Sonoma State University
A School of Social Sciences/Department of Anthropology Syllabus
ANTH 240, Living in Our Globalized World
Instructor Contact Information
Name: Carlos D. Torres, Ph.D. (please call me Dr. Torres, or Professor Torres)
Office Location: Stevenson 2070J
Anthropology Office Telephone Number: 707-664-2312
Email: carlos.torres@sonoma.edu (preferred contact)
Office Hours: Via Zoom, Wednesday 5:45, or by appointment at SSU
General Course Information
Class Days/Time: Via ZOOM Teleconferencing, Wednesday 6:00-7:15 PM
Classroom: NA
Prerequisites: None
Department of Anthropology Learning Objectives
Cultural Anthropology explores the diversity of existing human ways of life – how they work, how they change, and how they interrelate in the modern world. Its practitioners often spend time living with peoples and cultures whose values and lifeways are different from their own to learn about their perspectives, practices, and social organization. We believe that Anthropology majors should master six learning outcomes by the time they graduate:
- An appreciation for the comparative perspective that uniquely allows anthropologists to explore the forms and foundations of human social, cultural, biological, and linguistic diversity, past and present.
- An ability to integrate the four major subfields of anthropology – sociocultural, biological, archaeology and linguistic – via holistic and contextualized interpretations of evidence.
- An understanding of how anthropological perspectives, methods, and theories came to be, and how their application can contribute to solving the issues and controversies of our time.
- Competence in the qualitative and quantitative methods of at least one anthropological subfield, and the ability to apply these methods to real-world scenarios.
- An awareness of the ethical issues involved in anthropological inquiry, scholarship, professional practice, and public citizenship, at the level of local communities and our increasingly globalized world.
- An ability to critically locate, understand, evaluate, and synthesize anthropological scholarly materials, and to communicate resulting interpretations orally and in writing, individually and collaboratively.
Learning Objectives
GE/SSU Studies Category Area E:
http://web.sonoma.edu/advising/ge/General%20Education%20-%20Spring%202019.pdf
- Integrated person courses are designed to study both processes affecting the individual, such as psychological, social, or physiological changes throughout the human life cycle, and the interactions between the individual and society. Focus is on the integration of disciplinary knowledge and personal experience with an appreciation of the duties and rights of a citizen with a rich public and personal life.
- Global Awareness: Develop knowledge of past and present political, economic, and cultural relations operating at international to global scale.
- Communication: Communicate clearly and eloquently in written, oral, and/or performative forms in a variety of genres and disciplines.
- Information Literacy: Iteratively formulate questions for research by gathering diverse types of information; identifying gaps, correlations, and contradictions; and using sources ethically toward a creative, informed synthesis of ideas.
- Disciplinary and Interdisciplinary Knowledge: Identify, interpret, and apply methods, intellectual approaches, and fundamental concepts from disciplines within the social sciences, physical and life sciences, arts, and humanities.
General Course Description
This course explores the trajectories of human experience through the lens of cultural anthropology, a cross-cultural view of the individual within society. This course will also promote global awareness as a learning outcome, learning to perceive how cultural differences influence the dynamics of human interactions upon the individual through psychological and social changes throughout a human lifespan. An important element of our course will be to focus upon the integration of anthropological knowledge across the four disciplines—emphasizing the holism within the discipline—but also the integration of student personal experience with interdisciplinary knowledge, academic trajectories and topical interests. Students will emerge from this class with an appreciation of the duties and rights of a global citizen and with skills necessary to live in and comprehend our pluralistic world. (Not applicable to the Cultural Analysis and Theory core requirement for the anthropology major).
Course Format and Instructional Methods
Instructional Methods
ANTH 240 is a synchronous and “flipped” online lecture course. We will meet in virtual space on Zoom (teleconferencing software) every Wednesday from 6:00 PM to 7:15 PM. It is a flipped course because you will watch online videos, complete all weekly readings, and submit/post online all student work for Wednesday by 5 PM in canvas through our assignment portals before the classes start at 6 PM. We will use our Zoom teleconferencing classes mainly for discussion and synthesis. Please do not email any written work. I use my email for communication only. You will use your SSU Seawolf ID and password to log in to the Canvas course from SSU’s Online Services Portal.
