Current Debates in Anthropology: Practice
| Module title | Current Debates in Anthropology: Practice |
|---|---|
| Module code | ANT2005 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Professor Julien Dugnoille (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
The primary aim of the module is to further build on your existing knowledge of anthropological theory, and introduce you to a body of concepts and approaches developed by practitioners of this dynamic subject in response to conducting fieldwork in a changing world. The module also aims to equip you with the necessary knowledge and skills to enable you to understand and evaluate the differing views expressed by established anthropologists in relation to key theoretical debates. Through constructive seminar discussions they will be also be empowered to feel confident in utilising anthropological theory as a tool for analysing your own research.
Module aims - intentions of the module
The primary aim of the module is to further build on your existing knowledge of anthropological theory, and introduce you to a body of concepts and approaches developed by practitioners of this dynamic subject in response to conducting fieldwork in a changing world. The module also aims to equip you with the necessary knowledge and skills to enable you to understand and evaluate the differing views expressed by established anthropologists in relation to key theoretical debates. Through constructive seminar discussions they will be also be empowered to feel confident in utilising anthropological theory as a tool for analysing your own research.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. display knowledge of specific theoretical concepts and methodological approaches in anthropology and the intellectual debates concerning them;
- 2. display awareness of, and sensitivity to, human diversity, and a reflexive appreciation of its scope and complexity;
- 3. evaluate the ethical implications of anthropological research in relation to a selection of ethnographic case studies and in relation to the Association of Social Anthropologists' Ethical Guidelines for Good Research Practice;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. demonstrate a competence in using major theoretical perspectives and concepts in anthropology via the application of appropriate theoretical models in the analysis of ethnographic case studies;
- 5. demonstrate a recognition of the politics of language, indirect forms of communication, forms of power, theoretical statements and claims of authority, and an ability to analyse them;
- 6. plan, undertake and present scholarly work that shows an understanding of anthropological aims, methods and theoretical considerations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. express your own ideas in writing, summarize the arguments of others, and distinguish between the two;
- 8. engage in constructive discussion in group situations; and
- 9. evaluate your strengths and weaknesses in learning and study skills and to take action to improve your capacity to learn.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Lectures and Tutorial Topics
- Civil Disobedience and Activism
- The Animals in our Food
- Desire, Consumption and Waste
- New forms of Kinship
- The Crisis of Pity
- Non-binary Genders and Non-normative Sexualities
- Who is / What is a person anyway / anymore?
- Tourism and the Commodification of Culture
- Conflict, Violence and Terrorism
- Pornography and the production of fantasies
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 11 | 11 x 1 hour Lectures (including film screenings where relevant) |
| Scheduled Learning and Teaching Activities | 11 | 11 x 1 hour Tutorials |
| Guided independent study | 33 | Lecture and seminar preparation: Reading of the set texts for weekly lectures and the tutorials |
| Guided independent study | 11 | Writing weekly response papers |
| Guided independent study | 33 | Additional reading with guidance from the lecturer |
| Guided independent study | 25 | Preparation and writing of essay |
| Guided independent study | 20 | Recapitulation of reading done throughout the term; preparation of essay plans; portfolio revision |
| Guided independent study | 6 | Background research conducted by the student depending on need and interest |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Weekly responses for key readings as part of topics 2, 3 and 4 | 3 response papers of 150 words each | 2, 3, 8, 9 | Written feedback on first four weekly responses sent to students via ELE |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Portfolio of reading response papers for key readings covered for topics 5, 6, 7, 8, 9, 10 and 11 | 30 | 7 response papers of 150 words each and a reflexive summary of 250 words Total = 1,300 words | 1-4, 7 | Written |
| Essay | 50 | 2,700 words | 1-7 | Written feedback (verbal feedback available upon request during office hours) |
| Tutorial participation | 20 | Weekly, as part of group discussions | 1-9 | Verbal |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio of reading response papers | Portfolio of reading response papers (1300 words) | 1-4, 7 | August/September reassessment period |
| Essay | Essay (2,700 words) | 1-7 | August/September reassessment period |
| Tutorial participation | Individual presentation (10 minutes) | 1-9 | August/September reassessment period |
Indicative learning resources - Basic reading
Hastrup, K. 1990. Anthropological Advocacy: A contradition in terms? Current Anthropology 31 (3): 301-311. Kellett, P. 2009. 'Advocacy in Anthropology: Active Engagement or Passive Scholarship?' Durham Anthropology Journal, 16 (1): 22-31.
Scheper-Hughes, N. 1995. The primacy of the ethical: propositions for a militant anthropology. Current Anthropology, 409-440.
Ingold, T. 2002. From Trust to Domination: An Alternative History of Human-Animal Relations. In: Manning, A. and Serpell, J. (eds.) Animals and Human Society: Changing Perspectives, 1-22. Taylor and Francis.
Peace, A. 2008. Meat in the genes. Anthropology Today, 24(3): 5-10.
Evans, David (2012) “Beyond the Throwaway Society: Ordinary Domestic Practice and a Sociological Approach to Household Food Waste,” Sociology 46 (1): 1-16.
Graeber, David (2011) “Consumption,” Current Anthropology 52 (4): 489-511.
Clarke, M. 2008. New kinship, Islam, and the liberal tradition: sexual morality and new reproductive technology in Lebanon. JRAI, 14(1): 153-169.
Weston, K. 1997b. The politics of gay families. Families we choose: Lesbians, gays and kinship. Columbia University Press.
Allard, O. 2013. To cry one's distress: death, emotion, and ethics among the Warao of the Orinoco Delta. JRAI, 19(3):545–561.
Chouliaraki, Lilie (2008) Symbolic power of transnational media: managing the visibility of suffering. Global Media and Communication, 4 (3). pp. 329-351.
Astuti, R. 1998. It’s a boy! It’s a girl! Reflections on sex and gender in Madagascar and beyond. In Lambek and Strathern eds., Bodies and persons: comparative perspectives from Africa and Melanesia.
Kulick, D. 1997. The gender of Brazilian transgendered prostitutes. American Anthropologist 99(3): 574-585.
Robertson, J. 2014 “Human Rights vs. Robot Rights: Forecasts from Japan.” Critical Asian Studies 46(4): 571-598.
Shir-Vertesh, D. 2012. "Flexible Personhood": Loving Animals as Family Members in Israel. American Anthropologist, 114(3): 420-432.
Bunten, Alexis Celeste 2008. “Sharing culture or selling out? Developing the commodified persona in the heritage industry,” American Ethnologist 35 (3): 380-395.
Butt, Bilal 2012. “Commoditizing the safari and making space for conflict: Place, identity and parks in East Africa,” Political Geography 31 (2): 104–113.
Galtung, J. 1990. Cultural Violence. Journal of Peace Research, 27(3):291–305
Kuznar, Lawrence A. (2007) “Rationality Wars and the War on Terror: Explaining Terrorism and Social Unrest,” American Anthropologist 109 (2): 318–329.
Crate, Susan A. (2011) “Climate and Culture: Anthropology in the Era of Contemporary Climate Change,” Annual Review of Anthropology 40: 175-194.
Tsing, A. 2017. The Buck, the Bull, and the Dream of the Stag: Some unexpected weeds of the Anthropocene. Journal of the Finnish Anthropological Society, 42(1): 3-21.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | ANT2003 |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 17/02/2013 |
| Last revision date | 14/03/2019 |