DOCSLIB.ORG

Collaborative Ethnography and Public Anthropology Author(S): Luke Eric Lassiter Reviewed Work(S): Source: Current Anthropology, Vol

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Collaborative Ethnography and Public Anthropology Author(S): Luke Eric Lassiter Reviewed Work(S): Source: Current Anthropology, Vol Collaborative Ethnography and Public Anthropology Author(s): Luke Eric Lassiter Reviewed work(s): Source: Current Anthropology, Vol. 46, No. 1 (February 2005), pp. 83-106 Published by: The University of Chicago Press on behalf of Wenner-Gren Foundation for Anthropological Research Stable URL: http://www.jstor.org/stable/10.1086/425658 . Accessed: 01/08/2012 20:17 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Wenner-Gren Foundation for Anthropological Research are collaborating with JSTOR to digitize, preserve and extend access to Current Anthropology. http://www.jstor.org Current Anthropology Volume 46, Number 1, February 2005 ᭧ 2005 by The Wenner-Gren Foundation for Anthropological Research. All rights reserved 0011-3204/2005/4601-0004$10.00 While sustaining our fundamentals, probing the deep mysteries of the human species and the human Collaborative soul, we must press outward, mobilizing our work and ourselves to make a difference beyond the disci- pline and the academy. Ethnography and —james l. peacock Public Anthropology In his often cited essay “The Future of Anthropology,” James L. Peacock (1997:9) set forth three possibilities for anthropology in the coming century: “extinction,” “hanging on as [a] living dead,” or a “flourishing redi- by Luke Eric Lassiter rection of our field into a prominent position in society.” Focusing on this latter scenario, he argued that we must direct our efforts toward a renewed emphasis on anthro- pology’s relevance to wider publics. Peacock’s essay marked a revitalization of earlier dis- Collaborative ethnography—the collaboration of researchers and subjects in the production of ethnographic texts—offers us a ciplinary conversations about how to “make a difference powerful way to engage the public with anthropology. As one of beyond the discipline and the academy.” As anthropol- many academic/applied approaches, contemporary collaborative ogists had in the 1960s and 1970s, we once again debated ethnography stems from a well-established historical tradition of how to bridge theory and practice and craft a more ac- collaboratively produced texts that are often overlooked. Femi- nist and postmodernist efforts to recenter ethnography along dia- tivist and engaged anthropology. Indeed, Peacock’s three logical lines further contextualize this historically situated col- scenarios for anthropology’s future echoed the three laborative practice. The goals of collaborative ethnography (both strategies proposed by Dell Hymes in Reinventing An- historical and contemporary) are now powerfully converging with thropology (1969:39–48) almost three decades earlier: to those of a public anthropology that pulls together academic and retrench (i.e., to reduce anthropology to the study of pre- applied anthropology in an effort to serve humankind more di- rectly and more immediately. history, the “primitive”), to let go (i.e., to be absorbed by other disciplines), or to relax (i.e., to reconsider an- luke eric lassiter is Associate Professor of Anthropology thropology’s organization and to reconfigure its trajec- at Ball State University, currently on leave and teaching at the tories). “The issue is not between general anthropology University of North Carolina, Greensboro (his mailing address: 2633 Walker Ave., Greensboro, NC 27403, U.S.A. [elas- and fragmentation,” wrote Hymes (p. 47), “but between [email protected]]). Born in 1968, he was educated at Radford a bureaucratic general anthropology, whose latent func- University (B.S., 1990) and the University of North Carolina at tion is the protection of academic comfort and privilege, Chapel Hill (Ph.D., 1995). He has conducted fieldwork in the Ki- and a personal general anthropology, whose function is owa community of southwestern Oklahoma and the African the advancement of knowledge and the welfare of American community of Muncie, Indiana, and has published The Power of Kiowa Song: A Collaborative Ethnography (Tucson: mankind.” University of Arizona Press, 1998); with Ralph Kotay and Clyde Many anthropologists, past and present, have an- Ellis, The Jesus Road: Kiowas, Christianity, and Indian Hymns swered the challenge to redirect and reinvent anthro- (Lincoln: University of Nebraska Press, 2002); with Hurley Good- pology along such lines as those articulated by Hymes, all, Elizabeth Campbell, Michelle Natasya Johnson, and others, The Other Side of Middletown: Exploring Muncie’s African Peacock, and others (see, e.g., Sanday 