In Canvas you will be able to access online recorded lecturette orientation videos, topical course readings, course videos; be able to take online reading review quizzes, and post Formal Discussions and Responses. Normally our course will begin with the student preparing for our next virtual meeting on Zoom by first (1) watching the day’s Lecturette video, (2) reading the assigned chapters and articles from our two course texts, (3) watching the online videos for that day, (4) taking reading review quiz (multiple choice and T/F questions), and by posting answers for to the Graded Discussion Questions. My suggestion is to read the questions for the Graded Discussion before you read the articles from our course text Cultural Anthropology: a Reader for a Global Age.
During our class we will have a discussion forum where we will discuss some of the significant sociocultural and socioeconomic issues that will be unearthed in our readings. You won’t want to miss these vital discussions when we reflect back over the readings and create our own philosophical syntheses of global issues and events. I have in the past structured these discussions, but I think the new readings I have assigned may illicit enough discussion by themselves to have a less structured level of discussion. Attendance our class is graded and it will be hard to pass the course without regular and consistent attendance.
A Note on Submitting Assignments: All student work is submitted/posted online through our canvas assignment portals will be due by 5 PM Wednesday so I have some time to review your responses. Please do not email me any written work. I must use my email for communication only, thank you, cool!
Online Due Times and Late Assignments
Please complete your Reading Review Quizzes and Formal Discussion Responses by the designated time so we can have great discussion and be on the “same page.” Since we review our work in class, I cannot accept late review quizzes and Formal Discussion Responses. If you are falling behind on the large assignments (reports, etc.), please communicate with me during office hours fifteen minutes before the start of our Zoom sessions.
Regular attendance & active participation is expected and required
Attendance will be tracked and participation will be noted each virtual discussion session. Every student will be allowed 1 absence from Zoom, so if are sick once per semester, use your sick week absence. No need to tell me you are not going to attend a Zoom session. Just be aware, attendance is graded.
Online Protocol
I expect students to be online in Zoom at 6 PM, on a laptop computer, with their face in view, engaged, with audio on and video accessible, attentive/listening/responding to professor and other students for full online participation credit. If you are not talking, mute your microphone so as not to being chatter or other noises into the Zoom session. Thank you for your understanding. Your participation grade will depend on your classroom engagement. Treat the zoom session like you would a classroom experience.
Course Goals and Student Learning Outcomes
The overall learning objectives for this course are to learn about the social-psychological processes affecting the individual primarily through the interaction between the individual and society. Our focus will be to integrate social anthropology, student’s own academic interests and personal experience, with cross-cultural analysis. It is our overall goal to increase students’ global awareness, and for students to develop a personal disposition to take on the responsibilities, duties, and rights of a global citizen in a world full of challenges. This course will also focus upon providing students real-world skills (practicable abilities), abilities (that include abilities for increasing student academic success), and dispositions (an integration of a learned outlook that includes ethics and global awareness). Our specific learning goals will be to integrate within the class classroom:
- Disciplinary knowledge of social anthropology, to enable student to
- recognize and define major concepts, theories and insights within cultural anthropology.
- define key concepts and phenomenon like social structures & institutions, cultural relativity, and ethnocentrism.
- be able to made aware of linkages across the four-fields of anthropology. Our pathway to achieving this knowledge will come by utilizing our course text Essentials of Cultural Anthropology: A Toolkit for a Global Age, and assigning ethnographic readings that outline elemental social anthropology concepts that address how people are situated in a larger social context in terms of diverse identities and societal positions through case examples, testing for reading comprehension through review quizzes, and assessing critical reading through short-answer reflexive reading response questions, Formal Discussions and Responses that hone a student’s own abilities for close reading.
- Interdisciplinary knowledge with global awareness. Incorporating global awareness with interdisciplinary fields of knowledge for this course will be assigned through interdisciplinary readings in the content areas of:
- global human behavior; gender and sexuality; nutrition, physical and mental health; global economics; social relationships and kinship; relationships with the environment, media and religion. I will be assigning formal response questions that will give students ample opportunity for self-reflection, and in-class open-ended discussion forums where students can compare their own understandings with ethnography and other student worldviews. By integrating tenants of global anthropology with student’s own interests (with ethnographic case studies), it is my hope that students will develop a personal disposition, a learned outlook to consider important issue in the global ecumene.
