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Living Culture Embodied: Constructing Meaning in the Contra Dance Community
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2011 Living Culture Embodied: Constructing Meaning in the Contra Dance Community Kathryn E. Young University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Anthropology Commons, and the Dance Commons Recommended Citation Young, Kathryn E., "Living Culture Embodied: Constructing Meaning in the Contra Dance Community" (2011). Electronic Theses and Dissertations. 726. https://digitalcommons.du.edu/etd/726 This Thesis is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. LIVING CULTURE EMBODIED: CONSTRUCTING MEANING IN THE CONTRA DANCE COMMUNITY __________ A Thesis Presented to the Faculty of Social Sciences University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Master of Arts __________ by Kathryn E. Young August 2011 Advisor: Dr. Christina F. Kreps ©Copyright by Kathryn E. Young 2011 All Rights Reserved Author: Kathryn E. Young Title: LIVING CULTURE EMBODIED: CONSTRUCTING MEANING IN THE CONTRA DANCE COMMUNITY Advisor: Dr. Christina F. Kreps Degree Date: August 2011 Abstract In light of both the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage and the efforts of the Smithsonian Center for Folklife and Cultural Heritage in producing the Smithsonian Folklife Festival, it has become clear that work with intangible cultural heritage in museums necessitates staff to carry out ethnographic fieldwork among heritage communities. -
Anthropological Perspectives on Art, Relationality, and Creativity
Cadernos de Arte e Antropologia Vol. 5, No 1 | 2016 Micro-utopias: anthropological perspectives on art, relationality, and creativity Micro-utopias: anthropological perspectives on art, relationality, and creativity. Ruy Blanes, Alex Flynn, Maïté Maskens and Jonas Tinius Electronic version URL: http://journals.openedition.org/cadernosaa/1017 DOI: 10.4000/cadernosaa.1017 ISSN: 2238-0361 Publisher Núcleo de Antropologia Visual da Bahia Printed version Number of pages: 5-20 Electronic reference Ruy Blanes, Alex Flynn, Maïté Maskens and Jonas Tinius, « Micro-utopias: anthropological perspectives on art, relationality, and creativity. », Cadernos de Arte e Antropologia [Online], Vol. 5, No 1 | 2016, Online since 01 April 2016, connection on 10 December 2020. URL : http:// journals.openedition.org/cadernosaa/1017 ; DOI : https://doi.org/10.4000/cadernosaa.1017 © Cadernos de Arte e Antropologia MICRO-UTOPIAS: ANTHROPOLOGICAL PERSPECTIVES ON ART, RELATIONALITY, AND CADERNOSCREATIVITY. AA Ruy Blanes, Alex Flynn, Maïté Maskens, Jonas Tinius1 RATIONALE AND CONTEXT he editors began discussing this special issue in 2014 through a serendipitous encounter. Ruy and Maïté were interested in the possibility of promoting an anthropology of utopia, and simultaneously an anthropology as utopia. Alex and Jonas, working on anthropological ap- proaches to contemporary artistic practices, were seeking to develop the theorising potential of relational art. he immanent space of connection was, precisely, the concept of “micro-utopia”. In our discussions, several questions, problems, and challenges emerged about the relevance of micro-utopias for an anthropology of art in particular, but also for an anthropological agenda concerned with core themes of the disciplines, among them agency, creativity, and relationality. As editors based in three diferent continents, we have selected a range of texts that are situated in starkly diferent ields. -
M.Sc. in Anthropology Syllabus
Syllabus for M. Sc. in Anthropology Department of Anthropology Central University of Orissa Koraput 0 M.Sc. in ANTHROPOLOGY Semester-I: Course Course Code Title Credits Full Mark No. 1 ANT – C 311 Biological Anthropology -I 4 100 2 ANT – C 312 Socio-Cultural Anthropology 4 100 3 ANT – C 313 Archaeological Anthropology 4 100 & Museology 4 ANT – C 314 Research Methods 4 100 5 ANT – C 315 Tribes in India 2 100 6 ANT – C 316 General Practical – I 2 100 Semester-II: Course Course Code Title Credits Full Mark No. 7 ANT – C 321 Biological Anthropology -II 4 100 8 ANT – C 322 Theories of Society and 4 100 Culture 9 ANT – C 323 Pre- and Proto- History of 4 100 India, Africa and