ANTH 3559 - University of Virginia

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Responsibility: Perspectives from Latin America and the Caribbean” -Annette Pritchard & Nigel Morgan “Constructing Tourism Landscapes: Gender, Sexuality and Space.” -Pruitt and LaFont “Romance Tourism: Gender, Race and Power in Jamaica” Ch 10, Tourists and Tourism (16 pp) -Swain, M. “Gender Roles in Indigenous Tourism: Kuna Mola, Kuna Yala and Cultural Survival” in Valene Smith (ed.) Hosts and Guests. (1989). -Marshment, Margaret “Gender Takes a Holiday: Representation in Holiday Brochures” in M. Thea Sinclair (ed) Gender, Work and Tourism London & New York: Routledge. Day 9: The “Touree” Talks Back: Indigenous Voices on Tourism As you do the readings in preparation for today’s discussion, consider the following: If tourism is to be used by governments and NGOs as an avenue for achieving UN Millenium Development goals, how do we respect and include local stakeholders and local perceptions/concerns(includive of people at all levels of society)? If, as Kincaid suggests, tourism is a form of neo-colonialism on some Carribean islands, how can this dynamic be altered (or avoided in new destinations under development for tourism)? Read: Kincaid, Jamaica A Small Place (on tourism & inequality on a Carribean island) -If time: Possible In class video segment: -Life and Debt (1 st 30 minutes) Deadline for submission of student tourism papers. Begin in class presentations. Day 10: Bringing it All Back Home In plass presentations of students’ tourism site analysis papers. Closing thoughts; lessons to be learned for the anthropology of tourism: relevance for personal insights and for achieving UN Millennium Development goals. Read: -Gmelch “Lets Go Europe: What Student Tourists Really Learn” (In Reader) Ask yourself based on this study abroad experience: did he get it right? How so? How not? -McLaren “Rethinking Tourism”, Ch 25 in Tourists and Tourism. Optional but recommended readings for this module: -Chambers, E. “Can the Anthropology of Tourism Make us Better Travelers?” Tourism & Applied Anthropologists: Linking Theory and Practice. NAPA Bulletin (2005) (course folder) -Appendix C: Tourist Guidelines in Tourists and Tourism -If time, look over the website for the organization Tourism Concern: http://www.tourismconcern.org.uk/index.html Day11:Final Exam --------------------------------------------------------------------------- FIELD ASSIGNEMENTS (20% of the contact hours for each course is provided by field work.) Our voyage constitutes a wonderfully rich laboratory for the anthropological study of tourism. In 8
each country we visit students are expected to consider, apply and test the various theories we are reading about and discussing in class. !. Field Lab: Students in this class are required to go on the class Field Lab, and to participate actively in the follow-up discussion in class. The field lab is listed below: PA-L1 FIELD LAB: ANTHROPOLOGY OF TOURISM [ADAMS] (Friday, 5 June, 0900-1600) :Assessing the Touristic Transformation of Casco Viejo (old Panama City) This Field Lab takes us to Casco Viejo, the striking historic area of Panama City that was named a World Heritage Site in 1997 and has undergone dramatic touristic gentrification in recent years. A walking tour will take us to the local Fish Market, along the ramparts, to a variety of local businesses (to a local crafts gallery/studio, to a plaza where Kuna sell molas, etc) and will enable us to talk with various stakeholders about what the touristic redevelopment of Casco Viejo has meant to them. Ultimately, our visit will give us an opportunity to assess the extent to which Casco Viejo’s touristic transformation has contributed to UN Millennium Development Goals. Following lunch in Casco Viejo, we have tentatively planned a visitto the soon-to-open Frank Gehry-designed Museum of Biodiversity, a museum that it is expected to bring in foreign tourists. At this site we will have a 30 minute discussion with the museum’s communication department about the vision for the museum and how it interfaces with Panama’s tourism planning. 2. Tourism Site Analysis: Students in this class are required to analyze one of the many tourist sites we will be visiting as part of this voyage. You may work alone or in teams (I recommend teams), although each student will write his or her own paper analyzing the site in terms of class concepts and in terms of the ways in which the sites intersects for better or for worse with UN Mill. Development goals (or the site’s potential for doing so). We will discuss this project in more detail in class. Some possible relevant port activities to consider for this written assignment: -A city orientation tour in any port. (What sorts of sites are featured? Which parts of the city are avoided / not highlighted-any speculations why? How are those featured sites framed and/ or sacralized? Who (ethnically/nationally/culturally/class-wise) is the tour guide? The driver? Can you discern any tourism hierarchies from making observations about those you see in the tourism sector on this tour?) -Visit a cultural/ ethnic /national history museum tour in any port (I recommend the Museum of the Revolution in Havana. As you visit the museum, ask yourself: What history is depicted in the museum? Which indigenous groups are featured in the displays? Which are missing? What sort imagery is projected about each group? Which parts of the nation’s history are featured? Missing? Who visits the museum? Any locals? What exhibits do they most closely attend to? Does this contrast with what foreign tourists attend to? Who (ethnically/nationally/culturally/class-wise) is the museum guide? Tour guide? Driver? Can you discern any tourism hierarchies from making observations about those you see in the tourism sector on this tour? What kind of food is sold at the museum café? Souvenirs in the museum shop? Do these give you clues as to the target market for the museum?) -A tour of an ethnic village/homeland (one that is in the habit of receiving visitors)—meet with those involved in tourism and discuss their experiences (e.g. local artisans who sell to tourists, 9
Page 1 and 2: Maymester 2012 Discipline: Anthropo
Page 3 and 4: ISBN:#: 0-452-26235-6 Edition: Late
Page 5 and 6: Read: -Schluter “Heritage Tourism
Page 7: Ch. 1 in Michel Picard and Robert W
Page 11: questions that will be obvious to y

ANTH 3559 - University of Virginia

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