- A signature assignment based upon information literacy that will integrate the higher the broader goals of Area E (lifelong learning) with the writing of a credible, concise multi-genre news article which requires students to integrate a course topic thematically linked to their own discipline or interests, with insights and key concepts from ANTH 240 course texts and independent research. During week four of this course, students will attend a library seminar dedicated to learning how to assess credibility in sources with our subject librarian. I will provide a rubric for grading for this report. In writing a RONSI report, students will take away a real-world skill for effective web reporting.
- Engagement in reflective writing upon the processes affecting the individual, and the interactions between the individual and society. To accomplish this task, we will schedule weekly Formal Discussion Responses, asking students to reflect upon topical readings concentrating on personally resonant themes.
- A community engagement/career engagement report and beginning a Portfolium account. Part of ANT 340 will be to take a pause after a few weeks of considering global issues for students to stop and take stock of their own lives, and as part of life-long learning, attend a career engagement event, respond to it in writing, and begin a Portfolium account to better assess their own way forward in college and compare their experience to other students and this stage in their college trajectory. .
Practical Learning Outcomes—Skills Acquired
Students will learn to synthesize different media platforms and research sources such as testimonial media and peer reviewed journal articles in the pursuit of a report that is informed by consensus-oriented truth, and the testimonial veracity of first-person perspectives. We will also use a written report modeled on a press journalistic press release format to give students a practical template for writing reports for dissemination on the World Wide Web that they can use within their field of employment. I would like to see students create an original and impactful report (RONSI) from this class, a report that addresses an urgent issue for your generation in the context of living in our globalized world.
Required Texts/Readings
Textbooks
Required
- Guest, Kenneth J. 2018. Essentials of Cultural Anthropology: a Toolkit for a Global Age (ECA) New York: W.W. Norton & Company, 560 pages. ISBN-13: 978-0393624618 2ND EDITION.
- Guest, Kenneth J. ed. Cultural Anthropology: a Reader for a Global Age (CAR) New York: W.W. Norton & Company, 448 Pages, SBN-13: 978-1324000778. 1st
Note on the texts: The texts supply some very basic principles and examples of cultural anthropology. In many respects it resembles a basic introduction to cultural anthropology. However, the text also supplies very good modern case studies and clearly defines complex concepts in globalization, turning the difficult into tangible ideas. It is the best available “toolkit” for coming to grips with living in a globalized world. Anthropology majors might regard this as “Introduction to Anthropology 2.0.” It will be a follow up, a coda to introductory learning — rounding off an introduction to social anthropology but applying basic principles to the global situation as it is. Course text is on a 2-hour reserve in the SSU library. (Please note: the text in the library is the full-length text of [Essentials of] Cultural Anthropology: A Toolkit for a Global Age, and chapter numbers are different per topic.)
Topical Readings
Topical readings and research articles can be located in our course reader, Essentials of Cultural Anthropology: a Reader for a Global Age (ECA) with articles focused upon issues that are complex and nuanced and serve as required ethnographic case studies for the course. We will be interrogating the exact words and contexts of authors of theory, topical case studies, ethnographic analyses, and looking at current research applications reflected in these articles.
Course Assessment (Assignments and Grading)
We have 10 Canvas Reading Review Quizzes, 10 Formal Discussions and Responses, Course Quizzes, an Observant Participation Project, a RONSI Outline/CA Chapter Outline, and a RONSI Report due for this class, and all will be graded on a percentage basis.
Reading Content Quizzes (11)
Reading Review Quizzes will typically include multiple-choice questions, T/F, and short essay questions that will test your comprehension and analysis of PDF articles, chapter readings, and related media.
Formal Discussion Posts (11)
The purpose of the Formal Short-Answer Discussion and Responses are for students to integrate course readings and ethnography into their own experiences and life trajectories in meaningful ways. I will be posting Formal Discussion questions on readings, and general query questions well in advance for you. I am looking for evidence of reading, so use direct quotes and summaries. For short answer questions I will generally ask you to stay close to the texts by providing a quote and analyzing/evaluating/discerning the evidence directly from the sources. Formal Discussion and Response questions will also be composed of open-ended questions where we will focus in on a topic or issue to provide a good Formal Discussion during our course Zoom forum discussions.
