ANTH 3260 - University of Virginia

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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)
Students are organized into sets of field partners who focus their research on one of the major topics of the course and who will submit two jointly-written papers (3-4 –pages each), one for each of the two ports they choose as their primary field sites. Each paper will describe partners‟ observations, relate the observations to relevant issues in their course material, and analyze similarities and differences in partners‟ interpretations of their observations. It is also possible for a student to work alone. All students must consult with the instructor about the topic(s) they intend to research at the very latest by September 9th. In-class Team Presentation (15% of grade) Each field partner team (or individual) will give one well-organized, 10-minute class presentation that discusses their assigned/chosen field research topic, with the data they collected in the ports they selected for their fieldwork and additional supportive data gathered from other sources. The goal is to share experiences, encourage the integration of readings, discussions, and fieldwork, and stimulate lively discussion among student colleagues. PLEASE NOTE: You MUST participate in at least ONE (and preferably TWO) of the faculty-directed practicums (FDPs) listed below. FROM DIRT ROADS TO 4G NETWORKS: THE NEW AFRICA !KHWA TTU ROUTE (SAN CULTURE AND EDUCATION CENTRE) UPI PJOTOGRA[HER & THE WAR REMNANTS MUSEUM CU CHI TUNNELS AND CAO DAI TEMPLE POPOKI’S PORT ISLAND COMMUNITY PEACE MAP The other recommended programs (if any) for each port are only suggestions at this point. You will receive more specific instructions in the beginning of the semester. TEXT BOOK INFORMATION AUTHOR: Robbins, Richard TITLE: Global Problems and the Culture of Capitalism PUBLISHER: Prentice-Hall ISBN-10 #0205801056 ISBN-13#978-0205801053 DATE/EDITION: 2010 (5 th ed.) (4 th ed. In SAS library) COST: $61.50 AUTHOR: Steger, Manfred TITLE: Globalization. A Very short Introduction PUBLISHER: Oxford University Press ISBN-10 #0199552266 ISBN-13#978-0199552269 DATE/EDITION: 2009 Updated (In Alderman but not in SAS library) COST: $8.54 AUTHOR: Shiva, Vandana TITLE: Soil, Not Oil: Environmental Justice in an Age of Climate Crisis PUBLISHER: South End Press ISBN-10 #0896087828 ISBN-13#978-0896087828 DATE/EDITION: 2008 COST: $15.00 "Men [people] fear thought more than they fear anything else on earth…Thought is subversive and revolutionary, destructive and terrible; thought is merciless to privilege, established institutions, and comfortable habits…But if thought is to become the possession of many, not the privilege of the few, we must have done with fear. It is fear that holds men [people] back - fear lest their cherished beliefs should prove delusions, fear lest the institutions by which they live should prove harmful, fear lest they themselves should prove less worthy of respect than they have supposed themselves to be." (Bertrand Russell, from Principles of Social Reconstruction, 1916. Quoted in Erich Fromm, On Disobedience and Other Essays, Routledge & Kegan Paul, 1984, pp.34-5)
Page 1 and 2: Fall 2011 Discipline: Anthropology
Page 3 and 4: FIELD ASSIGNMENTS (Tema, Ghana, Sep
Page 5 and 6: Manfred Steger, Ch. 6 “The Ecolog
Page 7: CIA Fact Book: Japan Mari Yamamoto,

ANTH 3260 - University of Virginia

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