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MARY BUCHOLTZ Department of Linguistics Bucholtz@Linguistics
Last updated: June 26, 2017 MARY BUCHOLTZ Department of Linguistics [email protected] 3432 South Hall http://www.linguistics.ucsb.edu/faculty/bucholtz/ University of California phone: (805) 893-7492 (main office) Santa Barbara, CA 93106-3100 fax: (805) 893-7488 CURRENT POSITION Professor, Department of Linguistics, University of California, Santa Barbara, 2008-present Affiliate Faculty, Comparative Literature Program; Department of Anthropology; Department of Education (Gevirtz Graduate School of Education); Department of Feminist Studies; Department of Spanish and Portuguese; Latin American and Iberian Studies Program Affiliate Faculty, Interdisciplinary Ph.D. Emphases in Applied Linguistics; Black Studies; Cognitive Science; Environment and Society; Global Studies; Feminist Studies; Information Technology and Society; Language, Interaction, and Social Organization; Translation Studies; Writing Studies Director, Center for California Languages and Cultures, Institute for Social, Behavioral, and Economic Research, University of California, Santa Barbara, 2011-present PREVIOUS POSITIONS Associate Professor, Department of Linguistics, University of California, Santa Barbara, 2004-08 Assistant Professor, Department of Linguistics, University of California, Santa Barbara, 2002-04 Assistant Professor of Linguistics and Discourse Studies, Department of English, Texas A&M University, 1997-2002 Visiting Assistant Professor, Department of Linguistics, Stanford University, Fall 2001 EDUCATIONAL BACKGROUND Ph.D. Department of Linguistics, -
Natural Causes of Language Frames, Biases, and Cultural Transmission
Natural causes of language Frames, biases, and cultural transmission N. J. Enfield language Conceptual Foundations of science press Language Science 1 Conceptual Foundations of Language Science Series editors Mark Dingemanse, Max Planck Institute for Psycholinguistics N. J. Enfield, University of Sydney Editorial board Balthasar Bickel, University of Zürich, Claire Bowern, Yale University, Elizabeth Couper-Kuhlen, University of Helsinki, William Croft, University of New Mexico, Rose-Marie Déchaine, University of British Columbia, William A. Foley, University of Sydney , William F. Hanks, University of California at Berkeley, Paul Kockelman, Yale University, Keren Rice, University of Toronto, Sharon Rose, University of California at San Diego, Frederick J. Newmeyer, University of Washington, Wendy Sandler, University of Haifa, Dan Sperber Central European University No scientific work proceeds without conceptual foundations. In language science, our concepts about language determine our assumptions, direct our attention, and guide our hypotheses and our reasoning. Only with clarity about conceptual foundations can we pose coherent research questions, design critical experiments, and collect crucial data. This series publishes short and accessible books that explore well-defined topics in the conceptual foundations of language science. The series provides a venue for conceptual arguments and explorations that do not require the traditional book- length treatment, yet that demand more space than a typical journal article allows. In this series: 1. N. J. Enfield. Natural causes of language. Natural causes of language Frames, biases, and cultural transmission N. J. Enfield language science press N. J. Enfield. 2014. Natural causes of language: Frames, biases, and cultural transmission (Conceptual Foundations of Language Science 1). Berlin: Language Science Press. -
Qualia NICHOLAS HARKNESS Harvard University, USA
