DOCSLIB.ORG

Perspectives: an Open Invitation to Cultural Anthropology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.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. Perspectives: An Open Introduction to Cultural Anthropology, 2nd Edition by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. CONTENTS Preface xi WHY THIS BOOK? xi ABOUT THE SOCIETY FOR ANTHROPOLOGY IN COMMUNITY COLLEGES xii WHY OPEN ACCESS? xiii THE COVER DESIGN xiii ACKNOWLEDGEMENTS xiii I. Part 1 1. Introduction to Anthropology 3 WHAT IS ANTHROPOLOGY? 5 WHAT IS CULTURAL ANTHROPOLOGY? 5 WHAT IS CULTURE? 6 A BRIEF HISTORY OF ANTHROPOLOGICAL THINKING 7 THE (OTHER) SUBFIELDS OF ANTHROPOLOGY 10 ANTHROPOLOGICAL PERSPECTIVES 14 WHY IS ANTHROPOLOGY IMPORTANT? 17 GLOSSARY 25 ABOUT THE AUTHORS 26 BIBLIOGRAPHY 27 2. The Culture Concept 29 THOUGHTS ON CULTURE OVER A CUP OF COFFEE 29 STORIES AS A REFLECTION ON CULTURE 30 THE DEVELOPMENT OF THEORIES OF CULTURE 35 BACK IN THE COFFEE SHOP 40 GLOSSARY 41 ABOUT THE AUTHORS 42 BIBLIOGRAPHY 43 3. Doing Fieldwork: Methods in Cultural Anthropology 45 FINDING THE FIELD 45 TRADITIONAL ETHNOGRAPHIC APPROACHES 49 ETHNOGRAPHY TODAY 54 ETHNOGRAPHIC TECHNIQUES AND PERSPECTIVES 56 ETHICAL CONSIDERATIONS 63 WRITING ETHNOGRAPHY 65 GLOSSARY 67 ABOUT THE AUTHOR 68 BIBLIOGRAPHY 68 4. Language 70 THE IMPORTANCE OF HUMAN LANGUAGE TO HUMAN CULTURE 70 THE BIOLOGICAL BASIS OF LANGUAGE 71 HUMAN LANGUAGE COMPARED WITH THE COMMUNICATION SYSTEMS OF OTHER SPECIES 75 UNIVERSALS OF LANGUAGE 76 DESCRIPTIVE LINGUISTICS: STRUCTURES OF LANGUAGE 76 LANGUAGE VARIATION: SOCIOLINGUISTICS 78 LANGUAGE IN ITS SOCIAL SETTINGS: LANGUAGE AND IDENTITY 83 LANGUAGE CHANGE: HISTORICAL LINGUISTICS 87 GLOBALIZATION AND LANGUAGE 88 GLOSSARY 92 ABOUT THE AUTHOR 94 5. Subsistence 96 STUDYING SUBSISTENCE SYSTEMS 97 MODES OF SUBSISTENCE 98 THE GLOBAL AGRICULTURE SYSTEM 112 CONCLUSION 114 GLOSSARY 114 ABOUT THE AUTHOR 115 BIBLIOGRAPHY 115 6. Economics 119 MODES OF PRODUCTION 120 MODES OF EXCHANGE 127 CONSUMPTION AND GLOBAL CAPITALISM 135 POLITICAL ECONOMY: UNDERSTANDING INEQUALITY 139 CONCLUSION 141 GLOSSARY 142 ABOUT THE AUTHOR 143 BIBLIOGRAPHY 143 7. Political Anthropology: A Cross-Cultural Comparison 148 BASIC CONCEPTS IN POLITICAL ANTHROPOLOGY 148 LEVELS OF SOCIO-CULTURAL INTEGRATION 150 EGALITARIAN SOCIETIES 150 BAND-LEVEL POLITICAL ORGANIZATION 151 TRIBAL POLITICAL ORGANIZATION 152 RANKED SOCIETIES AND CHIEFDOMS 161 STRATIFIED SOCIETIES 166 STATE LEVEL OF POLITICAL ORGANIZATION 168 CONCLUSION 173 ABOUT THE AUTHOR 175 BIBLIOGRAPHY 176 8. Family and Marriage 182 RIGHTS, RESPONSIBILITIES, STATUSES, AND ROLES IN FAMILIES 183 KINSHIP AND DESCENT 183 KINSHIP TERMS 188 MARRIAGE AND FAMILY 190 FAMILIES AND CULTURE CHANGE 199 GLOSSARY 200 ABOUT THE AUTHOR 202 9. Race and Ethnicity 204 “DUDE, WHAT ARE YOU?!” 205 IS ANTHROPOLOGY THE “SCIENCE OF RACE?” 207 RACE IN THREE