Narrative Outsider Versus Insider Status
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Subject | Anthropology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Topic | Writer’s choice | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Type | Essay | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Writer level | University | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Style | Chicago | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sources / references | 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Language | English(U.S.) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Description / paper instructions: Narrative Outsider Versus Insider Status
Ethnographic Essay #2: Anthropological Narrative on Outsider vs. Insider Status Fieldwork: Outsider and insider are relational terms, and our status can shift depending on context. Fieldwork is often an experience of outsider status for the anthropologist. In this exercise, you are tasked with going someplace where you are an outsider and try (respectfully) to participate in some activity. Some possibilities might include attending an ethnic festival, going to a meeting of an ethnic or racial student group, attending a religious ceremony of a different religion, or having a drink at a gay club or a biker bar. Refer to Brown pp 37-59, “Navigating Field-Based Assignments” as a guide to preparing for and taking notes during and after your experience. Important note: Many of us experience outsider status on a daily basis. The goal of this essay is to gain some analytical distance on the experience of being positioned as an outsider (in other words, defamiliarization of our own position in a group, rather than defamiliarization of an object like Coke). It is, therefore, helpful to explore a new and different situation. There are always new settings in which we can find ourselves classed as an outsider. However, if you really wish to draw on a previous experience, you must a) focus on a specific event and b) reflect on how your perspective at the time was different from the anthropological perspective that you now bring to your analysis. If you have a topic in mind and are unsure that it meets the essay requirements, please consult with your TA before writing the draft. Draft: Narrative Outsider Versus Insider Status After you complete your fieldwork, draft a 4 page reflexive paper (see Brown pp. 59-61) using an essay format (see Brown pp 62-63). Although the genre of this essay calls for the use of ‘I’ and a personal recounting of experience, you should still have a thesis and use the anthropological perspective to offer analysis and interpretation of your experience. You may organize your paper as a story with a chronological narrative arc (beginning, middle, end) or you may organize events thematically with sections dedicated to analyzing important elements. In either case, consider how you would answer the question: what is the point of my story? Keesing’s essay “Not a Real Fish” may serve as a useful model. It is not required to use scholarly sources for this paper; if you choose to do so, make sure they are properly cited. Revision Guidelines: Based on your TA’s feedback and your own self-assessment using the Writer’s Checklist, revise your paper. You should also refer to Brown chapter 6, “Editing for Style” to improve your writing. Your final draft should be 5 pages plus your completed Checklist. Name: _____________________________
ANTH 1000W: Writer’s Checklist: Narrative Outsider Versus Insider Status Instructions: Provide a Yes (Y) or No (N) next to the lines for each task.
Example: __Y__ Times new roman, 12 pt In each section, if you have a No (N) next to one of the lines for a task, please type in your explanation for why they are checked as No or indicate that the item is not applicable. Example: __N/A__ Format
___ Name ___ Class title ___ Professor’s name ___ 1” margins ___ Times new roman, 12 pt ___ Page number in the footer ___ Double spaced ___ Left aligned ___ Letter spacing normal ___ New paragraphs indented ___ No extra spacing between paragraphs Quick Notes to Explain No (N) Responses: Narrative Outsider Versus Insider Status Type here Organization ___ Clearly includes an introduction, body, and conclusion ___ Clear topic sentences for each paragraph ___ Clear transition between paragraphs ___ 3+ sentences for a paragraph ___ Flow of body paragraphs is logically organized (check: reading only topic sentences
Quick Notes to Explain No (N) Responses: Narrative Outsider Versus Insider Status Type here Content ___ Engaging introduction that previews the structure of the paper and includes thesis ___ Clear and concise thesis states the paper’s argument in a single sentence (e.g. “I argue ___.”) ___ Body: develops argument with 3+ main points, one paragraph per point ___ Evidence: uses specific examples, cases, and/or quotes to support each main point ___ Conclusion = restates the thesis + significance. No new information. ___ Effective use of quotes: introduce and discuss in your own words, not overused