1976). Some, how- American Community (Walnut Creek: AltaMira Press, 2004); and ever, have met these arguments with ambivalence. In The Chicago Guide to Collaborative Ethnography (Chicago: Uni- particular, many applied anthropologists have wondered versity of Chicago Press, in press). The present paper was sub- if such invention and reinvention is even necessary given mitted 19 vi 03 and accepted 10 vi 04. the continuing vigor of its applied dimension. Merrill Singer (2000), for example, contends that the latest ac- ademic effort to invent a public anthropology is more a reiteration of hierarchical divisions between academic and applied anthropologists than a more broadly con- ceived proactive anthropology. “The avenue for ap- proaching these goals,” writes Singer (p. 7), “is through strengthening, valuing and more fully integrating ap- plied/practicing anthropology, rather than inventing new labels that usurp the role of public work long played by an already existing sector of our discipline.” Singer is right. A perusal of past and recent issues of Human Organization or Practicing Anthropology will quickly put to rest any doubt that anthropologists are actively engaged in the public domain both as practi- tioners and as theoreticians. But Peacock, Hymes, and the many others who have written about redirecting and reinventing anthropology are also right. Paradoxically, 83 84 F current anthropology Volume 46, Number 1, February 2005 the redirection of anthropology is still important for the The El Dorado Task Force insists that the anthropol- very reasons put forth by Singer: anthropologists—par- ogy of indigenous peoples and related communities ticularly academic anthropologists—continue to struggle must move toward “collaborative” models, in which with reconciling anthropology’s applied, public, and ac- anthropological research is not merely combined tivist roots with the discipline’s elite positioning in the with advocacy, but inherently advocative in that re- academy. “Such a castelike assumption,” writes Hymes search is, from its outset, aimed at material, sym- (2002:xxiii), “ill befits a field that claims to oppose in- bolic, and political benefits for the research popula- equality. We teach against prejudice on the basis of race, tion, as its members have helped to define these. language, and culture. Despite our praise of fieldwork, Collaborative research involves the side-by-side have we preserved an unspoken prejudice in favor of our- work of all parties in a mutually beneficial research selves as literati?” program. All parties are equal partners in the enter- To be sure, the crux of the problem is primarily aca- prise, participating in the development of the re- demic (Basch et al. 1999:3–20). After all, we train both search design and in other major aspects of the pro- future academic anthropologists and future applied an- gram as well, working together toward a common thropologists in the halls of academe (cf. Basch et al. goal. Collaborative research involves more than 1999). Yet the larger problem remains the integration of “giving back” in the form of advocacy and attention theory and practice, research and training, the joining of to social needs. Only in the collaborative model is academic and applied anthropologists, uninhibited by he- there a full give and take, where at every step of the gemony, in a common project, and the engagement of research knowledge and expertise is shared. In col- anthropologists with wider publics within and outside laborative research, the local community will define of academia (cf. Hill 2000). As Peggy Sanday (1998) sug- its needs, and will seek experts both within and gests, merging anthropology with public currents “is without to develop research programs and action more than a focus for research; it is a paradigm for learn- plans. In the process of undertaking research on ing, teaching, research, action, and practice within the such community-defined needs, outside researchers field of anthropology.” may very well encounter knowledge that is of inter- Robert Borofsky (2002) suggests that this larger project est to anthropological theory. However, attention to “affirms our responsibility, as scholars and citizens, to such interests, or publication about them, must it- self be developed within the collaborative frame- meaningfully contribute to communities beyond the work, and may have to be set aside if they are not of academy—both local and global—that make the study of equal concern to all the collaborators. In collabora- anthropology possible.” Anthropologists such as Philip tive research, local experts work
Load more

Recommended publications
  • 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 ...........................................................................................