Qualia NICHOLAS HARKNESS Harvard University, USA Qualia (singular, quale) are cultural emergents that manifest phenomenally as sensuous features or qualities. The anthropological challenge presented by qualia is to theorize elements of experience that are semiotically generated but apperceived as non-signs. Qualia are not reducible to a psychology of individual perceptions of sensory data, to a cultural ontology of “materiality,” or to philosophical intuitions about the subjective properties of consciousness. The analytical solution to the challenge of qualia is to con- sider tone in relation to the familiar linguistic anthropological categories of token and type. This solution has been made methodologically practical by conceptualizing qualia, in Peircean terms, as “facts of firstness” or firstness “under its form of secondness.” Inthephilosophyofmind,theterm“qualia”hasbeenusedtodescribetheineffable, intrinsic, private, and directly or immediately apprehensible experiences of “the way things seem,” which have been taken to constitute the atomic subjective properties of consciousness. This concept was challenged in an influential paper by Daniel Dennett, who argued that qualia “is a philosophers’ term which fosters nothing but confusion, and refers in the end to no properties or features at all” (Dennett 1988, 387). Dennett concluded, correctly, that these diverse elements of feeling, made sensuously present atvariouslevelsofattention,wereactuallyidiosyncraticresponsestoapperceptions of “public, relational” qualities. Qualia were, in effect, -
Dell H. Hymes: His Scholarship and Legacy in Anthropology and Education
University of Pennsylvania ScholarlyCommons GSE Faculty Research Graduate School of Education 12-16-2011 Dell H. Hymes: His Scholarship and Legacy in Anthropology and Education Nancy H. Hornberger University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/gse_pubs Part of the Anthropological Linguistics and Sociolinguistics Commons, Educational Leadership Commons, Higher Education and Teaching Commons, Linguistic Anthropology Commons, Scholarship of Teaching and Learning Commons, and the Social and Cultural Anthropology Commons Recommended Citation Hornberger, N. H. (2011). Dell H. Hymes: His Scholarship and Legacy in Anthropology and Education. Anthropology and Education Quarterly, 42 (4), 310-318. http://dx.doi.org/10.1111/ j.1548-1492.2011.01141.x This paper is posted at ScholarlyCommons. https://repository.upenn.edu/gse_pubs/310 For more information, please contact [email protected]. Dell H. Hymes: His Scholarship and Legacy in Anthropology and Education Abstract Dell Hathaway Hymes, linguistic anthropologist and educational visionary extraordinaire, passed away in November 2009, leaving behind a voluminous scholarship and inspirational legacy in the study of language and inequality, ethnography, sociolinguistics, Native American ethnopoetics, and education. This essay provides a brief account of Hymes's life and scholarly contributions, especially his early and enduring influence in the anthropology of education; and goes on to comment briefly on this AEQ set of essays -
Ethnography and Democracy: Hymes's Political Theory of Language
Ethnography and democracy: Hymes’s political theory of language JAN BLOMMAERT Abstract Dell Hymes’s oeuvre was explicitly political, and this paper addresses this often overlooked dimension of his work. The project of ethnography was intended by Hymes to be a counterhegemonic and democratic science, which o¤ered voice to the subjects it studied and so created a critical social-scientific paradigm that destabilized and negated established truths by dialogically engaging with reality. This critical and counterhegemonic paradigmatic dimension of ethnography is first sketched and discussed at some length. Next, we discuss Hymes’s ethnopoetic work. In his ethnopoetic work, Hymes’s critical concern with voice, democracy, and inequality is articulated most clearly and persuasively. It is by looking at ethnopoetics that we see the blending of a methodological and a political project. Keywords: Hymes; ethnography; ethnopoetics; critique; democracy. 1. Introduction Dell Hymes’s work is, like that of Bourdieu and Bernstein, but also that of Gumperz and Go¤man, highly political. Texts such as the essay ‘‘Speech and language’’ (Hymes 1996: ch. 3), or the introductory essay to his Reinventing Anthropology (2002 [1969]) explicitly testify to that; most of his oeuvre, however, can be read as a political statement, an at- tempt toward a critical science of language in social life, toward ‘‘a union of knowledge and social values’’ (2002 [1969]: 51). Hymes would often mention his own background as an explanation for this, especially his ex- periences as a GI enlisted so as to gain access to college education under the GI Bill, and stationed in the Far East. -
