Three Propositions for a Critically Applied Medical Anthropology Nancy Scheper-Hughes
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An Introduction to Cultural Anthropology
An Introduction to Cultural Anthropology An Introduction to Cultural Anthropology By C. Nadia Seremetakis An Introduction to Cultural Anthropology By C. Nadia Seremetakis This book first published 2017 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2017 by C. Nadia Seremetakis All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-7334-9 ISBN (13): 978-1-4438-7334-5 To my students anywhere anytime CONTENTS Introduction ................................................................................................. 1 Part I: Exploring Cultures Chapter One ................................................................................................. 4 Redefining Culture and Civilization: The Birth of Anthropology Fieldwork versus Comparative Taxonomic Methodology Diffusion or Independent Invention? Acculturation Culture as Process A Four-Field Discipline Social or Cultural Anthropology? Defining Culture Waiting for the Barbarians Part II: Writing the Other Chapter Two .............................................................................................. 30 Science/Literature Chapter Three ........................................................................................... -
Perspectives: an Open Invitation to Cultural Anthropology Edited by Nina Brown, Laura Tubelle De González, and Thomas Mcilwraith
Perspectives: An Open Invitation to Cultural Anthropology Edited by Nina Brown, Laura Tubelle de González, and Thomas McIlwraith 2017 American Anthropological Association American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN: 978–1-931303–55–2 http://www.perspectivesanthro.org This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. PUBLIC ANTHROPOLOGY Robert Borofsky, Hawaii Pacific University, Center for a Public Anthropology [email protected] http://www.publicanthropology.org/ LEARNING OBJECTIVES As an example of public anthropology (following the model • Explain how the structure of academic of the Kahn Academy), Dr. Borofsky has created short careers, topical specialization, and 10–15 minute videos on key topics in anthropology for in- writing styles contribute to difficulty troductory students. All 28 videos are available from the with communicating findings from Perspectives: An Open Introduction to Cultural Anthropology academic anthropology to a wider website. public. • Identify examples of anthropological INTRODUCTION research that has contributed to the public good. Was Julie Andrews right when (in the Sound of Music) • Define public anthropology and she sang, “Let’s start at the very beginning, a very good place distinguish it from academic to start?” Should authors follow her advice in writing text- anthropology and applied book chapters by, at the beginning, explaining the organiza- anthropology. tion of the chapter so readers will know what to expect and • Assess the factors that contribute be able to follow the chapter’s themes clearly? I cannot sing to a desire for public engagement in Do Re Me half as well as Julie Andrews. -
Ethnographic Works by Jean Comaroff and Michael Taussig, Two Texts That Attempt to Incorporate Both an Interpretive and a World-Systems Perspective
* 21 HERMENEUTICS AND ETHNOGRAPHY: AN INTERPRETATIONOF TWOTEXTS Daniel M0 Goldstein ABSTRACT: The postmodern approach to the writing of ethnographic texts is characterized byauthorialself-reflection and a "dialogic" approach to anthropological fieldwork, techniques derived from the philosophical method of hermeneutics. But this method is problematic when confronting issues of political economy in ethnography. This paper presents an analysis of ethnographic works by Jean Comaroff and Michael Taussig, two texts that attempt to incorporate both an interpretive and a world-systems perspective. The paper examines the value of a hermeneutic method for anthropology, suggesting that while self-reflection is useful in cultural analysis, the hermeneutic method cannot be applied wholesale to the practice of anthropology. As the so-called world-system paradigm has become more central in the discipline of anthropology, certain ethnographies have begun to focus on the "colonial encounter" as an important historical process in the development of local cultures. At the same time, "post- modern" ethnography has felt the influence of the interpretive perspective, with an S orientationtowards authorial self-reflection and symbolic analysis. Two recent ethnographic texts, Jean Comaroff's Body of Power, Spirit of Resistance (1985) and Michael Taussig's The Devil and Commodity Fetishism in South America (1980) study the clash of Western capitalist and traditional cultures, placing particular emphasis on the role of symbolic ritual as mediator of the cultural contradictions which this clash engenders. In this sense, both works can be regarded as attempts to unite the world-system and interpretive approaches to ethnography in a single text. However, a consideration of this attempt which focuses on the hermeneutic aspect of the two works reveals the inherent difficulty in uniting these two approaches. -