Europe 10 ANT – C 324 Indian Anthropology 4 100 11 ANT – C 325 Peasants in India 2 100 12 ANT – C 326 General Practical – II 2 100 1 Semester-III: (GROUP – A: Physical / Biological Anthropology) Course Course Code Title Credits Full No. Mark 13 ANT – C 331 Anthropological Demography 4 100 14 ANT – C 332 Field Work Training 2 100 15 ANT – C 333 Human Ecology: Biological & Cultural 2 100 dimensions 16 ANT – C 334 ‘A’ Medical Genetics 4 100 17 ANT – C 335 ‘A’ Practical in Biological Anthropology - I 4 100 18 ANT – E1 336 ‘A’ Growth and Nutrition, OR 4 100 ANT – E2 336 ‘A’ Forensic Anthropology – I, OR ANT – E3 336 ‘A’ Environmental Anthropology Students can choose one Extra Electives offered by Department and one Allied Electives from other Subjects in 3rd Semester Semester-III: (GROUP – B: Socio - Cultural Anthropology) Course Course Code Title Credits Full Mark No. -
Anthropology
ANTHROPOLOGY B.A / B.Sc.(Honours) Anthropology CBCS: BA(Hons.),B.Sc.(Hons.) Core courses = 14 papers of 6 Credit each :100 marks each (5Units in each course) 400 Discipline Specific Elective (DSE) = 3 papers of 6 credit each: 100 marks each (5 Units in each course) And Project Report of 6 Credit: 100 Marks (Project 75 +Viva 25) 400 Generic Elective (GE) =4 papers of 6 credit each: 100 marks each (5 Units in each course) 400 Ability Enhancement Compulsory Course (AECC) =2 papers of 4 credit each 50marks each 100 (English Communication /MIL/Environmental Science) Skill Enhancement Courses (SEC) = 2 papers of 4 credit each =50 marks each 100 Sem I :2 Core Courses-1AECC IGE = 4 papers = 350 marks Sem II :2 Core Courses-1 AECC IGE = 4 papers = 350 marks Sem III :3 Core Courses -1SEC IGE = 5 papers = 450 marks Sem IV :3 Core Courses-1SEC IGE = 4 papers = 450 marks Sem V :2 Core Courses-2 DSE = 4 papers = 400 marks Sem VI :2 Core Courses -1 DSE Project Report = 4 papers = 400 marks Total =26 papers = 2400 marks(148 Credits) For Papers with Practical Component : Theory -70 (Mid seat 20-End Sem 50): Practical 30(End Sem I here will be no mid sem exam for Practical paper, For Papers with no Practical -100 marks paper =2- (Mid sem) -80 (End Sem :50 marks Paper =10 (Mid Sem + 40(End Sem) Subjects with Practical Each the 14 Core Course 4 Discipline specific elective courses .And 4 Generic Elective Papers will minimum theory classes (lectures ) of 1 hour duration and minimum 20 practical classes (normally classes to Hons level are of 2hours duration -
Courses for Anthropology 1
Courses for Anthropology 1 COURSES FOR ANTHROPOLOGY ANT208 Anthropology of Sex Anthropology Courses Hours 3 ANT100 Anthropology: The Study of Humanity SB This course is an introduction to human sexuality from a biocultural perspective with emphases on sexual diversity and pluralism and Hours 3 psychosexual evolution. It traces the evolution of human sociosexual This course introduces students to the subfields of anthropology and behavior, including human sexual physiology, preproductive strategies; demonstrates the benefits of a holistic approach to understanding contemporary courtship, mating and marital patterns; gender differences globalization, multiculturalism, and cultural diversity. The concepts of in the brain and behavior; and sexual and social emotions. It compares evolution, human prehistory, language, and culture are explored as well as the sexuality of humans to non-humans, especially to that of other the diversity of human cultural patterns, including variations in marriage, primates. It also discusses human sexuality from the perspective of kinship, and religion. different cultures throughout the world. Among other topics, the course will address the psychobiocultural dimensions and implications of Social and Behavioral Sciences attraction, fidelity sex techniques, gender, incest, homosexuality and ANT102 Intro to Cultural Anthropology transexuality and sexually transmitted diseases. SB ANT210 Language and Culture Hours 3 SB An introduction to the discipline of cultural anthropology, the branch of Hours 3 anthropology that examines the rules and behaviors of contemporary Human activity in its linguistic, cultural, and social contexts; human cultures. The course will demonstrate the importance of a holistic interrelationships between culture and natural language; and the approach to understanding human diversity, and compare and contrast influences of language and culture on thought and behavior. -