    [Show full text]
  • Where We Found a Whale"
    ______ __.,,,,---­ ....... l-:~-- ~ ·--~-- - "Where We Found a Whale" A -~lSTORY OF LAKE CLARK NATlONAL PARK AND PRESERVE Brian Fagan “Where We Found a Whale” A HISTORY OF LAKE CLARK NATIONAL PARK AND PRESERVE Brian Fagan s the nation’s principal conservation agency, the Department of the Interior has resposibility for most of our nationally owned public lands and natural and cultural resources. This includes fostering the wisest use of our land and water resources, protect- ing our fish and wildlife, preserving the environmental and cultural values of our national parks and historical places, and providing for enjoyment of life Athrough outdoor recreation. The Cultural Resource Programs of the National Park Service have respon- sibilities that include stewardship of historic buildings, museum collections, archaeological sites, cultural landscapes, oral and written histories, and ethno- graphic resources. Our mission is to identify, evaluate, and preserve the cultural resources of the park areas and to bring an understanding of these resources to the public. Congress has mandated that we preserve these resources because they are important components of our national and personal identity. Published by the United States Department of the Interior National Park Service Lake Clark National Park and Preserve ISBN 978-0-9796432-4-8 NPS Research/Resources Management Report NPR/AP/CRR/2008-69 For Jeanne Schaaf with Grateful Thanks “Then she said: “Now look where you come from—the sunrise side.” He turned and saw that they were at a land above the human land, which was below them to the east. And all kinds of people were coming up from the lower country, and they didn’t have any clothes on.
    [Show full text]
  • Public Anthropology in 2015: <I>Charlie Hebdo</I
    AMERICAN ANTHROPOLOGIST YEAR IN REVIEW Public Anthropology Public Anthropology in 2015: Charlie Hebdo, Black Lives Matter, Migrants, and More Angelique Haugerud ABSTRACT In this review essay, I focus on how anthropologists have addressed salient public issues such as the European refugee and migrant crisis, the Black Lives Matter movement, and the attack on the Paris office of the satirical magazine Charlie Hebdo. Public anthropology relies on slow ethnography and fast responses to breaking news stories. It is theoretically informed but reaches out to audiences beyond the academy. Drawing on proliferating anthropological contributions to news media and blogs, as well as scholarly articles and books, I explore how anthropologists today counter grand narratives such as the “clash of civilizations”; how they grapple with risky popular misconceptions of culture, difference, and suffering; and how they surface less visible forms of compassion, care, and solidarity that have long sustained our species. The challenges of this era of growing polarization and anti-intellectualism appear to have energized rather than quieted public anthropology. [public anthropology, Charlie Hebdo, Black Lives Matter, migrants, year in review] RESUMEN En este ensayo de revision,´ centro mi atencion´ en como´ los antropologos´ han abordado cuestiones publicas´ relevantes tales como la crisis de migrantes y refugiados en Europa, el movimiento las Vidas Negras Importan, y el ataque a la oficina de Parıs´ del magazine satırico´ Charlie Hebdo. La antropologıa´ publica´ depende de la etnografıa´ lenta y las respuestas rapidas´ a las historias de noticas de ultima´ hora. Es teoricamente´ informada, pero alcanza a llegar a audiencias mas´ alla´ de la academia.
    [Show full text]
  • SM 5 Culture Genuine and Spurious
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eVols at University of Hawaii at Manoa Savage Minds Occasional Papers No. 5 Culture, Genuine and Spurious By Edward Sapir Edited and with an introduction by Alex Golub First edition, 5 November, 2013 Savage Minds Occasional Papers 1. The Superorganic by Alfred Kroeber, edited and with an introduction by Alex Golub 2. Responses to “The Superorganic”: Texts by Alexander Goldenweiser and Edward Sapir, edited and with an introduction by Alex Golub 3. The History of the Personality of Anthropology by Alfred Kroeber, edited and with an introduction by Alex Golub 4. Culture and Ethnology by Robert Lowie, edited and with an introduction by Alex Golub 5. Culture, Genuine and Spurious by Edward Sapir, edited and with an introduction by Alex Golub Copyright information This original work is copyright by Alex Golub, 2013. The author has issued the work under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States license. You are free • to share - to copy, distribute and transmit the work • to remix - to adapt the work Under the following conditions • attribution - you must attribute the work in the manner specified by the author • noncommercial - you may not use this work for commercial purposes • share alike - if you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one This work includes excerpts from Sapir, Edward. 1924. Culture, genuine and spurious. American Journal of Sociology 29 (4): 401-429. This work is in the public domain.