Critical Multiculturalism in the Classroom: from Theory to Practice
UNLV Retrospective Theses & Dissertations 1-1-1998 Critical multiculturalism in the classroom: From theory to practice Denise Michelle Dalaimo University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065. http://dx.doi.org/10.25669/puxi-p9md This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1996 Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983 Andrea Marie Macaluso Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Leadership Commons Recommended Citation Macaluso, Andrea Marie, "Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983" (1996). Dissertations. 3610. https://ecommons.luc.edu/luc_diss/3610 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1996 Andrea Marie Macaluso LOYOLA UNIVERSITY CHICAGO ALLISON DAVIS AND THE HISTORICAL DEVELOPMENT OF HIS SOCIOLOGICAL CONCEPTS: "CULTURAL DEPRIVATION" AND COMPENSATORY EDUCATION", 1925-1983 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ANDREA MARIE MACALUSO CHICAGO, ILLINOIS MAY 1996 Copyright by Andrea Marie Macaluso, 1996 All rights reserved. ii ACKNOWLEDGEMENTS It is with sincere appreciation and gratitude that I acknowledge the efforts of the members of this dissertation committee. Their instruction and guidance lent insight to my research and writing. Their own accomplishments lent inspiration to my studies. Co-Directors Dr. Gerald L. Gutek, Dr. Steven I. Miller both contributed greatly to this dissertation. -
The Myth of Cultural Deprivation, Or a Case for Cultural Pluralism
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 The ym th of cultural deprivation, or a case for cultural pluralism. Barbara Lazarus Wilson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Wilson, Barbara Lazarus, "The ym th of cultural deprivation, or a case for cultural pluralism." (1973). Doctoral Dissertations 1896 - February 2014. 2751. https://scholarworks.umass.edu/dissertations_1/2751 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE MYTH OP CULTURAL DEPRIVATION OR, A CASE FOR CULTURAL PLURALISM A Dissertation Presented By BARBARA LAZARUS WILSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Major Subject Education (c) Barbara Lazarus Wilson 1973 All Rights Reserved THE MYTH OF CULTURAL DEPRIVATION, OR, A CASE FOR CULTURAL PLURALISM A Dissertation By BARBARA LAZARUS WILSON Approved as to style and content by: Dr, Emma CappellUzzo^ Chairman of Committee C/V . , / ft- Dr. Glenn Hawke s. Member / f /) ' ( t -• iU. iX / May, 1973 iii ACKNOWLEDGMENTS With the hope that an "acknowledgement” is foremost an expression of gratitude, I would like to acknowledge in chronological order those people who have helped me with the ideas expressed here, and have given me the insight and confidence to write my dissertation: Thomas Wilson, J. -
The Licit and the Illicit in Archaeological and Heritage Discourses
CHALLENGING THE DICHOTOMY EDIT ED BY LES FIELD CRISTÓBAL GNeccO JOE WATKINS CHALLENGING THE DICHOTOMY • The Licit and the Illicit in Archaeological and Heritage Discourses TUCSON The University of Arizona Press www.uapress.arizona.edu © 2016 by The Arizona Board of Regents Open-access edition published 2020 ISBN-13: 978-0-8165-3130-1 (cloth) ISBN-13: 978-0-8165-4169-0 (open-access e-book) The text of this book is licensed under the Creative Commons Atrribution- NonCommercial-NoDerivsatives 4.0 (CC BY-NC-ND 4.0), which means that the text may be used for non-commercial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Cover designed by Leigh McDonald Publication of this book is made possible in part by the Wenner-Gren Foundation. Library of Congress Cataloging-in-Publication Data Names: Field, Les W., editor. | Gnecco, Cristóbal, editor. | Watkins, Joe, 1951– editor. Title: Challenging the dichotomy : the licit and the illicit in archaeological and heritage discourses / edited by Les Field, Cristóbal Gnecco, and Joe Watkins. Description: Tucson : The University of Arizona Press, 2016. | Includes bibliographical references and index. Identifiers: LCCN 2016007488 | ISBN 9780816531301 (cloth : alk. paper) Subjects: LCSH: Archaeology. | Archaeology and state. | Cultural property—Protection. Classification: LCC CC65 .C47 2016 | DDC 930.1—dc23 LC record available at https:// lccn.loc.gov/2016007488 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. -