NATIONS: THE UNITED STATES, BRAZIL, AND JAPAN 215 ETHNICITY AND ETHNIC GROUPS 220 A MELTING POT OR A SALAD BOWL? 222 ANTHROPOLOGY MEETS POPULAR CULTURE: SPORTS, RACE/ETHNICITY AND DIVERSITY 223 CONCLUSION 226 GLOSSARY 226 ABOUT THE AUTHOR 227 BIBLIOGRAPHY 228 10. Gender and Sexuality 231 INTRODUCTION: SEX AND GENDER ACCORDING TO ANTHROPOLOGISTS 231 FOUNDATIONS OF THE ANTHROPOLOGY OF GENDER 233 CONTEMPORARY ANTHROPOLOGICAL APPROACHES TO STUDYING SEXUALITY AND GENDER 262 CONCLUSION 271 GLOSSARY 272 ABOUT THE AUTHORS 274 11. Religion 286 DEFINING RELIGION 288 THEORIES OF RELIGION 289 ELEMENTS OF RELIGION 291 CONCLUSION 300 GLOSSARY 300 ABOUT THE AUTHOR 301 12. Globalization 304 OVERVIEW AND EARLY GLOBALIZATION 305 THE ACCELERATION OF GLOBALIZATION 306 SELECTIVE IMPORTATION AND ADAPTATION 308 GLOBALIZATION IN EVERYDAY LIFE 311 GLOBALIZATION AND NEOLIBERALISM 316 RESPONSES TO GLOBALIZATION 319 IMPLICATIONS FOR ANTHROPOLOGY 322 CONCLUSION 326 GLOSSARY 327 ABOUT THE AUTHORS 328 II. Part 2 13. The History of Anthropological Ideas 335 CENTRAL CONCEPTS 336 THE FALL OF COLONIALISM AND THE RISE OF NEWLY INDEPENDENT STATES 340 SPECIALIZATION – A WIDE RANGE 342 CONCLUSION 350 GLOSSARY 350 ABOUT THE AUTHOR 351 BIBLIOGRAPHY 351 14. Culture and Sustainability: Environmental Anthropology in the Anthropocene 357 LIVING IN THE ANTHROPOCENE 357 CULTURAL ECOLOGY 361 ETHNOECOLOGY 364 POLITICAL ECOLOGY 368 ADDITIONAL APPROACHES TO ENVIRONMENTAL ANTHROPOLOGY 373 APPLYING ANTHROPOLOGY IN CONSERVATION 375 CONCLUSION 377 GLOSSARY 378 ABOUT THE AUTHOR 379 BIBLIOGRAPHY 379 15. Performance 382 OVERVIEW 383 EVERYDAY PERFORMANCE 386 CONSTITUTING SOCIAL REALITY 391 BOUNDED PERFORMANCES 394 CONCLUSION 401 GLOSSARY 402 ABOUT THE AUTHORS 403 16. Media Anthropology: Meaning, Embodiment, Infrastructure, and Activism 407 A BRIEF HISTORY OF MEDIA ANTHROPOLOGY 408 MEANINGFUL MEDIA 409 WHAT MAKES MEDIA POSSIBLE? 412 PARTICIPATORY MEDIA AND MEDIA ACTIVISM IN ANTHROPOLOGY 415 CONCLUSION 419 GLOSSARY 421 ABOUT THE AUTHOR 421 BIBLIOGRAPHY 421 17. Health and Medicine 425 ANTHROPOLOGY AND THE BIOCULTURAL PERSPECTIVE 426 ETHNOMEDICINE 428 MENTAL HEALTH 433 THE EXPERIENCE OF ILLNESS IN PLACE 434 BIOMEDICAL TECHNOLOGIES 437 CONCLUSION 439 GLOSSARY 440 ABOUT THE AUTHOR 441 18. Seeing Like an Anthropologist: Anthropology in Practice 444 ANTHROPOLOGY AND DEVELOPMENT 445 “HARMFUL TRADITIONAL PRACTICES” 446 WE NEVER ASKED ABOUT IT BEFORE 448 SEEING LIKE AN ANTHROPOLOGIST 449 I WILL NOT EAT IT UNTIL I DIE 449 AN ISOLATED CASE? 451 REFLECTIONS 452 GLOSSARY 453 ABOUT THE AUTHOR 453 BIBLIOGRAPHY 453 19. Public Anthropology 456 INTRODUCTION 456 TWO PUZZLES 458 DEFINING PUBLIC ANTHROPOLOGY 463 PUTTING PRESENT CONCERNS IN PERSPECTIVE 464 PUBLIC ANTHROPOLOGY’S RELATION TO APPLIED ANTHROPOLOGY 466 THE UPS AND DOWNS OF PUBLIC ENGAGEMENT 467 TAKING STOCK OF WHERE WE ARE AND WHERE WE ARE