Type here Mechanics and Usage ___ Write with a formal/academic tone (e.g. Avoid words such as “things” and “stuff”) ___ Choose 1st or 3rd person and stay with it throughout the paper ___ Write out digits under 10; write out digits if they are the first word in a sentence ___ Write out contractions (‘do not’ instead of ‘don’t’) ___ No run-on sentences ___ No fragments (hint: Do not start a sentence with “and,” “but”, or “which”) ___ Appropriate use of commas ___ Spellcheck ___ No passive voice or tense switching ___ Concise writing style (cut all unnecessary or confusing words) ___ No ethnocentric language ___ No generalization, exaggeration, or vague quantities (e.g. lots of people) Quick Notes to Explain No (N) Responses: Narrative Outsider Versus Insider Status Type here Citations and Quotes ___ Works Cited page: Starts on new page with centered title (Works Cited) ___ Citations are alphabetized ___ Citations are single-spaced, with a blank line between entries ___ Period at the end of each citation ___ Each entry has a hanging indent ___ In-text citations are formatted correctly: “quote” (author date, page number). ___ Block quotes if longer than 4 lines: indent the passage and remove quotation marks, use ___ Every citation has an entry on the works cited page Quick Notes to Explain No (N) Responses: Type here Sample Essay 1# Dominant vs. Minority Group Status: LGBTQ Awareness: Narrative Outsider Versus Insider Status Minority groups represent a group of people with common struggles such as being seen as inferior by the majority group as well as unequal treatment by those in power. There are known challenges that minority groups face as a whole, such as facing discrimination and being marginalized. However, even though there are commonalities there are still differences between the groups that distinguish each group’s struggle and makes them unique. For example, even though minority groups all face discrimination, the type of discrimination is different as well as where it is coming from. This year for LGBTQ Awareness Week I decided to go to the keynote speaker event to learn more about another minority group. The keynote speaker was Jess Guilbeaux. Jess identifies as a “strong, black, lesbian woman” and is an important advocate in the LGBTQ community. Jess has become more well-known after starring in an episode of Queer Eye on Netflix and has used her added recognition to advocate for the LGBTQ community as well as bring awareness to issues that impact women and people of color. This event was held as a way to highlight important figures in the LGBTQ community and find out more about their own experiences and what they are working on for themselves and the LGBTQ community. Moreover, being part of a minority group myself, I sometimes find that I only pay attention to and find out more about issues that affect my community more often and I am not always aware about how other communities are being treated. Going to an event like this helped me better understand how another minority group is affected by hegemonic ideals about gender and sexuality as well as hear about the experiences people in the LGBTQ community face. Moreover, I decided to go to this event because even though I am racially/ethnically part of a minority group I also hold a spot in the majority group when it comes to identifying with my assigned gender and sexuality. In my case, I am part of the Latinx group, but I also identify as heterosexual which makes me part of the dominant group compared to an individual who identifies within the LGBTQ community. In order to better understand what other minority groups experience, I attended the LGBTQ Awareness Week Keynote Speaker event. From going to this event, I was able to learn that even though both the LGBTQ minority group and the Latinx minority group have similarities such as experiencing discrimination there are also differences between the two groups such as, the type of discrimination LGBTQ individuals face compared to Latinx individuals and the effect that it has on their lives. Before the event started, I was nervous and did not know when I should go into the space where the event was going to take place. I did not want to show up right when the doors opened but I also did not want to show up when the event was about to start since I was unsure about how many people were going to go to the event. I wanted to sit in a seat towards the back, therefore I decided to show up fifteen minutes early. Before going to the event, I already knew a little bit about her story from watching the episode of Queer Eye that was focused around her story and makeover. However, I did not remember exactly what happened in the episode and I wanted to know more about what she has done since her episode aired, so I decided to lookup more information on the speaker before the event started. One of the articles I found talked about her transformation on the show both physically and mentally. As she opened up on the show, she talked about the importance of sharing your story. She emphasized this because she wanted other people who are in the same situation, she was in growing up. Growing up she wanted to have someone telling her that she was important and that she is not alone, therefore by sharing her story she can be someone who can provide support and be a role model. Narrative Outsider Versus Insider Status Moreover, Jess also emphasized how the Fab Five from the show helped her feel accepted showing her that it was okay to be vulnerable and to ask for help when you need it. Lastly, another point she made in the show was that she sometimes felt that she was not enough, not “black enough”, “gay enough” or “too black or too gay”. This was also something that she talked about during the event (Galassi 2019). During the event, Jess