A Provocative Approach to the 'Anthropology of Art', with Reference
The Japanese Society for Aesthetics Aesthetics No.19 (2015): 1-11 A Provocative Approach to the ‘Anthropology of Art’, with reference to C. S. Peirce KATO Takafumi Kyoto University, Kyoto Introduction Alfred Gell, a British anthropologist who passed away in 1997, proposes the theory of the ‘anthropology of art’ in his posthumously published book Art and Agency[1] (hereinafter AA), and he refers to Charles S. Peirce’s concepts such as index and abduction in explaining his ‘anthropology of art’. This paper will consider both Gell’s theory and Peirce’s thought, and argue that although Gell’s understanding of Peirce’s thought does not necessarily seem appropriate, Gell’s ‘anthropology of art’ suggests thought-provoking views about agencies regarding artistic activities. Furthermore, this paper will suggest a contemporary applicability of Peirce’s thought, which is independent of Gell’s theory. The first section describes the outline of Gell’s ‘anthropology of art’. In the second section, his concepts of ‘agency’ and ‘index’ are examined, and then, these concepts are applied to a couple of example cases. The third section focuses on Gell’s concept of the ‘extended mind’. The fourth section speculates on the potential impact of the ‘extended mind’ and examines Peirce’s concept of index. As a conclusion to this paper, a blueprint that can be developed from both Peirce’s semiotics and Gell’s ‘anthropology of art’ will be suggested. 1. Anthropology of Art In AA, Gell comprehensively argues his theory of ‘anthropology of art’. According to this theory, the ‘anthropology of art’ examines “the social context of art production, circulation, and reception” (AA, p.3). -
Max Planck Institute for Social Anthropology Report 2012
Max Planck Institute for Social Anthropology Report 2012 - 2013 Volume I Halle /Saale Max Planck Institute for Social Anthropology Report 2012 – 2013 Volume I Halle/Saale Table of Contents iii Table of Contents Structure and Organisation of the Institute 2012–2013 1 Foreword 7 Department ‘Integration and Conflict’ 9 Getting Back to the Basics 9 On Comparative Methods and Theory Building 10 Recent Developments in Theory Building 14 Identification and Marginality 15 The Empirical Dimension: reflections on the production of data, documentation, and transparency 25 Research Group: Integration and Conflict along the Upper Guinea Coast (West Africa) 27 Centre for Anthropological Studies on Central Asia (CASCA) 33 Department ‘Resilience and Transformation in Eurasia’ 39 Introduction: Hierarchies of Knowledge and the Gold Standard for Anthropology in Eurasia 40 Kinship and Social Support in China and Vietnam 46 Historical Anthropology 52 Economic Anthropology 58 Urban Anthropology 64 Traders, Markets, and the State in Vietnam (Minerva Group) 69 Department ‘Law & Anthropology’ 75 Introduction: The legacy of the Project Group Legal Pluralism 75 Four Research Priorities 76 Ongoing Research Activities at the Department 82 Legacy of the Project Group Legal Pluralism 101 Local State and Social Security in Rural Hungary, Romania, and Serbia 103 Siberian Studies Centre 105 International Max Planck Research School ‘Retaliation, Mediation, and Punishment’ (IMPRS REMEP) 115 International Max Planck Research School for the Anthropology, Archaeology and History of Eurasia (IMPRS ANARCHIE) 123 Publications 131 Index 181 Location of the Institute 186 Structure and Organisation of the Institute 1 Structure and Organisation of the Institute 2012–2013 Because questions concerning the equivalence of academic titles that are conferred by institutions of higher learning in different countries have still not been resolved completely, all academic titles have been omitted from this report. -
Art History and Cultural Difference: Alfred Gell's Anthropology Of
