Applied Anthrozoology
| Module title | Applied Anthrozoology |
|---|---|
| Module code | ANTM103 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Dr Samantha Hurn (Convenor) Dr Fenella Eason (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 10 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
PLEASE NOTE THAT THIS MODULE IS ONLY AVAILABLE VIA DISTANCE-LEARNING.
Attempting to incorporate animals as research subjects in anthropology and other social sciences raises several complex issues. If anthropologists and other social scientists 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 practical experience working to benefit a relevant organisation (e.g. animal welfare NGO) and put your anthrozoological knowledge into practice. Alternatively, you can conduct a hypothetical or desk-based project focussed on contributing to solving or mitigating a practical problem associated with a specific example of trans-species interaction.
Please note that while assistance can be sought from the Module Convener it is your responsibility to arrange your own project. If you are unable to find an appropriate organisation to work with, the assessments can be based on your observations of multi-species interactions in an appropriate context, or your project could be based on a purely hypothetical situation.
The taught component (lectures and seminars) will be undertaken during term 1, with the project being undertaken in term 2.
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 with the opportunity to engage in work experience or a desk-based project focussed on a specific organisation or anthrozoological issue 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;
- 6. Demonstrate a sound understanding of the ethical implications of applied research;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. effectively apply anthrozoological knowledge to practical 'real world' situations;
- 8. 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 complete the lecture, readings and attend the group tutorials for the module.
Term 2: You will conduct your projects.
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 |
|---|---|---|
| 25 | 245 | 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 participation in group tutorials |
| Scheduled Learning & Teaching activities | 5 | 5 hours of participation in assessed presentations (attending and providing peer feedback) |
| Guided Independent Study | 90 | Weekly preparatory reading for lectures and seminars |
| Guided Independent Study | 55 | Preparation for formative assessments |
| Placement/ practical | 30 | 30 hours spent engaging in research for the project |
| 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 1000 words total) | 1, 2, 3, 5 | Peer-assessed (via postings on ELE and/or Teams 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 |
|---|---|---|---|---|
| Completion of ethics application | 20 | 1,000 | 1-6 | Written |
| Reflexive journal | 20 | 1,500 words | 2, 5, 6 | August/September reassessment period |
| Individual presentation | 20 | 10 minutes (equivalent to 1000 words) | 1, 2, 4, 7, 8 | Written (staff) and verbal (peers) |
| Research report | 40 | 3,000 words | 1, 2, 4, 7, 8 | 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 |
|---|---|---|---|
| Completion of ethics application form | Completion of ethics application form (1000) | 1-6 | August/September reassessment period |
| Reflexive journal | Reflexive journal (1,500 words) | 2, 5, 6 | August/September reassessment period |
| Presentation | Presentation (10 minutes or 1000 words) | 1, 2, 4, 7, 8 | August/September reassessment period |
| Research report | Research report (3,000 words) | 1, 2, 4, 6, 7, 8 | 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 | 01/02/2022 |
