ANTH322: Method and Theory in Ecological Course Syllabus, Fall Semester 2017 Instructor: Stanford Zent Teaching Assistant: Patrick Rivera Class Time and Location: Tues. & Thurs. 12:30-1:45 pm, Physics Building 1219 Instructor Office Hours and Location: Tuesday, 2:00-3:00 pm, 0113 Woods Hall

Ecological and Environmental Anthropology

Human is the cumulative product of the interaction between hominin and the surrounding environment over time. This includes not only the biological evolution of different species and genotypes but also the uniquely human capacity for , defined here as shared and transmitted, symbolically-mediated patterns of thought and behavior. Culture has proved to be a potent adaptive mechanism, enabling Homo sapiens to expand its range to all of the major terrestrial biomes across the planet. This adaptive process, which entails using and adjusting acquired knowledge and behavior to make a living and go on living within different environmental contexts, is in large measure responsible for the rich cultural (and linguistic) diversity that is a hallmark of our species. Thus what it means to be human, in all its geographical breadth and historical depth, has been shaped by the types of relationship established between people and their environments. At the same time, culture-bearing humans, through their tools, labor, consumption and waste, modify the biophysical parameters of local landscapes (flora, fauna, soils, etc.), whether intentionally or not, to beneficial or adverse effect. Hence the “natural” environment itself, in composition and integration, is to some extent a byproduct of the dynamic process of cultural-ecological adaptation. The anthropological study of the interaction between sociocultural groups and their habitats is therefore crucial for understanding the development and diversity of human experience as well as the evolving state of the world around us. The exploration of this basic research problem has defined the development of the sub-field known as , which is one of the oldest and most salient areas of specialized research within anthropology.

Geologists and other scientists are now using the term “anthropocene” to refer to the current geological age, in recognition of the significant global impacts that human technology and activity are having on Earth’s . Such impacts include climate change, ozone depletion, rising sea levels, toxic pollution, habitat alteration and loss, among others, all of which are thought to pose threats to human health and survival. Not all countries, ethnic or racial groups, or societal subgroups are affected equally by these trends. The specter of catastrophic environmental change and consequent need to develop solutions (e.g. more effective governance, greener technologies, sustainable lifestyles, etc.) may be considered one of the major adaptive challenges faced by humankind today. Cultural responses to this problem can be observed in the multifarious narratives, policies and actions of intergovernmental bodies, governmental agencies, international and national NGO’s, social movements, local communities and their organizations, and even individuals. This burgeoning field of discourse and action, played out atSAMPLE different scales, is becoming another important target of anthropological inquiry, pointing toward a more engaged or practice-oriented research paradigm. Environmental 2

Anthropology is the label that has been bestowed upon the more engaged turn of human- environmental relationship studies.

The present course takes into account both of these strands of research/writing. We move from the earlier Ecological Anthropology, focused more on basic questions, theory- building and illustrative ethnographic case studies, to the more recent Environmental Anthropology, which emphasizes the critical analysis of contemporary human- environmental problems, as well as their historical and cultural contexts, in order to raise consciousness and spur action toward finding possible solutions. The intention here is to provide an introductory course to a very big and complex field of study and therefore a broad range of topics will be covered but none will explored in great depth. The subject matter encompasses a review of basic concepts, key debates, theoretical-methodological perspectives, illustrative ethnographic case studies, contemporary environmental problems, societal developments in reaction to these problems, and the role of anthropological research for ecological health maintenance.