Franz Boas's Legacy of “Useful Knowledge”: the APS Archives And
Franz Boas’s Legacy of “Useful Knowledge”: The APS Archives and the Future of Americanist Anthropology1 REGNA DARNELL Distinguished University Professor of Anthropology University of Western Ontario t is a pleasure and privilege, though also somewhat intimidating, to address the assembled membership of the American Philosophical ISociety. Like the august founders under whose portraits we assemble, Members come to hear their peers share the results of their inquiries across the full range of the sciences and arenas of public affairs to which they have contributed “useful knowledge.” Prior to the profes- sionalization of science in the late 19th and early 20th centuries, the boundaries between disciplines were far less significant than they are today. Those who were not experts in particular topics could rest assured that their peers were capable of assessing both the state of knowledge in each other’s fields and the implications for society. Benjamin Franklin, Thomas Jefferson, and George Washington were all polymaths, covering what we now separate into several kinds of science, humanities, and social science in ways that crosscut one another and illustrate the permeability of disciplinary boundaries. The study of the American Indian is a piece of that multidisciplinary heri- tage that constituted the APS and continues to characterize its public persona. The Founding Members of the Society all had direct and seminal experience with the Indians and with the conflict between their traditional ways of life and the infringing world of settler colonialism. On the one hand, they felt justified in exploiting Native resources, as surveyors, treaty negotiators, and land speculators. On the other hand, the Indians represented the uniqueness of the Americas, of the New World that defined itself apart from the decadence of old Europe. -
Confessional Reflexivity As Introspection and Avowal
Establishing the ‘Truth’ of the Matter: Confessional Reflexivity as Introspection and Avowal JOSEPH WEBSTER University of Edinburgh The conceptualisation of reflexivity commonly found in social anthropology deploys the term as if it were both a ‘virtuous’ mechanism of self‐reflection and an ethical technique of truth telling, with reflexivity frequently deployed as an moral practice of introspection and avowal. Further, because reflexivity is used as a methodology for constructing the authority of ethnographic accounts, reflexivity in anthropology has come to closely resemble Foucault’s descriptions of confession. By discussing Lynch’s (2000) critical analysis of reflexivity as an ‘academic virtue’, I consider his argument through the lens of my own concept of ‘confessional reflexivity’. While supporting Lynch’s diagnosis of the ‘problem of reflexivity’, I attempt to critique his ethnomethodological cure as essentialist, I conclude that a way forward might be found by blending Foucault’s (1976, 1993) theory of confession with Bourdieu’s (1992) theory of ‘epistemic reflexivity’. The ubiquity of reflexivity and its many forms For as long as thirty years, reflexivity has occupied a ‘place of honour’ at the table of most social science researchers and research institutions. Reflexivity has become enshrined as a foundational, or, perhaps better, essential, concept which is relied upon as a kind of talisman whose power can be invoked to shore up the ‘truthiness’ of the claims those researchers and their institutions are in the business of making. No discipline, it seems, is more guilty of this ‘evoking’ than social anthropology (Lucy 2000, Sangren 2007, Salzaman 2002). Yet, despite the ubiquity of its deployment in anthropology, the term ‘reflexivity’ remains poorly defined. -
Curriculum Vitae