HEADING 468 A FRAMEWORK FOR RESHAPING THE DISCIPLINE 469 FACILITATING SOCIAL CHANGE 476 CONCLUDING QUESTIONS 480 CENTER FOR A PUBLIC ANTHROPOLOGY PROJECT: HOW THE BLOOD CAME BACK TO THE 480 YANOMAMI ABOUT THE AUTHOR 484 BIBLIOGRAPHY 484 Image Credits 489 PREFACE Welcome to Perspectives and Open Access Anthropology! We are delighted to bring to you this novel textbook, a collection of chapters on the essential topics in cultural anthropology. Different from other introductory textbooks, this book is an edited volume with each chapter written by a different author. Each author has written from their experiences working as an anthropologist and that personal touch makes for an accessible introduction to cultural anthropol- ogy. Our approach to cultural anthropology is holistic. We see the interconnectedness of cultural practices and, in all of the chapters, we emphasize the comparison of cultures and the ways of life of different peoples. We start with Laura Nader’s observation that cultural differences need not be seen as a prob- lem. In our complicated world of increasing migration, nationalism, and climate challenges, cultural diversity might actually be the source of conflict resolution and new approaches to ensuring a health- ier world. Indeed, as Katie Nelson reminds us, anthropology exposes the familiarity in the ideas and practices of others that seem bizarre. Robert Borofsky advocates for anthropology’s ability to empower people and facilitate good. Borofsky calls on anthropologists to engage with a wider public to bring our incredible stories and important insights to helping resolve the most critical issues we face in the world today. This book brings Nader, Nelson, Borofsky, and many others together to demonstrate that our anthropological understandings can help all of us to improve the lives of people the world over. We need you, as students, to see the possibilities. As instructors, we want to help you easily share anthro- pological knowledge and understanding. We want all readers to be inspired by the intensely personal writings of the anthropologists who contribute to this volume. WHY THIS BOOK? For students, we promise readable and interesting writing on topics that will be covered in your first year anthropology course. The chapters contain links to support your use and enjoyment of the book. They are designed to help learn the material. Use this book, even if it is not your course text, and then ask your instructor tough questions! Use social media to ask us questions or to send us comments—the details are below. For instructors, we invite you to build your own book, the perfect book for your course. The available chapters mirror the lecture topics in many first-year courses. The chapters form a whole and they can also
Recommended publications
  • American Cultural Anthropology and British Social Anthropology