Attendance & Forum Discussion Participation
Our Formal Discussion Forum Periods are meant to be an opportunity to talk more fully and analytically about our readings, but also a chance to apply the week’s readings to ongoing events in our globalized world. Part of your grade is engagement, and I will call out students by name to address your chapter questions and talk about your individual research topics by week. I will also display your Formal Discussion and Responses on our large screen so please be aware that your responses will be viewed by all of us during our discussions. I would ask that we have respect for each other’s opinions and have sensitivity for personal stories we might divulge.
Attendance will be tracked and participation will be noted each virtual discussion session. Every student will be allowed 1 absence from Zoom, so if are sick once per semester, use your sick week absence. No need to tell me you are not going to attend a Zoom session. Just be aware, attendance is graded.
RONSI Report
Your final project is a Report of New and Significant Information, a RONSI for short. You will not have a final exam or any exams period, though we will review course topics periodically. A scoring rubric for the final project will be posted on the course Canvas site. The goal is for the student to write a very short but very informative, factual, absolutely clear and concise outline of for a report with good factual sources of information, and directly linked to the weekly course topics that you have choses, preparing the subject matter in a current contemporary context. I will leave your specific topic open, but it must intersect with your current school major or college interests, and concern human beings in society (see “forum topics” on the Course Schedule for weekly tropics).
RONSI Outline and Chapter Query for Essentials of Cultural Anthropology: A Toolkit for a Global Age
(1) For the RONSI Outline and Cultural Anthropology Chapter Query, students will thoroughly read and one of the upcoming chapters in Essentials of Cultural Anthropology: a Toolkit for a Global Age, chapters 5-15, and provide discussion questions for students to respond to during course discussion hours online.
(2) For the RONSI Outline, students will locate a research article from the SSU Library page that is an “Article – Peer Reviewed” that focuses on a specific topic that you are interested in, an article that RELATES DIRECTLY to one of the chapters 5-15 of Essentials of Cultural Anthropology: a Toolkit for Global Age. Choose an article with a topic that absolutely resonates with you, that contains information about an issue that you can follow up on and address with new and vital information. Students will follow the step-by-step directions to create their own research report outline using the numbered sections to format your outline.
The goal is for the student to write a very short but very informative, factual, absolutely clear and concise outline of for a report with good factual sources of information, and directly linked to the weekly course topics that you have choses, preparing the subject matter in a current contemporary context. I will leave your chosen topic open, and it may intersect with your current school major, but it must also be about human beings in society (see “forum topics” on the Course Schedule for weekly tropics).
Grading Policy
Final grades are based on the following:
- 12% Participation & Attendance, (60 points)
- 12% Career/Community Engagement Report & Portfolium, (60 points)
- 12% RONSI Outline & CA Chapter Query/Outline (60 points
- 22% Reading Review Quizzes (11), (110 points-10 points per quiz x 10 quizzes)
- 22% Formal Discussion Posts & Responses (110 points-10 points per post/response, 11 posts)
- 20% Term Project (RONSI), (100 points)
- 100%, 600 points
*2 or more classroom absences will result in a reduction of the final participation/attendance grade.
100-90% = A to A-; 89.9-80% = B+ to B-; 79.9-70% = C+ to C-; 69.9-60% = D+ to D-; 59.9 and below F
Because this section is being taught as a seminar/lecture with use of small group activities, attendance and active participation will count 10% towards the final grade. More than 1 unexcused absences and lack of participation may result in final grade reduction of 10% (i.e., One letter-grades, AB, or BC).
When answering quiz questions answer with the BEST possible response and the response that either the author of Essentials of Cultural Anthropology or Dr. Torres has set forward. I will give partial credit on occasions where the answer to a multiple-choice question answers ONLY PART of the question. When using a textbook for the first time, I generally curve the class grade in the end to the best student performance to nullify the effect of course question/answer ambiguities.