Learning Outcomes

The student who successfully completes this course should get the following out of it:

1. Learn why Homo sapiens is the most adaptable species on earth with respect to environmental variation. 2. Understand how and why both human culture and the natural environment are dynamic creations of their mutual interaction. 3. Become familiar with different theoretical models and epistemologies regarding the nature and drivers of human-environmental relationships. 4. Become aware of the linkages among environment, technology, economics, politics, social organization, ideology, religion and ethics. 5. See how people’s perception, value and use of the natural environment are mediated by cultural filters. 6. Gain an appreciation for the rationality and contemporary relevance of nonwestern, unscientific knowledge systems and associated practices. 7. Reconsider the ontological dichotomy of nature and culture. 8. Realize why human is an environmental issue. 9. Understand the economic and political underpinnings of resource management behavior. 10. Comprehend how people’s contact and experience with the natural environment are structured by race, ethnicity, , class, age and other social ascriptions. 11. Become aware of the extent to which politics and business influence global initiatives as well as recent environmentalist discourses. 12.SAMPLE Be forced to reflect on adaptive vs. maladaptive, sustainable vs. unsustainable, aspects of American culture, including one’s personal habits. 3

13. Grasp the policy and practice implications of ecological anthropological research.

Class Culture and Operational Dynamics

The main requirements to gain admission to the course are a genuine interest in the subject, serious effort to put in the work needed to get a passing grade and an open mind to evaluate fairly different points of view. Class activities will include lectures by the instructor, with visual support provided by powerpoint and projector, film showings, oral/visual presentations by students, and free and structured discussions. The style of instruction employed here places less emphasis on the rote transmission of information from professor to student and more emphasis on stimulating a personalized learning experience for each and every student by offering a guided tour of major questions, conceptual approaches, previous research findings, and pertinent bibliography. It will be up to the student to get the most out of this experience by becoming familiar with the material put before him/her and then digging deeper into specific topics or themes of special interest to them. The classroom environment will privilege open debate and free exchange of ideas, collaborative exercises and self-reflection. Though we cherish the principle of freedom of expression, everyone is reminded of the need to be polite and respectful toward others, even when we do not agree with them. While this format permits a certain amount of flexibility in terms of how and where the student allocates her/his time and , nevertheless the successful student will be required to demonstrate a high level of participation and performance throughout all phases, activities and required assignments of the course. Those students who take advantage of as many of the resources provided in this course as possible will be duly rewarded by gaining a more comprehensive overview of the subject.

Evaluations

Student evaluations will depend on class attendance and participation, short essays, long essays, classroom presentations and a take-home final. All of these are important and the proportional value of each one to the student´s final grade is listed in table 1 below. Please note that attendance does count toward your grade. An attendance roll will be taken at the beginning of every class. As a rule, any student arriving after the roll has been completed will not be counted as present so it is strongly advisable to arrive to class on time. However, recognizing that exceptional situations do sometimes happen, up to one absence and one tardy arrival will be forgiven. The physical presence criterion is not limited to a person’s body but must also include their mind, which means that paying attention and actively participating in classroom discussions counts toward this part of the grade. The student’s capacity to participate effectively in class and to meet qualitative standards of excellence in the written and oral assignments will obviously depend on their dedication to readingSAMPLE the assigned material. Primary readings are those which every student is expected to complete, in other words required. Secondary readings are those which are recommended 4 to advance the student’s grasp of the topic and may be necessary to complete certain assignments as will be expressly communicated by the instructor at the appropriate time.

There will be five short essay assignments which will consist of written synopses (one page, double-spaced, 12 point font, 350 words approx.) of particular assigned readings or films. The essay should follow this format: 1) state the main argument, any relevant details and, if applicable, to whom or what is the argument a response or critique; 2) describe the evidence presented in support of the argument; 3) what models or methods does the argument depend on; 4) possible connections between this work and any other research, whether reviewed in this course or elsewhere; 5) your critique or opinion about any aspect of it; and (6) important question(s) it raises or remaining. Since space is severely limited, the student is advised to get to the point and not waste words.