    American Cultural Anthropology and British Social Anthropology

    Anthropology News • January 2006 IN FOCUS ANTHROPOLOGY ON A GLOBAL SCALE In light of the AAA's objective to develop its international relations and collaborations, AN invited international anthropologists to engage with questions about the practice of anthropology today, particularly issues of anthropology and its relationships to globaliza- IN FOCUS tion and postcolonialism, and what this might mean for the future of anthropology and future collaborations between anthropologists and others around the world. Please send your responses in 400 words or less to Stacy Lathrop at [email protected]. One former US colleague pointed out American Cultural Anthropology that Boas’s four-field approach is today presented at the undergradu- ate level in some departments in the and British Social Anthropology US as the feature that distinguishes Connections and Four-Field Approach that the all-embracing nature of the social anthropology from sociology, Most of our colleagues’ comments AAA, as opposed to the separate cre- highlighting the fact that, as a Differences German colleague noted, British began by highlighting the strength ation of the Royal Anthropological anthropologists seem more secure of the “four-field” approach in the Institute (in 1907) and the Associa- ROBERT LAYTON AND ADAM R KAUL about an affinity with sociology. US. One argued that this approach is tion of Social Anthropologists (in U DURHAM Clearly British anthropology traces in fact on the decline following the 1946) in Britain, contributes to a its lineage to the sociological found- deeper impact that postmodernism higher national profile of anthropol- ing fathers—Durkheim, Weber and consistent self-critique has had in the US relative to the UK.
  • Cooperation Across Cultures: an Analysis of Intercultural Competence in Development Organizations

    Cooperation Across Cultures: an Analysis of Intercultural Competence in Development Organizations

    Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS WORKING PAPER VOLUME | 205 BOCHUM 2014 www.development-research.org | www.ruhr-uni-bochum.de IEE WORKING PAPERS 205 Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS Copyright 2014 Herausgeber: © Institut für Entwicklungsforschung und Entwicklungspolitik der Ruhr-Universität Bochum Postfach 10 21 48, D-44780 Bochum E-Mail: [email protected] www.development-research.org ISSN 0934-6058 ISBN 978-3-927276-91-8 Abstract Behavior, attitudes, and values differ extremely throughout the world. Whenever two members of different groups such as cultures, nations, or societies interact, such differ- ences become a determining factor for the process of interaction. When thinking of such areas where interactions among members of different cultures constitute a crucial pre- condition, development cooperation comes to one’s mind right away. Development policy and cooperation take place in intercultural settings as members of so-called more devel- oped countries interfere in the development of so-called less developed countries, which always includes a cultural component. Hence, such international and intercultural inter- actions require a competent way of dealing with cultural differences. Consequently, this paper examines the extent to what intercultural competence is a determining factor for the success of organizations of development cooperation. It does so by analyzing the case of the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) in Bolivia. Bolivia rep- resents a highly interesting context for studies dealing with interculturality as the country has passed a constitution in 2006 which explicitly includes concepts of interculturality (interculturalidad).
  • Cultural Diversity: Cultural Anthropology and Linguistics

    Cultural Diversity: Cultural Anthropology and Linguistics

    1 Cultural Diversity: Cultural Anthropology and Linguistics ANTH 104 Dr. Maria Masucci Summer 2013 Office: Faulkner House 4 Dates: May 21 – June 13 Office phone: 3496 Times: 9:30 a.m. – 12:30 p.m.; T, W, TH E-Mail: [email protected] Course Description The discipline of Anthropology challenges us through a comparative approach to become aware of our own cultural preconceptions and to appreciate the tremendous variety of human experiences. In this course we will learn how other perspectives of the world can challenge our assumptions about our own way of life. As an introduction to the field of cultural anthropology students will become acquainted with concepts and methodologies utilized by cultural anthropologists as well as the social and ethical dilemmas that we face conducting cross-cultural research. Learning Goals To help create global citizens who are open to and comfortable with interacting in a multicultural, multilinqual world by helping you: gain an appreciation of the rich cultural diversity of human societies; learn to think critically about assumptions and representations of culture and society. gain competence in the history and central theoretical and methodological concepts and practices of socio-cultural anthropology and linguistics; 2 Therefore, by the end of this course you should have: an appreciation of Anthropological Perspectives, specifically a holistic and comparative perspective of humans and their cultures across time and space and the relevance of anthropology to everyday life; a developing knowledge base of the major concepts, theoretical orientations, methodological approaches and historical trends in anthropology; exposure to and familiarity with ethnographic methods central to the field of cultural anthropology; a more nuanced understanding of how people give meaning to their lives in a rapidly globalizing world and; preparation for intermediate level cultural anthropology courses.
  • Civilization Studies 1