CURRICULUM VITAE ANTHONY K. WEBSTER Department of Anthropology University of Texas at Austin SAC 4.102 2201 Speedway Stop C3200 Austin TX 78712 EDUCATION 2004 Ph.D. in Anthropology at the University of Texas at Austin. Dissertation: Navajo Poetry, Linguistic Ideology, and Identity: The Case of an Emergent Literary Tradition. Chairs: Joel F. Sherzer and Pauline Turner Strong 1997 M.A. in Anthropology, minor in Linguistics, New Mexico State University. MA Thesis: Sam Kenoi’s Coyote Stories: An Ethnopoetic analysis of some Chiricahua Apache narratives. Chair: Scott Rushforth 1993 B.A. (with Distinction) in Anthropology, minors in English Literature and Political Science at Purdue University. PROFESSIONAL EXPERIENCE 2013- University of Texas at Austin. Associate Professor, Department of Anthropology. 2010-13 Southern Illinois University, Carbondale. Associate Professor, Department of Anthropology. 2005-10 Southern Illinois University, Carbondale. Assistant Professor, Department of Anthropology. 2004-05 Wesleyan University, Andrew Mellon Postdoctoral Fellowship. 2004 Idaho State University, Visiting Assistant Professor. 2001-02 University of Massachusetts Boston, Lecturer. 1999 New Mexico State University, Summer Term College Instructor. 1 1998 New Mexico State University, Summer Term College Instructor. PUBLICATIONS AND CREATIVE WORKS Books: 2009 Explorations in Navajo poetry and poetics. Albuquerque: University of New Mexico Press. Guest Editor, Refereed Journal: To appear Ethnopoetics, Narrative Inequality, and Voice: On the Legacy of Dell Hymes. Special Issue Journal of Folklore Research. (co-editor with Paul V. Kroskrity). (2013) 2012 Ordeals of Language: Essays in Honor of Ellen B. Basso. Special Issue Journal of Anthropological Research. (co-editor with Juan Luis Rodriguez). 68(3). 305-422. 2011 American Indian Languages in Unexpected Places. -
The Society of Linguistic Anthropology
Anthropology News February 2000 SECTION NEWS Emory U, Georgia Institute of Technology and in anthropology is marginal and he considers his anthropological approaches. Likewise, I have International Society for the Study of Narrative main interests as sociolinguistics. learned greatly from their dedication to studies of Literature will sponsor an International Confer- At the U of Auckland, until very recently, lin- NZ English, Maori and languages of the Pacific. ence on Narrative Apr 6-9,2000. See the Meeting guists belonged to two departments: English and Calendar for further details. Anthropology. Now, all linguists belong to a Us@l Addresses. Susan Gal, SLA Presidenl;.Dept Lmguistics Dept. I still have limited knowledge of of Anth, U of Chicago, 1126 E 59th St, Chicago IL Sociolinguistics and Anthropology in these liiguists, but my understanding is that 60637-1539; [email protected]. New Zealand those who were under the English department Alessandm Wanti, Journal of Linguistic An- are mostly formal (Chomskian) people, whereas thropology Edim; Dept of Anth, UCLA,CA 90095- By Yukako Sunaoshi (V of Auckland, New Zealand) those who were under the Anthropology depart- 1553; [email protected]. As an American-trained sociolinguist, I wasn’t ment are mostly descriptive people. It should be Laura Milk, SLA Progrmn Orgrmizer;.Dept of Soc sure what to expect when I first arrived in New noted, however, that many of these linguists are and Anthm, Lopla U, 6525 North Sheridan Road, Zealand. What I found was people doing very interested in the sociocultural aspects of language Chicago, IL 60626; tel 773/508-3469, fax 508- interesting work in sociolinguistics, but very little use and that the division between formal and 7099, lmil&[email protected]. -
Linguistics 367.01 Language, Sex and Gender in American Culture Course Syllabus
Linguistics 367.01 Language, Sex and Gender in American Culture Course Syllabus Instructor: xxxxx Email: xxxxx Office: xxxxx Office Hours: xxxxx Phone: xxxxx WebCT URL: http://class.osu.edu/ Instructor’s Mailbox: Entryway of 222 Oxley Hall. Accessible 8am-5pm Monday-Friday. Course Objectives: It is well-established that men and women may differ in the language that they use as well as in the way that they use language. In this course we will examine the ways that sex, gender and language interact, specifically in speech communities in the United States. Specifically, we will: • evaluate various explanations for differentiated language use between men and women including gender- and sex-based explanations • evaluate issues of gender inequality in language use • examine various theories of gender, sex and sexuality • consider how concepts of gender, sex and sexuality are shaped by discourse • use linguistic analyses of conversational interaction to examine some of the ways that gender, sex and sexuality influence