    [Show full text]
  • De Laguna 1960:102
    78 UNIVERSITY ANTHROPOLOGY: EARLY1DEPARTMENTS IN THE UNITED STATES John F. Freeman Paper read before the Kroeber Anthropological Society April 25, 1964, Berkeley, California I. The Conventional View Unlike other social sciences, anthropology prides itself on its youth, seeking its paternity in Morgan, Tylor, Broca, and Ratzel, its childhood in the museum and its maturity in the university. While the decades after 1850 do indeed suggest that a hasty marriage took place between Ethnology, or the study of the races of mankind conceived as divinely created, and Anthropology, or the study of man as part of the zoological world; the marriage only symbol- ized the joining of a few of the tendencies in anthropology and took place much too late to give the child an honest name. When George Grant MacCurdy claimed in 1899 that "Anthropology has matured late," he was in fact only echoing the sentiments of the founders of the Anthropological Societies of Paris (Paul Broca) and London (James Hunt), who in fostering the very name, anthropology, were urging that a science of man depended upon prior develop- ments of other sciences. MacCurdy stated it In evolutionary terms as "man is last and highest in the geological succession, so the science of man is the last and highest branch of human knowledge'" (MacCurdy 1899:917). Several disciples of Franz Boas have further shortened the history of American anthropology, arguing that about 1900 anthropology underwent a major conversion. Before that date, Frederica de Laguna tells us, "anthropologists [were] serious-minded amateurs or professionals in other disciplines who de- lighted in communicating-across the boundaries of the several natural sci- ences and the humanities, [because] museums, not universities, were the cen- ters of anthropological activities, sponsoring field work, research and publication, and making the major contributions to the education of profes- sional anthropologists, as well as serving the general public" (de Laguna 1960:91, 101).
    [Show full text]
  • Engaged Anthropology, Diversity and Dilemmas
    Current Anthropology Volume 51 Supplement 2 October 2010 Engaged Anthropology: Diversity and Dilemmas Leslie C. Aiello Engaged Anthropology: Diversity and Dilemmas: Wenner-Gren Symposium Supplement 2 S201 Setha M. Low and Sally Engle Merry Engaged Anthropology: Diversity and Dilemmas: An Introduction to Supplement 2 S203 Ida Susser The Anthropologist as Social Critic: Working toward a More Engaged Anthropology S227 Barbara Rose Johnston Social Responsibility and the Anthropological Citizen S235 Norma Gonza´lez Advocacy Anthropology and Education: Working through the Binaries S249 Michael Herzfeld Engagement, Gentrification, and the Neoliberal Hijacking of History S259 Signe Howell Norwegian Academic Anthropologists in Public Spaces S269 John L. Jackson Jr. On Ethnographic Sincerity S279 Jonathan Spencer The Perils of Engagement: A Space for Anthropology in the Age of Security? S289 Kamari M. Clarke Toward a Critically Engaged Ethnographic Practice S301 Kamran Asdar Ali Voicing Difference: Gender and Civic Engagement among Karachi’s Poor S313 Alan Smart Tactful Criticism in Hong Kong: The Colonial Past and Engaging with the Present S321 http://www.journals.uchicago.edu/CA Current Anthropology Volume 51, Supplement 2, October 2010 S201 Engaged Anthropology: Diversity and Dilemmas Wenner-Gren Symposium Supplement 2 by Leslie C. Aiello Engaged Anthropology: Diversity and Dilemmas grew out of a tiative on environmental issues involving 70 international and Wenner-Gren-sponsored workshop titled “The Anthropolo- interdisciplinary scholars who were selected for their common gist as Social Critic: Working toward a More Engaged An- interest and curiosity about the human impact on the earth. thropology” held at the foundation headquarters in New York Among many other Wenner-Gren meetings dealing with City, January 22–25, 2008 (fig.
    [Show full text]
  • Why a Public Anthropology? Notes and References
    WHY A PUBLIC ANTHROPOLOGY? NOTES AND REFERENCES While the placement of notes and references online is still relatively rare, they are quite easy to examine in a PDF online format. Readers should use find (or control F) with a fragment of the quote to discover the cited reference. In a number of cases, I have added additional material so advanced readers, if they wish, can explore the issue in greater depth. Find can also be used to track down relevant citations, explore a topic of interest, or locate a particular section (e.g. Chapter 2 or 3.4). May I make a request? Since this Notes and References section contains over 1,300 references, it is likely that, despite my best efforts, there are still incomplete references and errors. I would appreciate readers pointing them out to me, especially since I can, in most cases, readily correct them. Thank you. Readers can email me at [email protected]. Quotes from Jim Yong Kim: On Leadership , Washington Post (April 1, 2010, listed as March 31, 2010) http://www.washingtonpost.com/wp- dyn/content/video/2010/03/31/VI2010033100606.html?hpid=smartliving CHAPTER 1 1.1 Bronislaw Malinowski, a prominent early twentieth century anthropologist, famously stated his goal in anthropology was "to grasp the native's point of view, his relation to life, to realize his vision of his world" (1961 [1922]:25) To do this, he lived as a participant-observer for roughly two years – between 1915-1918 – among the Trobriand Islanders of Papua New Guinea (in the South Pacific). Quoting him (1961[1922]:7-8): There is all the difference between a sporadic plunging into the company of natives, and being really in contact with them.