    Civilization Studies 1

    Civilization Studies 1 Civilization Studies Civilization studies provide an in-depth examination of the development and accomplishments of one of the world's great civilizations through direct encounters with significant and exemplary documents and monuments. These sequences complement the literary and philosophical study of texts central to the humanities sequences, as well as the study of synchronous social theories that shape basic questions in the social science sequences. Their approach stresses the grounding of events and ideas in historical context and the interplay of events, institutions, ideas, and cultural expressions in social change. The courses emphasize texts rather than surveys as a way of getting at the ideas, cultural patterns, and social pressures that frame the understanding of events and institutions within a civilization. And they seek to explore a civilization as an integrated entity, capable of developing and evolving meanings that inform the lives of its citizens. Unless otherwise specified, courses should be taken in sequence. Note the prerequisites, if any, included in the course description of each sequence. Some civilization sequences are two-quarter sequences; others are three- quarter sequences. Students may meet a two-quarter civilization requirement with two courses from a three- quarter sequence. Because civilization studies sequences offer an integrated, coherent approach to the study of a civilization, students cannot change sequences. Students can neither combine courses from a civilization sequence with a freestanding course nor combine various freestanding courses to create a civilization studies sequence. Students who wish to use such combinations are seldom granted approval to their petitions, including petitions from students with curricular and scheduling conflicts who have postponed meeting the civilization studies requirement until their third or fourth year in the College.
  • National Cultural Differences and Multinational Business

    National Cultural Differences and Multinational Business

    Globalization Note Series Pankaj Ghemawat and Sebastian Reiche National Cultural Differences and Multinational Business The eminent Dutch psychologist, management researcher, and culture expert Geert Hofstede, early in his career, interviewed unsuccessfully for an engineering job with an American company. Later, he wrote of typical cross-cultural misunderstandings that crop up when American managers interview Dutch recruits and vice versa: “American applicants, to Dutch eyes, oversell themselves. Their CVs are worded in superlatives…during the interview they try to behave assertively, promising things they are very unlikely to realize…Dutch applicants in American eyes undersell themselves. They write modest and usually short CVs, counting on the interviewer to find out by asking how good they really are…they are very careful not to be seen as braggarts and not to make promises they are not absolutely sure they can fulfill. American interviewers know how to interpret American CVs and interviews and they tend to discount the information provided. Dutch interviewers, accustomed to Dutch applicants, tend to upgrade the information. To an uninitiated American interviewer an uninitiated Dutch applicant comes across as a sucker. To an uninitiated Dutch interviewer an uninitiated American applicant comes across as a braggart.”1 Cultural differences, while difficult to observe and measure, are obviously very important. Failure to appreciate and account for them can lead to embarrassing blunders, strain relationships, and drag down business performance. And the effects of culture persist even in life-and-death situations. Consider the example of Korean Air’s high incidence of plane crashes between 1970 and 2000. As an analysis of conversations recorded in the black boxes of the crashed planes revealed, the co-pilots and flight engineers in all-Korean cockpits were too deferential to their captains.
  • Cultural History in Spain History of Culture and Cultural History: Same Paths and Outcomes?*

    Cultural History in Spain History of Culture and Cultural History: Same Paths and Outcomes?*