language use • examine and evaluate a diverse body of research from sociolinguistics, anthropology, gender studies and psychology that bear on these issues This course is designed to fulfill the GEC second writing course requirement. As a result, an additional important objective of this course is to help you further develop your skills of written and oral expression. This will be done through specific instruction on writing and presenting by the instructor, informal and formal writing assignments, an oral presentation, and short homework assignments focusing on language usage. Feedback on your writing from the instructor and other members of the class is incorporated into the course but you should feel free to ask for additional input if needed. -
Language in Society: an Introduction to Linguistic & Semiotic Anthropology
LANGUAGE IN SOCIETY: AN INTRODUCTION TO LINGUISTIC & SEMIOTIC ANTHROPOLOGY Reed College Fall 2006 Linguistics 313 Steve Hibbard Tu/Th 18:10‐19:30 Eliot 409 Vollum xxx x7489 Office Hours: Tuesday 3:00‐4:30 Thursday 4:00‐5:30 [email protected] COURSE DESCRIPTION This advanced undergraduate course explores the central topics in linguistic (or semiotic) anthropology. We will begin with a close study of the theoretical ʺtools of the trade,ʺ including, most centrally, Saussurian structuralist linguistics and Peircean semiotics. The remainder of the semester is arranged thematically: each week, we will examine a major topic of linguistic and/or semiotic anthropological concern, giving theoretical, methodological, and empirical work‐‐ both ʺclassicʺ and contemporary‐‐(roughly) equal time. From “The Construction of Personhood,” and “Learning to be Gendered,” to “The Question of ‘Linguistic Relativity’,” and “Language, Madness, and Schizophrenia,” we will approach each weekly topic from the distinctive theoretical perspective developed in the first part of the semester. Students are responsible for writing a short, weekly reaction paper, to be handed in before each week’s final class. Reaction papers might be one page, or five pages—it depends on you and your level of interest in the week’s reading. Important: these are not meant to be literature reviews; rather, you may think (in writing) about one or more of the focus questions, or, otherwise, consider any (relevant) topic that moves you, excites you, bothers, confuses, distracts, annoys, or otherwise touches you. Students should, at a minimum, be prepared to discuss each of that class period’s focus questions in conference. -
Skeeling 1.Pdf
Musicking Tradition in Place: Participation, Values, and Banks in Bamiléké Territory by Simon Robert Jo-Keeling A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in The University of Michigan 2011 Doctoral Committee: Professor Judith T. Irvine, Chair Emeritus Professor Judith O. Becker Professor Bruce Mannheim Associate Professor Kelly M. Askew © Simon Robert Jo-Keeling, 2011 acknowledgements Most of all, my thanks go to those residents of Cameroon who assisted with or parti- cipated in my research, especially Theophile Ematchoua, Theophile Issola Missé, Moise Kamndjo, Valerie Kamta, Majolie Kwamu Wandji, Josiane Mbakob, Georges Ngandjou, Antoine Ngoyou Tchouta, Francois Nkwilang, Epiphanie Nya, Basil, Brenda, Elizabeth, Julienne, Majolie, Moise, Pierre, Raisa, Rita, Tresor, Yonga, Le Comité d’Etudes et de la Production des Oeuvres Mèdûmbà and the real-life Association de Benskin and Associa- tion de Mangambeu. Most of all Cameroonians, I thank Emanuel Kamadjou, Alain Kamtchoua, Jules Tankeu and Elise, and Joseph Wansi Eyoumbi. I am grateful to the Wenner-Gren Foundation for Anthropological Research for fund- ing my field work. For support, guidance, inspiration, encouragement, and mentoring, I thank the mem- bers of my dissertation committee, Kelly Askew, Judith Becker, Judith Irvine, and Bruce Mannheim. The three members from the anthropology department supported me the whole way through my graduate training. I am especially grateful to my superb advisor, Judith Irvine, who worked very closely and skillfully with me, particularly during field work and writing up. Other people affiliated with the department of anthropology at the University of Michigan were especially helpful or supportive in a variety of ways.