The long essay will address topics pertaining to a particular thematic section per directions from the instructor. The student is afforded a certain degree of latitude in the sense of being able to choose the specific topic or focus of the essay but it must be relevant in some way to the section theme(s). In case of doubt, the student should seek and get approval ahead of time from the instructor. The essay should incorporate one or more of the assigned readings and any other material that may be pertinent to the topic. It has a maximum length of 1,200 words (4 pages, double-spaced, 12 point font) plus bibliography. The long essay will be graded on the criteria of topical relevance, coherence, efficiency of expression, critical insight and originality of thought. Students are reminded of the importance of doing their own work and writing with their own words. Plagiarism or other infractions will be penalized according to university regulations.

The classroom presentations will refer to assigned readings or films and will be group projects, either 2-3 members per group, depending on the number of students taking the class. These may take the form of oral presentations (aided by powerpoint or not), panel discussions (e.g. discussing opposing points of view), role-playing performances (e.g. acting out situations or events), or some other form of creative expression.

The take-home exam will consist of two questions and the answers will take the form of an essay. The questions will pertain to the readings, films and class lectures covered in the course. The exam will be judged on the basis of pertinence and substantive quality, domination of the assigned material, critical insight, logical coherence, and conciseness of expression.

Deadlines are strict and must be followed or the student will losing points for the exercise. Exceptions will be granted only in the case of bona-fide illness or emergency, which must be verified by showing some sort of proof. In sum, the grading system puts emphasis on coming to class, tuning in to the lectures and discussions, reading the assigned bibliography or watching the films, writing thoughtful and pertinent essays and doing oral presentations together with classmates.

The calculation of individual grades will be based on the information shown in TablesSAMPLE 1 and 2.

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Table 1. Relative Contribution of Assignments/Activities to the Grade

Period Activity % of Grade Weeks 1-14 Attendance & Participation 15 Week 3 Short Essay 1 5 Weeks 3-7 Presentation 1 7.5 Week 5 Short Essay 2 5 Week 7 Short Essay 3 5 Week 8 Long Essay 1 15 Week 9 Short Essay 4 5 Week 12 Short Essay 5 5 Weeks 8-14 Presentation 2 7.5 Week 14 Long Essay 2 15 End of Semester Take-home Exam 15 Total 100

Table 2. Letter Grade-Numeric Point Conversion

Letter Grade Numeric Range (%) GPA A+ 98-100 4.0 A 93-97 4.0 A- 90-92 3.7 B+ 87-89 3.3 B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 D 63-66 1.0 D- 60-62 0.7 F <60 0

General Rules of Engagement

Unless explicitly stated otherwise, the general rules and norms governing this course in regards to matters of academic integrity, code of conduct, sexual misconduct, non- discrimination, accessibility, attendance, absences, missed assignments, student rights, official communications, grading and course evaluations, complaints and support resources follow the Course Related Policies established by the Office of Undergraduate Studies of the UniversitySAMPLE of Maryland at College Park. All students are advised to become familiar 6

with these policies by consulting the document at: (http://www.ugst.umd.edu/courserelatedpolicies.html).

Primary Texts:

Bates, D.G. 2005 Human Adaptive Strategies: , Culture, and Politics. Boston: Pearson.

Bodley, J. 2008 Anthropology and contemporary human problems. Lanham, Md.: AltaMira Press.

Dove, M.R. and C. Carpenter, eds. 2008 Environmental Anthropology: A Historical Reader. Malden, MA.: Wiley-Blackwell.

Haenn, N. and R.R. Wilk, eds. 2006 The Environment in Anthropology: A Reader in Ecology, Culture, and Sustainable Living. New York: New York University Press.

Townsend, P.K. 2000 Environmental Anthropology: from pigs to policies. Prospect Heights, Ill.: Waveland Press.

