ANTH 3260 - University of Virginia

NOVEMBER 29 READING DAY
NOVMEBER 30 (A23)
WHAT CAN WE DO? WHAT SHOULD WE DO? WHAT SHOULDN’T WE DO? The final question we
ponder is what we intend to do with all the knowledge we have been privileged to receive. Anthropologists and other
social scientists have developed ethical guidelines to ensure the safety and privacy of the people they work with. But do
our responsibilities as anthropologists and ordinary citizens go beyond this?
Reading assignments:
Richard Robbins, Ch. 13 “Constructing the Citizen Activist” pp. 334-352.
Noah Shachtman, “An Army Anthropologist‟s Controversial culture Clash;”
http://www.wired.com/dangerroom/2008/09/controversial-a/
Norman Solomon, “No. Higher Consciousness Won‟t Save Us,” http://www.zcommunications.org/no-higherconsciousness-won-t-save-us-by-norman-solomon
Emily Benedek, “My Mom Always Says, „Never Trust a White Person,‟” in Beyond the Four Corners of the
World. A Navajo Woman‟s Journey, Ch. 4. pp. 27-35.
Documentary: “The Seattle Syndrome” (or other documentary on transnational people‟s movements)
DUE DATE: Written field component (see Explanation of Course Requirement, Written Assignments d.)
DECEMBER 2 STUDY DAY
DUE DATE: Journal Assignment
DECEMBER 4-5 PUNTARENAS, COSTA RICA
DECEMBER 6: FINAL EXAM
DECEMBER 9-11 HAVANA, CUBA
Recommended in-port programs: TBA
DECEMBER 12 REFLECTION & CONVOCATION
EXPLANATION OF COURSE REQUIREMENTS:
Class Preparation, Attendance and Participation (15% of grade)
It is in the classroom that the important work of integrating readings and field experience is taking place in this course.
Therefore, class preparation, attendance, and general participation are monitored and highly valued as course requirements.
One unexcused absence is allowed. Any further unexcused absences are penalized by an automatic loss of a full grade for
every missed class. You must show a nurse‟s or doctor‟s note in order to be excused from class.
Written Assignments
a. Three reading reflection exercises (5% each; total 15% of grade)
Periodically, I will give students questions about the readings assigned for the next class and ask that they write responses,
bring them to class, and submit them to me for evaluation. Three of these will be graded. The goal is to help guide students‟
understanding and integration of the materials and their critical reading skills as well as to improve the quality of class
discussions.
b. Graded Journal (10%) The journal allows students to keep track of what they have read, heard, observed and experienced
throughout the semester. At least five entries about observations/experiences in each port-of-call should explicitly address
course-related issues, including one or more of the Field Assignment questions listed for each port. The journal also provides a
way for them to participate in the reflection sessions where we share in-port experiences and lessons learned. Students must
submit the journals twice during the semester for feedback and finally for grading at the end of the journey.
c. One take-home final essay exam (25% of grade)
This exam gives students an opportunity to demonstrate their understanding of the course materials and their relevance to the
field work assignments and cultural experiences in the countries visited. Students receive study questions ahead of time from
which I will select some (they will not know which ones) for them to answer in class.
d. Field component (20% of grade)