    [Show full text]
  • Earliest Departments of Anthropology.' School
    4 9 ANTHROPOLOGY AND INSTITUTIONALIZATION: FREDERICK STARR AT THE UNIVERSITY OF CHICAGO, 1892-1923 R. Berkeley Miller Department of Sociology Brown University Providence, Rhode Island Within the history of social science, it is well on general principles, against the appointment of known that the first department of sociology in instructors otherwise than by nomination, or the United States was formed with the opening of previous consultation of the heads of departments" the University of Chicago in 1892. It is perhaps less (UPP: Small to Harper, 26 February 1892). Short- well known that this department was, in fact, the ly thereafter, Small overcame his objections and Department of Social Science and Anthropology- wrote to Harper that changed a year later to the Department of Soci- Dr. Starr is quite right-that the work in anthropol- ology and Anthropology-making it also one of the ogy is capable of broadening into a full department or earliest departments of anthropology.' school. I wish to be a learner from Dr. Starr in his For field, and in no case . should I desire to limit his William Rainey Harper, first president of the work by any attempt to direct matters which he is an University of Chicago, recruiting faculty for the authority and I am not [WRH: Small to Harper, 26 new university proved to be exceedingly difficult March 1892]. (Ryan 1939). Before anyone had been appointed Small then insisted that a place for Starr's program in Frederick head of at sociology, Starr, ethnology be found within the threefold division Small had the American Museum of Natural History and a planned-'historical sociology,' 'contemporary sociol- past associate of President Harper, decided to ogy,' and 'constructive sociology': '.
    [Show full text]
  • CHAPTER 1 Anthropological Perspectives Learning Objectives
    CHAPTER 1 Anthropological Perspectives Learning Objectives Chapter Objectives This chapter introduces anthropology as an academic subject and explores its historical development. It discusses various theoretical and contemporary perspectives on fieldwork and ethnography. It also explores how the evolutionary past of primates and early humans is used and understood by contemporary cultural anthropologists. • Learning Objective 1: Understand the definitions of culture and the subdisciplines of anthropology. • Learning Objective 2: Understand the differences between cultural relativity and ethnocentrism. • Learning Objective 3: Understand the significance of the major characteristics, physical and cognitive, of Homo sapiens and how they differ from earlier hominids. • Learning Objective 4: Understand the history of anthropology and the changes in the discipline over the past 150 years. • Learning Objective 5: Understand how the metaphor of the “tapestry” applies to learning about culture. Sample Questions Multiple choice questions Select the one answer that best completes the thought. 1. Anthropology can be best described as: A. the study of behavior and customs B. digging up bones to study the evolution of the human species C. the comparison of cultures in order to identify similarities and differences of patterning D. the analysis of the weaving of tapestry 2. Culture can be defined as: A. a set of ideas and meanings that people use based on the past and by which they construct the present B. symphony orchestras and opera C. the knowledge about yourself and your past that you’re born with and is transmitted through your genes D. all of the above 3. Society is A. the same thing as culture B.
    [Show full text]
  • Frederica De Laguna 1906-2004
    FREDERICA DE LAGUna 1906-2004 A Biographical Memoir by WILLIAM W. FITZHUGH © 2013 National Academy of Sciences Any opinions expressed in this memoir are those of the author and do not necessarily reflect the views of the National Academy of Sciences. FREDERICA DE LAGUNA October 3, 1906—October 6, 2004 BY WILLIAM W. FITZHUGH 1 AMONG THE MANY legendary characters who made the anthropology of the Arctic and Northwest Coast their calling, Frederica de Laguna stands as a towering figure, legendary in her own time. Not only was she highly respected in a field dominated by males; she outclassed virtually all of her northern anthro- pological colleagues in the scope and sheer volume of her contributions, which embraced archaeology, folklore, ethnohistory, social anthropology, human biology, and linguistics. She did all this, and did it exceedingly well, for 75 years, while also serving as a professor at Bryn Mawr College. Here she spent most of her 98 years training students, building a department and Ph.D. program, conducting FREDERICA DE LAGUNA fieldwork, serving her discipline, and producing an unparalleled body of research. voluminous writings and mentoring of a constant stream of professional anthropologists—mostly female—and In her early years, just to keep busy and finance her research, she wrote detective had a wide circle of Native admirers and collabora- stories. tors, with the result that she became both a Native and e Laguna, known to friends and academic “institution.” colleagues throughout her life as Freddy was widely recognized by her peers, serving “Freddy,” spent the first two decades as vice-president of the Society for American Archae- of her professional life on compara- ology (SAA) from 1949 to 1950 and as president of Dtive work of circumpolar art, on several syntheses of the American Anthropological Association (AAA) from North American archaeology, and on research involving 1966 to 1967.