Course Outline

I. Introduction 1. Human vs. Hominid Ecology 2. Human Rights vs. Nature’s Rights II. Environmental variation and cultural adaptation 3. 4. Cultural 5. Human III. Perception and Classification of Nature 6. 7. Traditional Ecological Knowledge (TEK) 8. Western vs. AlterNative Epistemologies of Nature IV. Economic and Social Systems 9. Foraging Economies 10. Traditional Agriculturalists 11. Intensive Agriculture and V. Human Impacts on Environment 12. Anthropogenic Landscapes SAMPLE13. Human Dimensions of Climate Change 7

14. Biodiversity Loss & Conservation VI. Power, Agency and Community 15. Population 16. Development 17. VII. 18. Anthropology of Environmentalism 19. Sustainable Communities 20. Eco- VIII. Conclusion 21. From Ecological Anthropology to Environmental Anthropology

Thematic Description and Assignments

I. Introduction

1. Key Concepts: culture, environment, ecology, evolution, natural selection, biological adaptation, cultural adaptation; Human vs. Hominid Ecology: Hominidae phylogeny, anatomy, diet, territoriality, social organization, capacity for culture.

Primary Readings: Bates 2005, Ch. 1.

Secondary Readings: McGrew 1998; Rodman 1999; Strier 2003

2. Human Rights vs. Nature’s Rights: Human Rights, Animal Rights, Nature’s Rights; Human Domination or

Primary Readings: Goodman & McGregor 2009, Pp. 99-121,199-201, 311-315.

Secondary Readings: Orr 2006; Alimonda 2010.

II. Environmental variation and cultural adaptation

3. Cultural Ecology: environmental determinism, possibilism, method of cultural ecology, theory of multilinear evolution, parallel processes of acculturation, Shoshone bands, culture areas of Native South America, rubber tappers and fur SAMPLEtrappers 8

Films: Human Planet. (Episodes 2 & 4) (2011). Discovery & BBC Worldwide, (50 min.).

Primary Readings: Steward 2006; Steward 1955, Ch. 2.

Secondary Readings: Steward 1955, Ch. 3; Murphy 1977; Murphy & Steward 1956; Townsend 2000, Ch. 2.

4. Cultural Materialism: emic/etic distinction, etic anthropology, principle of infrastructural determinism, sacred cow of India, food taboos, contemporary American culture from a materialist point of view

Primary Readings: Harris 1979, Ch. 3; Harris 2008.

Secondary Readings: Harris 1974, Pp. 11-80; Harris 1987; Ross 1978; Price 1982

5. Human Ecosystems: ecosystems, trophic relationships, energy flows, cybernetics, homeostasis, open vs. closed systems, pigs for the ancestors in New Guinea

Primary Readings: Moran 2006; Rappaport 2008.

Secondary Readings: Geertz 2008; Rappaport 1971; Townsend 2000, Ch. 4; Vayda & Rappaport 1968.

III. Perception and Classification of Nature

6. Ethnoecology: , ethnosemantics, componential analysis, folk biological classification, shifting cultivation in the Philippines

Film: The Shark Callers of Kontu (1982), by D. O’Rourke, (60 min.).

Primary Readings: Conklin 2008; Nazarea 2006; Townsend 2009, Ch. 3.

Secondary Readings: Toledo 2002; Fowler 1977

7. Traditional ecological knowledge (TEK): variable terms and meanings (e.g. IK/LEK), vs. science, appropriate technology, , ethno-directed bioprospecting, TEK erosion, Boreal forest SAMPLEhunters/trappers in Canada 9

Film: The Shaman’s Apprentice (2001), M. Smith & A. Wright, (54 min.).

Primary Readings: Berkes 1998; Grenier 1998; Hunn 1993a

Secondary Readings: DeWalt 1994; Posey et al. 1984; Hunn 1993b; Zent 2009a, 2009b.

8. Western vs. AlterNative Epistemologies of Nature: questioning the nature/culture dichotomy, constructivism, Jotï ecogony in Venezuela, multi-species

Film: In the Light of Reverence (2001), by C.McLeod & M. Maynor, (73 min.).