Published in: Art History Vol. 28 No. 4 (Autumn 2005) pp. 524-51. Art History and Cultural Difference: Alfred Gell’s Anthropology of Art Matthew Rampley One of the most pressing issues currently confronting the theory and history of art is the question of cultural difference. Specifically, what are the implications of the difference between western and non-Western cultures for the task of visual and artistic analysis? In what ways is it possible to undertake cross-cultural analysis while remaining within the frame of art history – a set of discourses originally formulated to account for the development of Western art? The responses to this question have been varied, ranging from an emphasis on the complete incommensurability of different cultures to ambitious attempts at constructing world art histories. In this article I examine the work of one particular author – the anthropologist Alfred Gell (1945-1997) – and his contribution to discussion on this issue. As I argue, Gell offers some potentially significant ways of rethinking this question, and specifically, his work offers the outline of a possible form of cross-cultural analysis that avoids some of the pitfalls that have beset previous such attempts. I analyse Gell in detail shortly, but before doing so, offer a brief overview of the current state of critical debate on the issue. Questions of Cultural Difference 1 Published in: Art History Vol. 28 No. 4 (Autumn 2005) pp. 524-51. At the root of the topic of cultural difference are a number of inter-related questions. In particular: -
HISTORICAL ANTHROPOLOGY (Frazer Lecture)1
HISTORICAL ANTHROPOLOGY (Frazer Lecture)1 By Alan Macfarlane From: Cambridge Anthropology Vol.3 no.3 (1977) Marc Bloch wrote that the "good historian is like the giant of the fairy tale. He knows that wherever he catches the scent of human flesh, there his quarry lies" (Bloch, p.26).The good anthropologist is likewise a cannibal. "What social science is properly about" urged Wright-Mills, "is the human variety, which consists of all the social worlds in which men have lived, are living, and might live" (Wright-Mills, p.147). In the first half of this paper I will discuss the ways in which social anthropology and history could, in theory, benefit each other. In the second half I will briefly describe a case study of an attempt to compare historical and contemporary societies. The current dilemma facing social anthropologists can be stated briefly. While their past achievements command considerable respect and still excite students and general readers, practitioners already regard themselves as an almost extinct species. Their plight is easily explained. Their hunting grounds have nearly vanished, the pre-literate and non-industrial societies they originally studied have almost been destroyed and their rather simple weapons, the diffusionist spear and functionalist bow, are obsolete. They do not satisfy emotionally or intellectually. Doom was prophesied in the early 1950s, but has been masked and postponed by the hitherto impenetrable musings of Levi-Strauss. Some believed that he had discovered a hidden pass into a new land, thus locating a rich flora and fauna consisting of symbols, myths, collective representations, classificatory systems, all of which could be trapped and devoured with the aid of the structuralist net. -
Anthropology of Art 070:153 (1.5 Credits) Spring 2017 – **Starts 3/9** Thursday 2:15Pm – 5:15Pm RAB 104
Anthropology of Art 070:153 (1.5 credits) Spring 2017 – **Starts 3/9** Thursday 2:15pm – 5:15pm RAB 104 Pilar K. Rau – [email protected] Office: RAB 3rd Floor Office hours: Mon, Thurs 2:00-3:00pm or by appointment COURSE DESCRIPTION Do all societies have “art”? Why is the visual and expressive culture of some groups characterized as artifact, craft, primitive art, ethnic art, kitsch, or commodity? What is at stake in applying the word “art” to a people for whom such a concept is foreign? Or in excluding an object from the category of “art”? This introduction to the Anthropology of Art looks at anthropological issues of cultural relativism, emic/etic description, ethnocentrism, symbolism, ritual, and the politics of representing “Other” people, through the lens of “art” and it considers the visual and material culture of diverse societies (including Western fine art) through anthropological frameworks. It tackles the historical legacies of Primitivism and teleological thinking as well as how the categories of “art” and “culture” are currently deployed to objectify group identity in service of nationalisms, local culturalisms, and social movements. http://anthro.rutgers.edu/undergrad-program/department-learning-goals DEPARTMENT LEARNING GOALS CA1) Students gain knowledge that will allow them to identify, explain, and historically contextualize the primary objectives, fundamental concepts, modes of analysis, and central questions in their major field and demonstrate proficiency in their use of this knowledge CA2) Students are -
