Applied Anthrozoology
| Module title | Applied Anthrozoology |
|---|---|
| Module code | ANTM103 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Fenella Eason (Convenor) Dr Samantha Hurn (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 10 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
PLEASE NOTE THAT THIS MODULE IS ONLY AVAILABLE VIA DISTANCE-LEARNING.
‘Bringing in’ animals to ethnographic fieldwork and anthropological theory raises several complex issues. If anthropologists consider both the human and nonhuman aspects of human–animal interactions, interactions which are frequently based on inequalities, whose ‘voice’ or experience should take priority? And what should be done in situations where animals might be ‘suffering’ unduly as a result of their enrolment in human social lives? Aside from these pressing questions of loyalties and advocacy, there are other more practical issues concerning the appropriate methodological and theoretical approaches to adopt when conducting what has come to be referred to as ‘multi-species ethnography’. Anthrozoological scholarship has a great deal to contribute not just in advancing theoretical debates but also in terms of improving animal welfare and mitigating human-animal conflict in 'real world' situations. In this module you will consider the important contributions, both theoretical and practical, being made by anthrozoologists, and explore future possibilities. There will be an opportunity for you to draw on your experiences in the workplace (for those already employed in a related field) or to obtain valuable work experience and put your anthrozoological knowledge into practice.
Please note that while assistance can be sought from the Module Convener it is your responsibility to arrange your own work experience placement. If you are unable to find an appropriate work placement, the assessments can be based on your observations of multi-species interactions in an appropriate context.
Module aims - intentions of the module
The aims of the module are to:
- enable you to explore and critically reflect upon the applied dimension of anthrozoological research;
- offer students already employed in a related profession to put what they are learning in the classroom into practice and consider how their anthrozoological knowledge might be utilised to improve human-animal interactions in their working environment; and
- provide students who are hoping to pursue a career in a related field to engage in work experience which will enable them to put what they have learned in the classroom into practice and provide them with valuable transferable skills for future employment.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. critically reflect upon the practical application of anthrozoological knowledge in a wide range of existing case studies/ethnographic contexts;
- 2. critically reflect upon the potential for anthrozoological knowledge to benefit humans and nonhuman animals in other 'real world' situations;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. demonstrate a critical awareness of contemporary theoretical debates concerning applied anthropology, advocacy and cosmopolitanism;
- 4. apply these debates and appropriate theoretical models to anthrozoological examples;
- 5. demonstrate an understanding of the ethical and practical implications of the application of anthrozoological theory, method and data in 'real world' situations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. effectively apply anthrozoological knowledge to practical 'real world' situations;
- 7. formulate and present convincing and reasoned arguments.
Syllabus plan
Term 1: You will be introduced to the practical component of the module, and supported in obtaining an appropriate placement or in the development of an appropriate project, and in seeking and obtaining ethics approval for your research. You will also work through the pre-recorded lectures and readings for the module.
Term 2: You will participate in weekly group tutorials to discuss the lecture topics and the progress of your projects, and will also conduct any empirical research.
Thematically, the module will begin by exploring the ways in which anthropologists have theorised and practically engaged with the applied dimension of ethnographic fieldwork and the associated debates concerning advocacy. We will also consider the ethics of human-animal interactions utilising appropriate philosophical models which lend themselves to practical application (such as cosmopolitanism).
The ways in which anthrozoologists and scholars from cognate disciplines have applied their research to improve animal welfare or to mitigate or resolve human-animal conflict on the ground will be discussed in detail, drawing on a range of case studies. You will then be given the opportunity to apply what you have learnt to practical situations where you find yourselves interacting with animals directly.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 240 | 30 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 10 | 10 x 1 hour podcast audio lectures with accompanying PowerPoint presentations |
| Scheduled Learning & Teaching activities | 10 | 10 x 1 hour participations on the VLE discussion forums |
| Scheduled Learning & Teaching activities | 10 | 10 x 1 hour participation in group tutorials |
| Guided Independent Study | 90 | Weekly preparatory reading for lectures and seminars |
| Guided Independent Study | 50 | Preparation for formative assessments |
| Placement/ practical | 30 | 30 hours spent either at student's current place of work or at a work placement organised by the student or some other situation where a specific multi-species interaction can be observed |
| Guided Independent Study | 100 | Research and writing of summative assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Non-assessed exercises | Weekly Q&A discussions and reflexive exercises on VLE discussion forums (equivalent to 2 hours or 750 words per week) | 1, 2, 3, 5 | Peer-assessed (via postings on ELE and/or The Den (Anthrozoology group on Exeter's social networking site) and written feedback on the discussion forums. |
| Ethics approval application form | Approximately 1000 words to fit the standard SSIS Ethics Approval Form | 1-7 | Feedback/approval from the SPA Ethics rep/SSIS Ethics Committee |
| Fieldwork diary | Approximately 2,500 words | 2, 5, 6 | Peer-assessed (via postings on ELE and/or The Den (Anthrozoology group on Exeter's social networking site) and written feedback on the discussion forums. |
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 |
|---|---|---|---|---|
| Reflexive journal | 20 | 3,000 words | 2, 5, 6 | Written |
| Individual presentation | 20 | 20 minutes | 1, 2, 4, 6, 7 | Written and verbal |
| Research report | 60 | 4,000 words | 1, 2, 4, 6, 7 | Written |
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 |
|---|---|---|---|
| Reflexive journal | Reflexive journal (3,000 words) | 2, 5, 6 | August/September reassessment period |
| Presentation | Presentation (20 minutes) | 1, 2, 4, 6, 7 | August/September reassessment period |
| Research report | Research report (4,000 words) | 1, 2, 4, 6, 7 | August/September reassessment period |
Indicative learning resources - Basic reading
Basic reading:
Appiah, K.A. 2006. Cosmopolitanism: ethics in a world of strangers. New York: W.W. Norton and Co.
Birke, L. 2009. Naming names – or, what’s in it for the animals? Humanimalia 1(1): n.p.
Hastrup, K. and Elsass, P. 1990. Anthropological advocacy: a contradiction 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.
Layton, R. 1996. Advocacy is a personal commitment for anthropologists, not an institutional imperative for anthropology. In: P. Wade (ed.) Advocacy in anthropology. GDAT Debate No. 7.Manchester:ManchesterUniversity Press.
Nadasdy, P. 2003. Hunters and bureaucrats: power, knowledge, and aboriginal–state relations in the southwest Yukon. Vancouver:University ofBritish Columbia Press.
Petto, A.J. and Russell, K.D. 1998. Practicing anthropology on the frontiers of humanity: interspecies applied anthropology. Practicing Anthropology 20(2): 26–29.
Rapport, N. 2007. An outline for cosmopolitan study, for reclaiming the human through introspection. Current Anthropology 48: 257–283.
Theodossopoulos, D. 2005. Troubles with turtles: cultural understandings of the environment on a Greek island. Oxford: Berghahn Books.
Indicative learning resources - Web based and electronic resources
ELE – http://vle.exeter.ac.uk/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 04/09/2012 |
| Last revision date | 04/09/2020 |