Reading Content Quizzes and Formal Discussion Post will count for 50% of the final grade. No late quizzes or posts will be accepted. Once the due day and time for the posts and quizzes has expired we must move on to new material. I will provide a discrete window of time to finish up the process, but think ahead and turn in posts and quizzes early if you have a busy week. It is up to you to schedule your time and work proactively. Each pair of quizzes/posts is worth about 5% of your total (i.e., 1 missed pair of quizzes, AB+, BC+).
I may accept late Career/Community Engagement Reports & Portfolium and RONSI outlines/CA Chapter Summaries and RONSI Reports at a 10% grade penalty (See course schedule for due dates and times). Rewriting a final draft of your RONSI is possible, but MUST be preceded by a one-on-one review of your RONSI with your instructor before class. Students should not request to do extra credit to make up for missed quizzes, it is a summer class and this isn’t an option.
Full Credit/Sufficient/No Credit participation grade will be awarded full credit for submissions that meet or exceed assignment criteria, i.e., 67% credit for submissions that meet most of the central assignment criteria, and no credit for submissions that fail to meet most of the central assignment criteria.
A NOTE ON ASSIGNMENTS & PLAGIARISM OR SHARING RESPONSES: your answers MUST be your own thoughts and responses. If your response mirrors another student’s, I must assume both of you did not follow the university code of ethics. No credit will be given to either of you. Please DO use actual quotes for your RONSI report, but CITE your sources in text.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www.sonoma.edu/ar/registration/addclasses.shtml. Students should be aware of the current deadlines and penalties for adding and dropping classes. I reserve the right to drop a student the first day should they not be able to
Library Research Guides and Subject Librarians
The University Library can help you find information and conduct research. You can make an appointment with a subject librarian, get help online, or drop by the library during open. Library Research Help Hours.
For anthropology course there are Research Guides provided by your subject librarian, and the contact information for our subject librarian Hilary Smith is located at Hilary Smith Contact Info. If you are a distance learner on the Ukiah or Napa/Solano Campuses, please go the link at Distance Learner Information for information on resources and how to sign-in to SSU learning management system.
Canvas Courses
Canvas is SSU’s Learning Management System (LMS). Canvas is the place where you will find the course syllabus, read posted announcements, participate in online class discussions with classmates, submit your assignments online and view the materials for this course. To access our Canvas course use your SSU Seawolf ID and password to log into SSU’s Online Services portal. Click on the Canvas link. When you get to the Canvas Dashboard, click on the course title you would like to access.
Canvas Help and Student Computing Resources
Canvas and General IT Help Desk
Contact Information Technology (IT) if you need assistance accessing Canvas or other information about computing and information technology at SSU. Three ways to contact the IT Help Desk are:
- Call: 707-664-4357
- Email: helpdesk@sonoma.edu
- Visit Location: Schulz 1000
About Canvas
- Getting Started with Canvas
- Student FAQs
- Canvas Student Overview Video
- How to Get Started with Canvas (Students)
- Canvas Community Student Video Guides
- Canvas Student Written Guides
Plugins
You many need to Download plugins that are needed to access some content on or linked from SSU websites and Canvas. You will need a media player and acrobat reader (or a PDF reader), for example, to read articles and watch online videos for this class.
A Note on Wi-Fi
We also be using learning technologies in this class that do not require plug-ins, but make sure when you begin online assignments and quizzes that you are in a place where your wi-fi is stable for the time needed to complete your assignment. For Formal Discussion Posts, please create your response on a text file then cut and paste into the assignment portal so that you maintain an off-line copy of your own response in case your wifi goes down.
Canvas Community
Visit the Canvas Community to view written Instructor Guides, written Student Guides, and/or Video Guides.
General Student Computing
Review the information posted at IT Get Started, Students. There you will find computer use guidelines and a list of available computer labs.
Additional Resources
SSU Writing Center
The SSU Writing Center, located at Schulz 1103, helps SSU students become better writers and produce better written documents. The knowledgeable and friendly tutors can help you with a wide array of concerns, from generating good ideas and organizing papers more clearly to learning citation formats and using semi-colons correctly. Visit the Writing Center website http://www.sonoma.edu/programs/writingcenter/default.html for more information on how to schedule time with a tutor. All of us, including Ph.D.s, need people to read over our writing! Do not feel slighted by having someone help you by reading over your writing to make sure you communicate well.