answered questions that students submitted. While she was sharing her story, I began to notice some similarities between Latinx individuals and LGBTQ individuals. One of the main similarities was that we all face discrimination. We face discrimination from people in the majority group as well as from people who are similar to us. For instance, there is the obvious discrimination that tells individuals of both groups that they do not belong here and that they are inferior. However, both groups can also face discrimination within their own group making someone feel like they are not welcomed. This can be seen when individuals say that they are not enough of a race or they do not fit the mold of what people think a group is supposed to look like or act like. During the event, Jess talked about how she sometimes felt like she was “not black enough” or “gay enough” to identify as part of a specific group and as if she had to dress a certain way for others to see that she was part of the LGBTQ community. For instance, she stated that her style can be described as “lumberjack lesbian”. She decided to change her style to this because she wanted people to know that she was a lesbian and that she was proud of it. Moreover, having to constantly justify and be questioned about who she was, caused her to feel uncertain about her identity and where she fits in. In my experience, my identity as a Latinx and Mexican individual has been questioned. For example, when I first came to UConn a peer had told me that since I grew up in the United States, I was not Mexican or that I was not Mexican/Latinx enough because my Spanish is not perfect. Having another person who was Latinx tell me this made me feel like I was not welcomed and discouraged me from wanting to tell other people an important part of my identity because I did not want others to make me feel like I was less Mexican or Latinx because I grew up in the United States compared to a different country. Apart from the similarities, I noticed during the event there were also some differences between the Latinx community and the LGBTQ community. One of the differences had to do with the type of discrimination both groups face and from who it is coming from. For individuals who identify as part of the LGBTQ community, they may deal with discrimination from their own family. During the event, Jess talked about how when she came out to her adoptive parents, they disowned her, and she had to learn to live by herself when she was 16. Similar to Jess, other people in the LGBTQ community also experience not being accepted by people they cared about such as parents, siblings, friends and they instead find people who they would call their chosen family. Jess expressed the physiological effect that being rejected by people who had adopted her and taken her in and then rejected the person she had become had on her self-esteem and trust. Being rejected caused her to feel depressed and like there was something wrong with her. In addition, she talked about how having to be more independent led her to find the people she calls her family and who accept her for who she is. This is different from the Latinx community because our family members and friends do not treat us differently or disown us for being Latinx or identifying with your ethnic group. Furthermore, even though Latinx individuals do not necessarily deal with not being accepted by their family they do have to deal with colorism within their own community. Individuals in the Latinx community that have darker skin sometimes experience being told my parents and family that having lighter skin is better and gives you privilege. For instance, in some communities, they try to lighten their skin by using creams or they dye and straighten curly hair to make their appearance Whiter. Moreover, another difference I found was that individuals in the LGBTQ community will participate in drag shows to show off another side of them or portray a different persona. For instance, Jess talked about how she began to participate in drag as a way to express a more feminine side of herself and be able to do it without feeling insecure. Jess expressed that participating in drag also contributed to allowing her to feel more comfortable in her own skin and with trying something new. On the other hand, drag shows are not prevalent in the Latinx community. Even though I experience what being a minority group is like on a daily basis, through being a Latina woman in a predominantly white institution and also being a first-generation college student, I am not always aware about everything that is affecting other minority groups. Additionally, I did not realize the majority status I hold as being cisgender and heterosexual. Going to an event like this helped me learn more about the experiences of individuals in the LGBTQ community. By learning more about the people around us we are able to connect and interact with them better. Narrative Outsider Versus Insider Status Furthermore, to get to know an individual better we need to be able to understand what they have gone through and their identity so that we are aware of our privilege and how it is affecting how we interact with others and live our lives. This event helped me see how similarities such as discrimination from the majority group as well as from peers affects both the LGBTQ community and the Latinx community. Additionally, I was also able to see how