Primary Readings: Ingold 2000, Ch. 3; Strathern 1980

Secondary Readings: Dove & Carpenter 2008, Ch. 1 (Pp. 2-12 only); Fairhead & Leach 2008; Merchant 1992; Posey 2008; Zent, E.L. 2013.

IV. Economic and Social Systems

9. Foraging Economies: original affluence, forager , optimal foraging theory, evolutionary ecology, ethnographic cases (Kung Bushman of the Kalahari, Nayar of India, Ache of Paraguay)

Film: Living with Hunter Gatherers in Africa, (2016), Australian TV Series Todd Sampson’s Body Hack, by Supine Now [Essential Media & Entertainment], (45 min.).

Primary Readings: Bates 2005, Ch. 3; Hawkes et al. 2008.

Secondary Readings: Bird-David 1992; Kaplan 2000; Lee 1969; Sahlins 1968; Townsend 2009, Ch. 5.

10. Agriculturalists: species domestication, domiculture, shifting cultivation, agroforestry, agrobiodiversity

Film: Mi Chacra (My Land). (2009), by J. Burlage, (102 min.)

Primary Readings: Bates 2005, Ch. 4; Thrupp 1998, Ch. 1-2 (Pp. 5-20).

Secondary Readings: Carneiro 2008; Denevan et al. 1984; Heckler & Zent 2008; Johnson & Earle 1987, Ch. 5. SAMPLE 10

11. Intensive Agriculture and Sociocultural Evolution: prime movers of sociocultural evolution, Malthus vs. Boserup, irrigation hypothesis, theory of cultural circumscription, Meso-America

Film: The Goddess and the Computer (1988), by J.S. Lansing & A. Singer, (58 min.).

Primary Readings: Bates 2005, Ch. 6; Townsend 2009, Ch. 6; White 2006.

Secondary Readings: Johnson & Earle 1987, Ch. 9; Redman 2006; Steward 1977

V. Human Impacts on Environment

12. Anthropogenic Landscapes: cultural forests of the Amazon, Amazonian dark earths, raised fields,

Film: Maya Lords of the Jungle (1981), by J. Angier, (59 min.).

Primary Readings: Baleé 1989; Crumley 1994.

Secondary Readings: Baleé 2006; Denevan 1992; Zent & Zent 2004.

13. Human Dimensions of Climate Change: global warming, rising seas, TEK and climate monitoring, hazards and risk assessment

Film: The Disappearing of Tuvalu: Trouble in Paradise (2004), by C. Horner & G. le Gallic (75 min.).

Primary Readings: Roncoli et al. 2009; Townsend 2009, Ch. 8.

Secondary Readings: Graham 2008; Waddell 2008.

14. Biodiversity Loss & Conservation: concept of biodiversity, species extinction estimates, language erosion, biocultural diversity hypothesis

Film: Call of Life (2010), by M. Thompson & G. Tennant, (60 min.).

Primary Readings: Bodley 2008, Ch. 2 (Pp. 25-88); Maffi 2001; Townsend 2009, Ch. 11.SAMPLE 11

Secondary Readings: Escobar 2006; Redford et al. 2006; Thrupp 1998, Ch.3; Zent, S. & E.L. Zent 2007.

VI. Power, Agency and Community

15. Population: population bomb, , demographic transition, poverty, Mayan collapse

Film: Don’t Panic: The Truth about Population (2013), by D. Coleman & D. Bogado (60 min.).

Primary Readings: Boserup 2006; Bodley 2008, Ch. 6 (Pp. 215-242); Townsend 2000, Ch. 10.

Secondary Readings: Brown et al. 2006; Dalby 2006.

16. Development: green revolution, modernization, transfer-of-technology vs. populist models of development, development of underdevelopment, world , capitalism, consumerism

Primary Readings: Bates 2005, Ch. 8.; Bodley 2008, Ch.3; Townsend 2009, Ch. 13.

Secondary Readings: Asad 1987; Frank 1969, Ch. 1 (Pp.3-17); Stonich & DeWalt 2006; Wilk 2006.