Counseling and Psychological Services (CAPS)
CAPS is a unit of the division of Student Affairs of Sonoma State University. CAPS offers confidential counseling to students experiencing personal problems that interfere with their academic progress, career or well being. The CAPS website http://www.sonoma.edu/counselingctr provides information only. If you would like to talk with someone or make an appointment, please call (707) 664-2153 between 8 a.m. – 4:30 p.m., Monday-Friday.
University Policies
Academic integrity
Students should know that the University’s Cheating and Plagiarism policy is available at http://www.sonoma.edu/UAffairs/policies/cheating_plagiarism.htm. Your own commitment to learning, as evidenced by your enrollment at Sonoma State University and the University’s policy, require you to be honest in all your academic course work. Instances of academic dishonesty will not be tolerated. Cheating on quizzes or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade for the assignment and sanctions by the University. Multiple instances will result in a failing grade for the course. For this course, all assignments are to be completed by the individual student unless otherwise specified.
Campus Policy on Disability Access for Students
If you are a student with a disability and you think you may require accommodations, please register with the campus office of Disability Services for Students (DSS), located in Salazar Hall – Room 1049, Phone: (707) 664-2677, TTY/TDD: (707) 664-2958. DSS will provide you with written confirmation of your verified disability and authorize recommended accommodations. This authorization must be presented to the instructor before any accommodations can be made. The policy can be found at http://www.sonoma.edu/uaffairs/policies/disabilitypolicy.htm
Emergency Evacuation
If you are a student with a disability and you think you may require assistance evacuating a building in the event of a disaster, you should inform your instructor about the type of assistance you may require. You and your instructor should discuss your specific needs and the type of precautions that should be made in advance of such an event (i.e. assigning a buddy to guide you down the stairway). We encourage you to take advantage of these preventative measures as soon as possible and contact the Disability Services for Students office if other classroom accommodations are needed.
ANTH 240 Living in Our Globalized World – Spring 2020 Course Schedule
Please note, this course schedule is preliminary and subject to change before the beginning of the semester and with fair notice during the semester. (I need to review the readings and gather other online materials before the start of class). Notifications of changes after first week’s post will be made on the Announcements Forum, which will also be automatically posted to students’ Seawolf e-mail accounts.
| Week & Topic | Tuesday
· Lecture & Media · Reading (To Be Completed) Discussion & Socrative Responses
*Essentials of Cultural Anthropology: A Toolkit for a Global Age = ECA
|
|
| -WEEK 1-
Anthropology in a Global Age — The Four Sub-disciplines
Other Topics: Key elements of globalization, fields of anthropology
|
On Zoom – January 22
Cover Syllabus: -List of objectives, preview of weeks and schedule. -Prioritized reading. Make sure you read the end of each CA article carefully
|
|
| -WEEK 2-
Anthropology in a Global Age — The Four Sub-disciplines, cont.
Other Topics: Key elements of globalization, fields of anthropology
|
On Zoom – January 29
Lecturette Video: Anthropology in a Global Age — The Four Sub-disciplines, cont. -Overview of the Field of anthropology and its relation to understanding the social-side of globalization.
Media Clips: · Population Clock http://www.census.gov/popclock/ · U.N. Millennium Development Goals (website) · Contributions of Franz Boas. https://youtu.be/Ila_xN5TKW4
Reading: 1. Chapter 1 of ECA, “Anthropology in a Global Age.” Pp. 4-29 2. Edith Turner, “There are No Peripheries to Humanity” 3. Jason De León, from “The Land of Open Graves
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics: Coca Cola vs. Community Resources, Commons |
|
| -WEEK 3-
The Culture Concept in Global Contexts
Other Topics: Cognitive maps, hegemony, interpreting social structure in local contexts
INTERSECTIONS: Psychology
|
On Zoom – February 5
Lecturette Video: The Culture Concept in Global Contexts & Locating Communities
Media Clip: Balinese Cockfight Review, and the The Walk from “No” to “Yes” http://ed.ted.com/lessons/the-walk-from-no-to-yes-william-ury (18 mins.)
Reading: 1. Chapter 2 of ECA, “Culture,” pp. 30-59) 2. Lucas Bessire, from Behold the Black Caiman 3. Lila Abu-Lughod, Do Muslim Women Really Need Saving?