The Implication of Cultural Diversity in American Schools
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Professional and Organizational Development To Improve the Academy Network in Higher Education 1994 The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Follow this and additional works at: https://digitalcommons.unl.edu/podimproveacad Part of the Higher Education Administration Commons Afolayan, Johnson A., "The Implication of Cultural Diversity in American Schools" (1994). To Improve the Academy. 299. https://digitalcommons.unl.edu/podimproveacad/299 This Article is brought to you for free and open access by the Professional and Organizational Development Network in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in To Improve the Academy by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Moorhead State University The purpose ofthis article is to analyze the major factors respon sible for the cultural diversity in America and their implications for professional educators. These factors include immigration, communi cation, linguistic diversity, cultural values, and desegregation. While some educators look to the demographics of the new student popula tion, others consider historical clues as a method of understanding American diversity. Statistics about school achievement and dropout and graduation rates show the disparity among the ethnic groups. The new immigrants and ethnic groups may experience conflict as a result of cultural attitudes of teachers and peers. Individuals cannot be understood unless they are seen against the cultural history from which they have come and in terms of the situation in which they currently live. Because of the diversity in the American population, educators need to be sensitive to the cultural elements that may affect students' performance and self-esteem. -
Second Opinion February 2018
3/5/2018 Second Opinion: Newsletter of the Society for Medical Anthropology Subscribe Past Issues Translate RSS Newsletter of the Society for Medical Anthropology View this email in your browser February 2018 / Vol. 6, Issue 1 In This Issue: From the SMA President Congratulations to 2017 SMA Award Recipients! SMA-SPA Box Lunch Mentoring Receives High Praise Updates from MASA SMA Welcomes New Anthropology News Liaisons CPF: 2018 Sections Editions of Anthropology News SMA Call for Proposals: 2018 AAA Annual Meeting Society for Applied Anthropology 2018 Annual Meeting Past President EJ Sobo's Parting Words: A Focus on Readiness for Rapid Response Book Announcements General Announcements Facebook Twitter Website From the SMA President Dear SMA members, I’m pleased to write for the first time in Second Opinion as President of the Society for Medical Anthropology. First, I’d like to share with you some new business that we discussed at our board meeting last December. We voted to create the Hazel Weidman Award for Exemplary Service, which will be presented every other year starting in 2019, named after the driving force behind the creation of the predecessors of Medical Anthropology Quarterly and the SMA. We also voted to organize the third SMA conference in 2019, this time in a Latin American country. Our purpose is to acknowledge and engage the intellectual production coming from that region, particularly in three areas: 1) critical epidemiology, social medicine, and critical medical anthropology, 2) indigenous movements and intercultural care in health, and 3) sexual and reproductive health and rights. However, the conference would not be bounded to any particular region; instead, it would have a focus on entangled and shared histories and on the work of displacements and decentering. -
Teachers and Multiculturalism in Turkey