17. Environmental Justice: concepts of social justice and environmental justice; ecopolitics of class, race, gender, ethnicity; pollution and health; externalities

Film: Trinkets and Beads (1996), by C. Walker (52 min.).

Primary Readings: Beckerman 2006; Checker 2005; Rocheleau et al. 2006.

Secondary Readings: Johnston 2001; Mann 2004; Johnston 2011.

VII. Environmentalism

18. Anthropology of Environmentalism: environmental discourses, eco-savage SAMPLEnarrative, radical ecology, hybrid natures/knowledges 12

Film: Owners of the Water: Confict and Collaboration over Rivers (2009), by L. Graham & D. Hernández Palmar, (34 min.).

Primary Readings: Brosius 2006; Milton 2006; Townsend 2000, Ch. 12.

Secondary Readings: Luke 2006; Ingold 2008; Li 2008.

19. Sustainable Communities: concept of sustainablity, ecotopia, ecovillage movement, recycling industrial cycle

Film: Cartoneros (2006), by E. Livon-Grosman (60 min.).

Primary Readings: Bodley 2008, Ch. 8 (Pp. 277-318); Fricker 2006.

Secondary Readings: Dawson 2013; Lockyer & Veteto 2013; Netting 2006; Merchant 1992.

20. Eco-Colonialism: protected areas vs. use-based conservation, contrasting ideas about conservation, eco-tourism

Primary Readings: Hill 2006; Honey 2006.

Secondary Readings: Brosius 2008; Cox & Elmqvist 1997; Haenn 2006; West 2006.

VIII. Conclusion

21. From Ecological Anthropology to Environmental Anthropology: engagement and activism

Primary Readings: Kottak 2006; Sponsel 2007.

Secondary Readings: Crumley 2001, Pp. vii-xi; Bodley 2008, Ch. 1, (Pp. 1-24).

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Table 3. Class Schedule

Month Day Section Theme Activity, Event August 29 Introduction Human vs. Primate Overview, Syllabus Review, Ecology Lecture/Discussion 31 Human Rights vs. Mock Trial Activity Nature’s Rights September 5 Environmental Cultural Ecology Lecture/Discussion variation and cultural adaptation 7 Cultural Materialism Lecture/Discussion 12 Human Ecosystems Lecture/Discussion 14 Section Recap, Presentations, Short Essay 1 Due 19 Perception and Ethnoecology Lecture/Discussion Classification of Nature

21 Traditional Lecture/Discussion Ecological Knowledge (TEK) 26 Western vs. Invited Lecture AlterNative Epistemologies of Nature 28 Panel Discussion: Significance of TEK in the Modern World, Short Essay 2 Due October 3 Economic and Foraging Economies Lecture/Discussion Social Systems 5 Traditional & Lecture/Discussion Modern Agriculturalists 10 Intensive Lecture/Discussion Agriculture and Sociocultural Evolution 12 Section Recap, Presentations, Short Essay 3 Due 17 Human Impacts on Anthropogenic Lecture/Discussion Environment Landscapes 19 Human Dimensions Film, Long Essay 1 Due SAMPLEof Climate Change 14

24 Biodiversity Loss & Lecture/Discussion Conservation 26 Section Recap, Presentations, Short Essay 4 Due 31 Power, Agency and Population Film , Lecture/Discussion Community

November 2 Development Lecture/Discussion 7 Film 9 Environmental Lecture/Discussion Justice 14 Section Recap, Presentations, Short Essay 5 Due 16 Environmentalism Anthropology of Lecture/Discussion Environmentalism 21 Film 28 Sustainable Lecture/Discussion Communities 30 Eco-Colonialism Lecture/Discussion December 5 Section Recap, Presentations 7 Conclusion Ecological to Lecture/Discussion, Long Environmental Essay 2 Due Anthropology 18 Take-Home Exam Due

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