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics: Interpretation vs. multivocality
|
|
| -WEEK 4-
Fieldwork and Ethnography
Other Topics: first-hand testimony via Youtube.
|
On Zoom – February 12
Lecturette Video: Fieldwork, Anthropology, and the Public Sphere Fieldwork, Ethnography, and the value of first-hand testimony via Youtube and -go over RONSIs and how to construct an ethnography
Media Clips: · Dan Rather Reports, Kidney Pirates: http://blip.tv/hdnet-news-and-documentaries/dan-rather-reports-kidney-pirates-5455011 · Testimony search: Lack of Darker Model, Brazil:
watch?v=xfldf7vwz
Reading: 1. Chapter 3 of ECA, “Fieldwork and Ethnography,” pp. 60-89 2. Barbara Myerhoff, from Number Our Days 3. Sienna Craig, “Portrait of a Himalayan Healer”
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics: Fieldwork methods, testimony from Youtube, validating results, developing ethnographic authority. What gives documenting urban myths a “non” authority?
|
|
| -WEEK 5-
Library Research Day
|
On Zoom – February 19
Meeting Library for Seminar on “Locating Credible Sources of Information”
Peer Review Day of RONSI Outlines Catherine Fonseca, 6 – 7:15 PM
|
|
| -WEEK 6-
Racism, Ethnicity, Nationalism
Other Topics: How are Race, Ethnicity, and Nationalism related, Structural Racism.
INTERSECTIONS: Ethnic Studies, Sociology, Geography
|
On Zoom – February 26
Lecturette Video: Colonial Legacies, Structural Racism; Ethnicity, Nationalism
Media Clips: · Multiracial Identity, 5’39” · University of New Hampshire “Bias-Free Language Guide” article/20150729/NEWS04/ 150739993 · From Opium to Chrysanthemums, DVD, 4’57” · Census Data by Zip Code: census/2010/explorer
Reading: 1. Chapters 5 & 6 of ECA, “Race and Racism,” & “Ethnicity and Nationalism,” pp.118-175 2. Karen Brodkin Sacks, “How Did Jews Become White Folks?” 3. Audra Simpson, from Mohawk Interruptus
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics Structural Racism: Ferguson, MI, and the Innocence Project
|
|
| -WEEK 7-
Gender & Sexuality
Other Topics: (Re) Defining Homosexuality
INTERSECTIONS: Gender Studies, Biological Anthropology
|
On Zoom – March 4
Lecturette Video: Gender and Sexuality
Media Clips: · Community, 6’30” · Three Sisters, 5’40” · Anonymously Yours, 4’48”
Reading: 1. Chapters 7 & 8 of ECA, “Gender” & “Sexuality,” pp. 176-231 2. Emily Martin, “The Egg and the Sperm” 3. Bobby Benedict, from Under Bright Lights: Gay Manila and the Global Scene
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics LGBTQQ & I? Biological vs. Cultural Constructions of Sexuality
|
|
| -WEEK 8-
Kinship, Family, Marriage, Class, & Inequality
Other Topics: the imaginary of status and class, inequality
INTERSECTIONS: Sociology
|
On Zoom – March 11
Lecturette Video: Kinship, Family; Class and Inequality
Media Clip: · A Wife among Wives, 6’30”
Reading: 1. Chapters 9 & 10 of ECA, “Kinship, Family, and Marriage” & “Class and Inequality,” pp. 232-293 2. Donna Haraway, from Staying with the Trouble: Making Kin in the Chthulucene 3. Philippe Bourgois, from Jíbaro to Crack Dealer: Confronting the Restructuring of Capitalism in El
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics The Culture of Status vs. The Culture of Poverty Distinction
|
|
| -WEEK 9-
Spring Break |
Spring Break, March 16-20 | |
| -WEEK 10-
The Global Economy, & Global Ecology
Other Topics: World System Theory, Social Ecology of Murray Bookchin
INTERSECTIONS: Economics, Business, Environmental Science
|
On Zoom – March 25
Lecturette Video: The Global Economy tied into the Global Ecology
Media Clips: · Birdsong and Coffee, 5’26” · China Blue, 6’00”
Reading: 1. Chapter 11 of ECA, “The Global Economy,” pp. 294-331 2. Elizabeth Dunn, from Privatizing Poland: Baby Food, Big Business, and the Remaking of Labor 3. Gillian Tett, from Fools Gold: The Inside Story of J.P. Morgan
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics Globalization and the counter-currents
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NO ZOOM – April 1