Teachers and Multiculturalism in Turkey: An Evaluation of the Competency Perceptions of Teachers Regarding Multiculturalism and their Reflection of These Perceptions to the Classroomi Gülay Aslan Gaziosmanpaşa University, Tokat, Turkey Abstract This study, aiming to determine the competency perceptions of teachers regarding multiculturalism of teachers working at the secondary schools in Tokat province, Turkey, employed a descriptive survey model. The study population was 341 teachers working at secondary education institutions in Tokat province in the 2014-2015 school year. Data was collected using a questionnaire consisting of seven questions to collect personal information, the “Multicultural Competency Perceptions Scale” developed by Başkaya & Kağnıcı (2011), and an open-ended question. Quantitative data was analyzed using SPSS 20 program, and qualitative data was analyzed using content analysis technique. From the analyses, the scores regarding the multiculturalism competency perceptions of teachers were found to be positive and above the mean score. While the multiculturalism competency perceptions of teachers did not differentiate according to gender, workplace, faculty of graduation, age, or seniority, they differed according to the residential area, and subject. The findings obtained through the qualitative data showed that although teachers had positive perception of their competency regarding multiculturalism, this was not reflected to any great extent in the classroom. Keywords: multiculturalism, multicultural education, teacher education, Turkey 361 | P a g e Teachers and Multiculturalism in Turkey 1. Introduction Culture can be defined as the sum of organized customs, ideas, and beliefs that forms the roles determining the expected behaviors of a society (Duverger, 2004), or the traditional values and beliefs that ethnic, religious, and social groups transmit without any change through one generation to the next (Guiso, Sapienza & Zingales, 2006). -
Polysensoriality
CHAPTER 25 THE SENSES: Polysensoriality David Howes As Bryan Turner (1997: 16) has observed, one cannot take "the body" for granted as a "natural, fixed and historically universal datum of human societies." The classification of the body's senses is a case in point. "Sight, hearing, smell, taste and touch: that the senses should be enumerated in this way is not self-evident. The number and order of the senses are fixed by custom and tradition, not by nature" (Vinge 1975: 107). Plato, for example, apparently did not distinguish clearly between the senses and feelings. "In one enumeration of perceptions, he begins with sight, hearing and smell, leaves out taste, instead of touch mentions hot and cold, and adds sensations of pleasure, discomfort, desire and fear" (Classen 1993a: 2). It is largely thanks to the works of Aristotle that the notion of the senses being five in number, and of each sense as having its proper object (i.e. sight being concerned with color, hearing with sound, smell with odor, etc.) came to figure as a commonplace of Western culture. Even so, Aristotle classified taste as "a form of touch"; hence, it would be more accurate to speak of "the four senses" in his enumeration. So, too, was there considerable diversity of opinion in antiquity regarding the order of the senses (i.e. sight as the most informative of the modalities, followed by hearing, smell, and so on down the scale). Diogenes, for example, apparently placed smell in first place followed by hearing, and other philosophers proposed other hierarchies; what would become the standard ranking was given its authority (once again) by Aristotle (Vinge 1975: 17–19). -
The Mythology in Our Language
THE MYTHOLOGY IN OUR LANGUAGE THE MYTHOLOGY IN OUR LANGUAGE Remarks on Frazer’s Golden Bough Translated by Stephan Palmié Edited by Giovanni da Col and Stephan Palmié With critical reflections by Veena Das, Wendy James, Heonik Kwon, Michael Lambek, Sandra Laugier, Knut Christian Myhre, Rodney Needham, Michael Puett, Carlo Severi, and Michael Taussig Hau Books Chicago © 2018 Hau Books and Ludwig Wittgenstein, Stephan Palmié, Giovanni da Col, Veena Das, Wendy James, Heonik Kwon, Michael Lambek, Sandra Laugier, Knut Christian Myhre, Rodney Needham, Michael Puett, Carlo Severi, and Michael Taussig Cover: “A wicker man, filled with human sacrifices (071937)” © The British Library Board. C.83.k.2, opposite 105. Cover and layout design: Sheehan Moore Editorial office: Michelle Beckett, Justin Dyer, Sheehan Moore, Faun Rice, and Ian Tuttle Typesetting: Prepress Plus (www.prepressplus.in) ISBN: 978-1-912808-40-3 LCCN: 2018962822 Hau Books Chicago Distribution Center 11030 S. Langley Chicago, IL 60628 www.haubooks.com Hau Books is printed, marketed, and distributed by The University of Chicago Press. www.press.uchicago.edu Printed in the United States of America on acid-free paper. Table of Contents Preface xi chapter 1 Translation is Not Explanation: Remarks on the Intellectual History and Context of Wittgenstein’s Remarks on Frazer 1 Stephan Palmié chapter 2 Remarks on Frazer’s The Golden Bough 29 Ludwig Wittgenstein, translated by Stephan Palmié chapter 3 On Wittgenstein’s Remarks on Frazer’s Golden Bough 75 Carlo Severi chapter 4 Wittgenstein’s