribeshowtheIturiForesthadremainedrelativelyuntouchedbycolonialism (Turnbull1983:24)… Note: This is more specific than a general reference as it refers to a particular point or passage by an author.Itisyoursummaryofapointmadebysomeoneelse(inthiscaseTurnbull).Whenparaphrasing, youmustalwaysincludethepagenumberinyourreference.Aquotation:…underthesecircumstances, “theMbuticouldalwaysescapetotheforest”(Turnbull1983:85). Note:Allquotesfromanyoneelse’sworkmustbeacknowledgedandbeplacedwithinspeechmarks.The pagenumberornumbersmustbereferenced.Ifyouneedtoalteranyofthewordswithinthequoteto clarifyyourmeaning,thewordschangedoraddedshouldbeplacedinsquarebrackets[thus]toindicate thattheyarenotthoseoftheoriginalauthor. Bibliography: Alltestsreferencedwithinthebodyofyouressaymustbeincludedwithinthebibliography.Entriesinthe bibliographyshouldbeorganisedinalphabeticalorderandshouldcontainfullpublicationdetails.Consult ananthropologicaljournal,suchastheJournaloftheRoyalAnthropologicalInstitute(JRAI),toseehowthe correctformatshouldappear.Thisisavailablebothelectronicallyandinhardcopy.Thestandardformatof bibliographicreferencingisasfollows: Book: Turnbull,C.M.1983.TheMbutiPygmies:ChangeandAdaptation.NewYork,HoltReinhartandWilson. EditedCollection: Leacock, E. & R. Lee (eds) 1982. Politics and History in Band Societies. Cambridge:Cambridge University Press. Chapterineditedcollection: Woodburn.J.C.(1980).Huntersandgathererstodayandreconstructionofthepast.InSovietandwestern anthropology(ed.)E.Gellner.London:Duckworth. Journalarticle: Ballard,C.2006.Strangealliance:Pygmiesinthecolonialimaginary.WorldArchaeology,38,1,133151. Webpages: Itisunadvisabletousewebsitesunlessdirectedtothembyalecturer.Thereisagreatdealofrubbishon 38 theInternet.However,ifyoudo,itisimportantthatyouprovidefulldetailsoftheweb-pageaddressas wellasthedateonwhichthepagewasaccessed. Miller,J.J.2000,Accessed22/09/2006.TheFiercePeople:Thewagesofanthropologicalincorrectness. Articleavailableelectronicallyat:http://www.nationalreview.com/20nov00/miller112000.shtml. Ifyouarenotsurehowtodothis,lookinthejournalJRAIorsomemonographinthelibrarytogetanidea ofhowthisisdone.Alternatively,footnoteyourreferences.Notethatifyousimplycopyawriter'swords intoyouressaywithoutacknowledgementyouruntheriskofplagiarismandwilllosemarks,andmay evenreceiveazeromark. 8.Pleasealsonotethefollowing: (a)Spellings,grammar,writingstyle.Failuretoattendtothesecreatesapoorimpression.Note,especially: society,argument,bureaucracy. (b)Foreignwords:Underline(oritalicize)these,unlesstheyhavepassedintoregularEnglish. (c)PLEASETRYTOAVOIDGENDER-SPECIFICLANGUAGE.Don'twritehe/himwhenyoucouldbereferring toawoman!Youcanavoidthisproblembyusingplurals(they/them). ____________________________ 39