    [Show full text]
  • Heather Richards- Rissetto
    HEATHER RICHARDS- RISSETTO Current as of 06/13/2020 Department of Anthropology 840 Oldfather Hall University of Nebraska-Lincoln ph. 402.472.2420 Lincoln, NE 68588 [email protected] CURRENT POSITION 2020-Present Associate Professor of Anthropology, School of Global Integrative Studies, University of Nebraska-Lincoln 2014-2020 Assistant Professor of Anthropology, School of Global Integrative Studies, University of Nebraska-Lincoln 2014-Present Faculty Fellow, Center for Digital Research in the Humanities, University of Nebraska- Lincoln 2016-Present Courtesy Assistant Professor, School of Natural Resources, University of Nebraska- Lincoln 2019-Present Museum Research Associate, University of Nebraska State Museum 2020 Interim Digital Humanities Program Coordinator, College of Arts and Sciences, University of Nebraska-Lincoln PROFESSIONAL EMPLOYMENT 2013-2014 Geographic Information Systems Teaching Fellow, Dept. of Geography, Middlebury College, Vermont 2012-2013 NSF Postdoctoral Fellow, 3D Optical Metrology, Bruno Kessler Foundation, Trento, Italy 2010-2014 Adjunct Assistant Professor, Dept. of Anthropology, University of New Mexico EDUCATION Ph.D. University of New Mexico, Ph.D. with Distinction, Anthropology (2010). Advisors: James Boone, Jane Buikstra, Jennifer von Schwerin, David Dinwoodie, and Richard Watson M.A. University of New Mexico, M.A., Anthropology B.A. University of Southern Maine, B.A., Anthropology and Geography TOPICAL CONCENTRATIONS & SKILLS -Geographic Information Systems -3D Visualization -Mesoamerica -Ancient
    [Show full text]
  • ALABAMA® University Libraries
    THE UNIVERSITY OF ALABAMA® University Libraries Engaging Undergraduates through Neuroanthropological Research Christopher D. Lynn – University of Alabama, Max J. Stein – University of Alabama, and Andrew P.C. Bishop – Arizona State University Deposited 2/21/2018 Citation of published version: Lynn, C.D., Stein, M.J., Bishop, A.P.C. (2016). Engaging Undergraduates through Neuroanthropological Research. Anthropology Now, 6(1), 92-103. https://doi.org/10.1080/19492901.2013.11728423 This is an Accepted Manuscript of an article published by Taylor & Francis in Anthropology Now on 17 May 2016, available online: https://doi.org/10.1080/19492901.2013.11728423. © Taylor & Francis AnthroNow_6-1_AnthroNow 2/25/14 10:29 AM Page 92 education in the “neuroanthropology” of religion through a project that develops new appli- cations for the study of religious commit- Engaging Undergraduates ment and the psychology of dissociation, through affirms scientific inquiry and empowers stu- Neuroanthropological dents to become active researchers. We present this project from the varied perspec- Research tives of a professor and undergraduate men- tor (Lynn), a graduate student and assistant Christopher D. Lynn, Max J. Stein in undergraduate training (Stein) and a and Andrew P. C. Bishop graduate student trained through this pro- gram (Bishop). nthropology’s holistic way of viewing Aand interpreting the world is an asset to The Neuroanthropology “Brand” any college graduate. It helps put global and local events in context and grounds this Neuroanthropology is an increasingly popu- context in particularistic and scientifically lar specialty that combines ethnography meaningful frames. Nevertheless, the disci- with neuroscience to understand the brain pline is frequently beset by skepticism of its in culture.
    [Show full text]