RONSI Reports Due Friday, April 3, 5 PM |
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| -WEEK 12-
Politics & Power, Empowerment, Social Justice, Social Movements
Other Topics: Empowerment, Social Justice, Social Movements
INTERSECTIONS: Political Science
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On Zoom – April 8
Lecturette Video: Politics & Power
Media Clips: · Laid to Waste, 4’54” · Red Hat, Where are you Going, 6’15”
Reading:
1. Chapter 12 of ECA, “Politics & Power,” pp. 332-361 2. Carolyn Nordstrom, from Shadows of War 3. Melissa Checker, from Polluted Promises
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics The concept of “bail” too poor to leave jail, Washington D.C. no bail |
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| – WEEK 13-
Religion, Spiritual Self-Discovery
Other Topics: The personal “ethic” of work and success vs. the success of community, communitarianism
INTERSECTIONS: Religious Studies, Theology
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On Zoom – April 15
Lecturette Video: Religion, Spiritual Self-Discovery
Media Clips: · Joel Osteen “Build Yourself Up” · The Great Gathering, 4’57”
Reading: 1. Chapter 13 of ECA, “Religion,” pp. 362-392 2. Daromir Rudnyckyj, From Wall Street to Halal Street 3. Kenneth J. Guest, “Liminal Youth among Fuzhounese Chinese Undocumented Workers”
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics Symbolic Religion and Religion as an Authorizing Process, The colonization of consciousness
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| – WEEK 14-
Health, Illness, and Nutrition
Other Topics: Illness vs. Wellness, Nutrition, Exercise, Mental Health
INTERSECTIONS: Nursing, Medicine, Biological Anthropology, Psychology
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On Zoom – April 22
Lecturette Video: Health, Illness, and The Body
Media Clips: · The Most Distant Places, 4’46” · Dead Mums Don’t Cry, 6’07”
Reading: 1. Chapters 14 of ECA, “Health and Illness,” pp. 394-423 2. Didier Fassin, Frédéric Le Marcis, and Todd Lethata, “Life and Times of Magda A” 3. Michele Friedner, from Valuing Deaf Worlds in Urban India
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics The philosophy of wellness, Mental health and resilience
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| – WEEK 15-
Art, Media, Global Communications, Global Testimony
Other Topics: Omniscient Narratives vs. Multivocality
INTERSECTIONS: Media Studies, Film Studies, Communications
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On Zoom – April 29
Lecturette Video: Art, Media, Global Communications, Global Testimony
Media Clip: · Cracks in the Mask, 6’29”
Reading: 1. Chapters 17 of ECA, “Art and Media,” pp. 424-515 2. Brent Luvaas, “Designer Vandalism: Indonesian Indie Fashion and the Cultural Practice of Cut ‘n’ Paste” 3. Aimee Cox, “The BlackLight Project”
Content Quiz Due: 5 PM, Online Today Graded Discussion Questions: 5 PM, Online Today Socrative Open Discussion Forum Topics The Great Miasma of the Public Sphere: Making sense of Living in a Globalized World
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Health, Illness, and Nutrition |
November 30
Lecture: -the imaginary of status and class. -inequality
Problem/Solution? Racism vs. Multiculturalism
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December 2
Reading: (1) Chapters 16 of CA, “Health and Illness” (pp. 619-656); (2) “Introduction” In Death Without Weeping (pp. 1-19) by Nancy Schepar-Hughes) in the “RR File.”
Quiz Prep: Quiz 11 due TODAY, December 2, Noon.
Forum: |
| – WEEK 16 –
Review and Media Show |
On Zoom – May 6
Summary and Wrap Up, Synopsis, Reports and Media Exposition. Socrative Reflections on the Processes
FINAL Draft RONSI DUE Friday, May 8, 5 PM
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| – WEEK 17 –
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May 13
FINAL Draft RONSI DUE
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