even though these groups are both considered minority groups they have differences that make each group unique such as the type of discrimination they face and its effect on how they see themselves and the people they surround themselves with. Works Cited Galassi, Madeline. Jess Guilbeaux on How Queer Eye Changed Her Life & the Road to Self Love, The EveryGirl Media Group, 21 July 2019, theeverygirl.com/jess-guilbeaux-queer-eye/. Accessed 15 Oct. 2 Citation Guidelines Reasons to Cite: You must give credit to authors for everything in your paper that is not strictly from your own head. This includes general ideas and background information, biographical information, paraphrases of an author’s words, as well as direct quotes. How Often to Cite: A paragraph drawn from the same source or sources can have a single citation at the end of the paragraph. If there are multiple authors used in the same paragraph, you must cite as many times as you need to make clear whose work is being used at what point. Use your judgment on this. How to Insert Quotes: Short direct quotes of three lines or less can be inserted into the body of your text. Long quotes of four lines or more must be indented as block quotes. In the body of your paper, your parenthetical citations should be done as follows: (Smith 1998). General background (Note that period goes AFTER the citation) (Smith and Jones 1998). General background from a source with 2 authors (Smith et al. 1998). General background from a source with more than 2 authors (Pollan 2006, 99–100). Includes page number(s) for a paraphrase or direct quote (Jones 2002; Roberts 1999). Multiple sources for same background: alphabetize and separate with semi-colon (Salt is Bad 2003). Website without an author: use title or part of title, with year and page number(s) as usual (NEVER use the www address!!!) (Thompson 1999, 3). Website with an author: cite as you would any other text. (EPA 2005). Website using the name of organization in place of author Special Case: . [Smith 1998, 99–100] Use square brackets for citation at end of a block quote. For block quotes ONLY, the period goes after the last word of the quote, BEFORE the citation instead of after. Block Quotes: Below is an example of a block quote, which you should use for long quotes that would be four or more lines long. You should indent the block quote to the same point as you are indenting your paragraphs (suggested, one tab), and single space the text. You do not use quotation marks. Unlike “regular” citations, for block quotes you DO put the period before the reference. Then, the reference itself goes in square brackets, instead of parentheses. [Like This 1998, 99] Chicago-Style Citation Quick Guide: Narrative Outsider Versus Insider Status Author-Date: Sample Citations The following examples illustrate citations using the author-date system. Each example of a reference list entry is accompanied by an example of a corresponding parenthetical citation in the text. Book One author Pollan, Michael. 2006. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin. (Pollan 2006, 99–100) Two or more authors Ward, Geoffrey C., and Ken Burns. 2007. The War: An Intimate History, 1941–1945. New York: Knopf. (Ward and Burns 2007, 52) For four or more authors, list all of the authors in the reference list; in the text, list only the first author, followed by et al. (“and others”): (Barnes et al. 2010) Editor, translator, or compiler instead of author Lattimore, Richmond, trans. 1951. The Iliad of Homer. Chicago: University of Chicago Press. (Lattimore 1951, 91–92) Editor, translator, or compiler in addition to author García Márquez, Gabriel. 1988. Love in the Time of Cholera. Translated by Edith Grossman. London: Cape. (García Márquez 1988, 242–55) Chapter or other part of a book Kelly, John D. 2010. “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War.” In Anthropology and Global Counterinsurgency, edited by John D. Kelly, Beatrice Jauregui, Sean T. Mitchell, and Jeremy Walton, 67–83. Chicago: University of Chicago Press. (Kelly 2010, 77) Chapter of an edited volume originally published elsewhere (as in primary sources): Narrative Outsider Versus Insider Status Cicero, Quintus Tullius. 1986. “Handbook on Canvassing for the Consulship.” In Rome: Late Republic and Principate, edited by Walter Emil Kaegi Jr. and Peter White. Vol. 2 of University of Chicago Readings in Western Civilization, edited by John Boyer and Julius Kirshner, 33–46. Chicago: University of Chicago Press. Originally published in Evelyn S. Shuckburgh, trans., The Letters of Cicero, vol. 1 (London: George Bell & Sons, 1908). (Cicero 1986, 35) Preface, foreword, introduction, or similar part of a book: Narrative Outsider Versus Insider Status Rieger, James. 1982. Introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley, xi–xxxvii. Chicago: University of Chicago Press. (Rieger 1982, xx–xxi) Book published electronically: Narrative Outsider Versus Insider Status If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL; include an access date only if one is required by your publisher or discipline. If no fixed page numbers are available, you can include a section title or a chapter or other number. Austen, Jane. 2007. Pride and Prejudice. New York: Penguin Classics. Kindle edition. Kurland, Philip B., and Ralph Lerner, eds. 1987. The Founders’ Constitution. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu/founders/. (Austen 2007) (Kurland and Lerner, chap. 10, doc. 19) Journal article: Narrative Outsider Versus Insider Status Article in a print journal In the text, list the specific page numbers consulted, if any. In the reference list entry, list the page range for the whole article. Weinstein, Joshua I. 2009. “The Market in Plato’s Republic.” Classical Philology 104:439–58. (Weinstein 2009, 440) Article in an online journal Include a DOI (Digital Object Identifier) if the journal lists one. A DOI is a permanent ID that, when appended to http://dx.doi.org/ in the address bar of an Internet browser, will lead to the source. If no DOI is available, list a URL. Include an access date only if one is required by your publisher or discipline. Kossinets, Gueorgi, and Duncan J. Watts. 2009. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115:405–50. Accessed February 28, 2010. doi:10.1086/599247. (Kossinets and Watts 2009, 411) Article in a newspaper or popular magazine: Narrative Outsider Versus Insider Status Newspaper and magazine articles may be cited in running text (“As Sheryl Stolberg and Robert Pear noted in a New York Times article on February 27, 2010, . . .”), and they are commonly omitted from a reference list. The following examples show the more formal versions of the citations. If you consulted the article online, include a URL; include an access date only if your publisher or discipline requires one. If no author is identified, begin the citation with the article title. Mendelsohn, Daniel. 2010. “But Enough about Me.” New Yorker, January 25. Stolberg, Sheryl Gay, and Robert Pear. 2010. “Wary Centrists Posing Challenge in Health Care Vote.” New York Times, February 27. Accessed February 28, 2010. http://www.nytimes.com/2010/02/28/us/politics/28health.html. (Mendelsohn 2010, 68) (Stolberg and Pear 2010) Book review Kamp, David. 2006. “Deconstructing Dinner.” Review of The Omnivore’s Dilemma: A Natural History of Four Meals, by Michael Pollan. New York Times, April 23, Sunday Book Review. http://www.nytimes.com/2006/04/23/books/review/23kamp.html. (Kamp 2006) Thesis or dissertation Choi, Mihwa. 2008. “Contesting Imaginaires in Death Rituals during the Northern Song Dynasty.” PhD diss., University of Chicago. (Choi 2008) Paper presented at a meeting or conference: Narrative Outsider Versus Insider Status Adelman, Rachel. 2009. “ ‘Such Stuff as Dreams Are Made On’: God’s Footstool in the Aramaic Targumim and Midrashic Tradition.” Paper presented at the annual meeting for the Society of Biblical Literature, New Orleans, Louisiana, November 21–24. (Adelman 2009) Website A citation to website content can often be limited to a mention in the text (“As of July 19, 2008, the McDonald’s Corporation listed on its website . . .”). If a more formal citation is desired, it may be styled as in the examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified. In the absence of a date of publication, use the access date or last-modified date as the basis of the citation. Google. 2009. “Google Privacy Policy.” Last modified March 11. http://www.google.com/intl/en/privacypolicy.html. McDonald’s Corporation. 2008. “McDonald’s Happy Meal Toy Safety Facts.” Accessed July 19. http://www.mcdonalds.com/corp/about/factsheets.html. (Google 2009) (McDonald’s 2008) Blog entry or comment Blog entries or comments may be cited in running text (“In a comment posted to The Becker-Posner Blog on February 23, 2010, . . .”), and they are commonly omitted from a reference list. If a reference list entry is needed, cite the blog post there but mention comments in the text only. (If an access date is required, add it before the URL; see examples elsewhere in this guide.) Posner, Richard. 2010. “Double Exports in Five Years?” The Becker-Posner Blog, February 21. http://uchicagolaw.typepad.com/beckerposner/2010/02/double-exports-in-five-years-posner.html. (Posner 2010) E-mail or text message: Narrative Outsider Versus Insider Status E-mail and text messages may be cited in running text (“In a text message to the author on March 1, 2010, John Doe revealed . . .”), and they are rarely listed in a reference list. In parenthetical citations, the term personal communication (or pers. comm.) can be used. (John Doe, e-mail message to author, February 28, 2010) or (John Doe, pers. comm.) Item in a commercial database For items retrieved from a commercial database, add the name of the database and an accession number following the facts of publication. In this example, the dissertation cited above is shown as it would be cited if it were retrieved from ProQuest’s database for dissertations and theses. Choi, Mihwa. 2008. “Contesting Imaginaires in Death Rituals during the Northern Song Dynasty.” PhD diss., University of Chicago. ProQuest (AAT 3300426). Syllabus: Narrative Outsider Versus Insider Status Other People’s Worlds ANTH 1000W, Spring 2020 Professor Noga Shemer (she/her/hers) Sec 1 MW, 10:10-11:00, CHM A203 Email: noga.shemer@uconn.edu Sec 7 MW, 11:15-12:05, CHM A203 Office: Beach Hall 429 + Friday Discussion Sections Office Hours*: Mon 9-10, Tu 11-12, and by appt. TA Information:
Sara Ailshire: sara.ailshire@uconn.edu; Student hour at Bookworm Café 3:00-4:00 on Mondays, and by appt. in Beach Hall 403. Alex Brittingham: alexander.brittingham@uconn.edu; Beach Hall 450; Office hours: Wednesdays 4:00-5:00 and by appt. Krista Dotzel: krista.dotzel@uconn.edu; Beach Hall 308; Office hours: Wednesdays 1:00-3:00 and by appt. Jayson Gill: jayson.gill@uconn.edu; Beach Hall 450; Office hours: Mondays 1:30-2:30 and by appt. Corrin Laposki: corrin.laposki@uconn.edu; Beach 450; Office hours: Thursdays 10:00-12:00 and by appt. Elic Weitzel: elic.weitzel@uconn.edu; Beach 451; Office hours: Mondays 9:00-10:00 and by appt. Important Note: Please address all queries regarding assignments, absences, deadlines, etc. directly to your TA. Please speak promptly with your TA or professor if you are struggling with course material or have extenuating circumstances that impact your ability to complete your work on time. *Professor’s Office Hours: Please email me if you plan to attend office hours or need to schedule an appointment at an alternate time. If I am unable to be in my office during regularly scheduled hours, I will contact you to arrange the meeting via Skype. Course Description: ANTH1000W is an introduction to the anthropological understanding of human society through ethnographic case studies of selected peoples and cultures, exploring the richness and variety of human life. The course encourages students to learn about different cultures and to apply their knowledge to make sense of their own society. Students will be introduced to the perspectives and methods of cultural anthropology, the study of cultural variation among humans. Students will learn about the practical difficulties and ethical dilemmas of doing ethnographic fieldwork. By comparing different societies and cultures with our own, students will acquire conceptual tools for understanding social and cultural change, and current domestic and global issues. The writing component is based on a variety of ethnographic essays that develop research and analytical skills. This class is appropriate for non-anthropology majors. In an increasingly globalized world, the topics addressed in this course are useful for students in all disciplines. Learning Objectives: Narrative Outsider Versus Insider Status By the end of the course, students will be able to:
Two Texts: (Available at the UConn Bookstore):
Participation and Professionalism: Please arrive on time. Participation is required, and you cannot participate if you do not attend. Your participation in discussion section will be credited by your submission of a one-minute paper (see below). Important note: Laptops are not allowed in lecture.* Please also put away your phones. Recording of lectures/discussions is not permitted. When writing instruction is planned in discussion section, you are welcome to bring your laptops. * If you require an accommodation or feel strongly that your learning is enhanced by the use of an electronic device, please speak promptly with your professor or TA. Discussion Guidelines: A positive learning environment relies upon creating an atmosphere where diverse perspectives can be expressed, especially in a course that focuses on pressing and controversial social and political issues. Each student is encouraged to take an active part in class discussions and activities. Honest and respectful dialogue is expected. Disagreement and challenging of ideas in a supportive and sensitive manner is encouraged. Hostility and disrespectful behavior is not acceptable. Just as we expect others to listen attentively to our own views, we must reciprocate and listen to others when they speak, especially when we disagree with them. In this class, our emphasis will be on engaging in the mutual exploration of issues presented in the course readings as scholars rather than defending points of view we have formed outside the classroom. Name & Gender Pronouns: We will gladly honor your request to address you by any chosen name or gender pronouns. Please advise your professor and TA early in the semester so we can address you correctly. Readings: To be successful in this class, you must do the readings. By doing the readings before attending the class for which they are assigned, you will have the ability to participate in discussion, a basis for understanding the lectures, and an opportunity to ask questions about the readings. The class format consists of lecture, large and small group discussion, and in-class case study analyses. Lectures will build upon your textbook reading assignments by focusing on a few key concepts, which will then be applied to case study material presented in articles and films. We will not cover everything you need to know from the textbook in lecture. A comprehensive study guide will be provided to help you navigate the textbook. Please be sure to read the articles before the lecture for which they are assigned so that you can participate in discussions. Exams: There are two non-cumulative in-class exams worth 20% each. A study guide is provided on HuskyCT for each exam. They will require you to connect the key concepts discussed in lecture with our in-depth case studies (articles and films). In order to succeed on the exams, it is necessary for you to read the articles posted online and view the films. Please note the scheduled dates for both exams and plan accordingly. You must take the exam on the appointed day and time unless you receive approval prior to the scheduled exam time and provide proper documentation of an unavoidable absence. One-Minute Papers Beginning after add/drop period, as noted on the syllabus, at the end of Friday discussion sections, please take out a sheet of paper and write down your name, date, and brief answers to two questions based on that week’s course content:
Occasionally, you will be prompted to do the same at the end of lecture. These will be collected by your TA. You will be graded on thoughtful completion, not content, and collectively these will be worth 10% of your final grade. Should you need to miss a class for any reason (sickness, family, travel, mental health day, etc.), you do not need to explain your absence nor is there a make-up option: you may miss up to three one-minute papers without penalty. WRITING COMPONENT: Friday sections will guide you through the writing and revision process for three anthropological essays. Together, they meet the 15 pages of revised written work required to satisfy the course’s writing component. Requirements:
Late Policy (READ CAREFULLY OR YOU MAY ACCIDENTALLY FAIL THE COURSE):
Essay Descriptions:
Sources and Formatting:
Extra Credit:
Extra Credit Fieldwork Assignments (choose any 4):
Teaching Assistant Roles and Responsibilities: Your teaching assistants will read your one-minute papers, lead Friday discussion sections, guide you through the writing process, and grade your work. TAs work as a team and meet regularly with your professor to ensure standardization of grading and content. There is a zero tolerance policy for verbal and/or written harassment, and any incivility will be met with appropriate disciplinary action. University Writing Center: All UConn students are invited to visit the University Writing Center for individualized tutorials. The Writing Center staff includes talented and welcoming graduate and undergraduate students from across the humanities, social sciences, and sciences. They work with writers at any stage of the writing process, from exploring ideas to polishing final drafts. Their priority is guiding each student’s revisions, so they frequently provide a sounding board for a writer’s ideas, arguments, analytical moves, and uses of evidence. They can also work with you on sentence-level concerns, but please note that they will not proofread for you; instead, they will help you become a better editor of your own work. You should come with a copy of the assignment you are working on, a current draft (or notes if you are not yet at the draft stage), and ideas about what you want out of a session. Tutorials run 45 minutes and are free. You can drop in or make an appointment. For hours, locations, and more information, please go to writingcenter.uconn.edu. Academic Integrity: In this course we aim to conduct ourselves as a community of scholars, recognizing that academic study is both an intellectual and ethical enterprise. You are encouraged to build on the ideas and texts of others; that is a vital part of academic life. You are also obligated to document every occasion when you use another’s ideas, language, or syntax. You are encouraged to study together, discuss readings outside of class, share your drafts during peer review and outside of class, and go to the Writing Center with your drafts. In this course, those activities are well within the bounds of academic honesty. However, when you use another’s ideas or language—whether through direct quotation, summary, or paraphrase—you must formally acknowledge that debt by signaling it with a standard form of academic citation. Even one occasion of academic dishonesty, large or small, on any assignment, large or small, may result in failure for the entire course and referral to Student Judicial Affairs. For University policies on academic honesty, please see UConn’s Responsibilities of Community Life: The Student Code and the Office of Community Standards: http://www.community.uconn.edu. Students with Disabilities: Students who think that they may need accommodations because of a disability are encouraged to meet with me privately early in the semester. Students should also contact the Center for Students with Disabilities as soon as possible to verify their eligibility for reasonable accommodations. For more information, please go to http://www.csd.uconn.edu/. Policy Against Discrimination, Harassment and Related Interpersonal Violence: The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all non-confidential University employees (including faculty) are required to report sexual assaults, intimate partner violence, and/or stalking involving a student that they witness or are told about to the Office of Institutional Equity. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. More information is available at equity.uconn.edu and titleix.uconn.edu. Grading: One-minute papers 10% Exams (2 x 20%) 40% Ethnographic Essays Coke Practice Essay 5% One 15% Two 15% Three 15% Conversion Table, Final Grade Number to Letter Grade
Note: Final numerical scores of .5 or higher will be rounded to the nearest whole number. Syllabus is subject to modification. Changes will be announced in class and by email. Guest’s textbook page numbers refer to the 2nd edition. Articles can be found on HuskyCT. In the event of a class cancellation, students are still expected to complete the assigned reading.
Important: There is no final exam during exam week unless the university is closed on the day exam #2 is scheduled. In this unlikely event, exam #2 will be made up during the final exam timeslot assigned by Scheduling.
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Narrative Outsider Versus Insider Status
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