BIOARTS in SCIENCE-CITYSCAPES ETHNOGRAPHIC FRAGMENTS of the NEUROWORLD BIRGIT RUTH BUERGI (M.Phil, Cantab) a THESIS SUBMITTED FO
BIOARTS IN SCIENCE-CITYSCAPES ETHNOGRAPHIC FRAGMENTS OF THE NEUROWORLD BIRGIT RUTH BUERGI (M.Phil, Cantab) A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPY IN ANTHROPOLOGY DEPARTMENT OF SOCIOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2017 DECLARATION I hereby declare that this thesis is my original work and it has been written by me in its entirety. I have duly acknowledged all the sources of information which have been used in the thesis. This thesis has also not been submitted for any degree in any university previously. ____________________________ Birgit Ruth Buergi First submitted on 13 May 2016 Revised and resubmitted on 2 May 2017 2 In memoriam Zaha Hadid 1950-2016 3 Acknowledgements In January 2012, I joined the Asian Biopoleis: Biotechnology & Biomedicine as Emergent Forms of Life & Practice grant programme as an Asia Research Institute (ARI) Research Scholar. I wish to thank the former director of ARI, Professor Dr Prasenjit Duara, for welcoming me into the community. Funding for the full PhD Scholarship has been provided by The Ministry of Education, Singapore, and the Humanities and Social Sciences (HSS) Division of the Office of the Deputy President (Research and Technology) at the National University of Singapore (NUS), Grant Number MOE2009-T2-2-01. The FASS Research Staff Support Scheme funded the two reconnaissance trips of 2012 and 2013, and the FASS Graduate Research Support Scheme has provided funding for a year of fieldwork in Thailand. Travel grants from the Overseas Educational Programmes (OEP), and the Financial Assistance for Conferences for FASS Graduate Research Students scheme, allowed me to participate in overseas symposia, seminars, and workshops in England (Cambridge, Canterbury, London, and Oxford) and Canada (Toronto and Vancouver). -
A Student's Guide to Reading and Writing In
A Student’s Guide to Reading and Writing in Social Anthropology Cover image from “Anthropology 1662: Anthropology of Middle Eastern Communities” taught by Zahra N. Jamal in Fall 2008. ©Copyright 2010, President and Fellows of Harvard College This guide was prepared in 2007 by Smita Lahiri, Lilith Mahmud, and James Herron, and revised in 2010 by Smita Lahiri and James Herron. A Gordon Gray Faculty Grant funded the writing and design of the original version of the guide. The Anthropology Department and the Harvard Writing Project funded the printing of this revised version, which was designed by Karen Hendrickson-Santospago. A Student’s Guide to Reading and Writing in Social Anthropology TABLE OF CONTENTS 5 Introduction 7 Reading Anthropological Literature 7 Essays 9 Ethnographies 13 Moves Anthropologists Make 13 Entering a Conversation 14 Borrowing and Extending 16 Establishing Authority 17 Countering 18 Stepping Back 21 Writing Assignments: Types and Strategies 21 Response Papers: An Informal Formality 24 The Nebulous and Open-Ended: Pitfalls of the “Short-Long” Essay 26 Taming the Term Paper Monster 31 Locating the Right Sources 33 Working with Sources 39 An Annotated Paper 51 Other Writing Support Resources Image from “Anthropology 1972: Reconceptualizing the U.S.-Mexico Border: Comparative and Global Perspectives” taught by Robert Alvarez in Fall 2009. Introduction Welcome to Social Anthropology. This world of social anthropology is endlessly varied. Its practitioners may be found in Japanese fish markets, Argentine labs, Lebanese bars, Indonesian photography studios, East St. Louis neighborhoods, Thai temples, and Brazilian favelas — to name just a small sampling of the ethnographic locales studied by Harvard faculty and students, past as well as present.