    Cultural History in Spain History of Culture and Cultural History: same paths and outcomes?* CAROLINA RODRÍGUEZ-LÓPEZ An overview &XOWXUDOKLVWRU\LVFXUUHQWO\DERRPLQJWRSLFLQ6SDLQ&XOWXUDOKLVWRU\LVQRZ ÁRXULVKLQJ DQG FHUWDLQ DUHDV KDYH GLVWLQJXLVKHG WKHPVHOYHV DV DXWRQRPRXV ÀHOGVRIVWXG\WKHKLVWRU\RIFXOWXUDOSROLWLFVUHDGLQJDQGSULQWLQJDQGPHGLFDO FXOWXUDOSUDFWLFHVIRUH[DPSOH+RZHYHUZKDWLVGHÀQHGDVcultural history in FXUUHQW6SDQLVKKLVWRULRJUDSK\LVQRWDQHDV\LVVXH/LNHWKHUHVWRI(XURSHDQ HYHQ$PHULFDQ KLVWRULRJUDSKLHV6SDQLVKKLVWRULRJUDSK\KDVJRQHWKURXJKDQ H[WHQVLYHDQGLQWHUHVWLQJSURFHVVVKLIWLQJIURPVRFLDOWRFXOWXUDOKLVWRU\7KH SURFHVV KDV QRW EHHQ H[HPSW IURP SUREOHPV DQG PLVXQGHUVWDQGLQJV DQG KDV GHWHUPLQHGQRWRQO\WKHZD\VLQZKLFKFXOWXUDOKLVWRU\KDVWUDGLWLRQDOO\ÁRZHG EXWDOVRWKHNLQGVRIUHVHDUFKDQGVFLHQWLÀFZRUNVWKDWKDYHEHHQODEHOHGZLWK the cultural history title. 7KLVFKDSWHURIIHUVDEULHIRYHUYLHZRIZKDW,KDYHMXVWPHQWLRQHGDERYH ,QRUGHUWRGRVRLWLVGLYLGHGLQWRWKUHHVHFWLRQV7KHÀUVWRQHGHDOVZLWKWKH KLVWRULFDODQGKLVWRULRJUDSKLFDOFRQWH[WVZKHQWKHÀUVWUHVHDUFKDQGGHEDWHVLQ 6SDLQIRFXVHGRQFXOWXUDOKLVWRU\,QWKHVHFRQGVHFWLRQ,LQWURGXFHWKHUHVHDUFK JURXSVLQVWLWXWLRQVDFDGHPLFSURJUDPVDQGSXEOLVKLQJKRXVHSURMHFWVWKDWKDYH HQFRXUDJHG DQG DUH FXUUHQWO\ RUJDQL]LQJ 6SDQLVK FXOWXUDO KLVWRU\ NQRZOHGJH DQGSURGXFWLRQ$QGODVWEXWQRWOHDVW,SUHVHQWDÀUVWDQGWHQWDWLYHOLVWRIH[DFW- ,DPJUDWHIXOWR(OHQD+HUQiQGH]6DQGRLFDIRUGHWDLOHGVXJJHVWLRQVDQGWR3DWULFLD %HUDVDOXFHDQG(OLVDEHWK.OHLQIRUDFFXUDWHUHDGLQJRIWKLVFKDSWHUάVÀUVWYHUVLRQ 211 Carolina Rodríguez-López O\ZKDW6SDQLVKKLVWRULDQVKDYHZULWWHQRQWKHÀHOGRIFXOWXUDOKLVWRU\,QRWKHU
  • The Invention of Primitive Society Transformation of an Illusion

    The Invention of Primitive Society Transformation of an Illusion

    The invention of primitive society Transformation of an Illusion Adam Kuper Routledge New York, 1988 Este material se utiliza con fines exclusivamente didácticos CONTENTS PREFACE ............................................................................................................................................ Vii 1 The idea of primitive society................................................................................................................... PART I The constitution of primitive society ....................................................................................... 15 2 Patriarchal theory .............................................................................................................................. 17 3 Lewis Henry Morgan and ancient society .......................................................................................... 42 4 The question of totemism.................................................................................................................... 76 5 Australian totemism............................................................................................................................ 92 6 Totem and taboo............................................................................................................................... 105 PART II Academic anthropologists and primitive society.................................................................. 123 7 The Boasians and the critique of evolutionism................................................................................
  • Invented Or Inherited?

    Invented Or Inherited?

    Call for Papers 12th UNEeCC Conference Culture: Invented or Inherited? 7-9 November 2018 University of Malta, Valletta Campus Culture is ‘the way-of-life in an ecosystem characteristic of a particular people’ (Keesing 1981:68). This is only one of the countless definitions given to this term which is ‘surprisingly’ and ‘notoriously’ difficult to define due to its dynamic nature (Smith and Riley 2011). Underlying dimensions characterising early and modern Europe, such as the economic situation of specific countries and humanitarian crises may be determining factors by which its collectivist culture has been constantly in flux, particularly in its production and consumption. One would question the affects which these factors may have on the transmission of traditional and popular European cultures and if their core components are, in fact, inherited or invented. The main objective of this conference is to develop critical arguments based on two concepts which can be non-homogenous and overlapping at the same time, namely (i) Culture inheritance and (ii) Cultural invention. Key questions relevant to this conference are: (i) ‘how does the concept of European Capitals of Culture consider the invention and inheritance of cultures?’; (ii) ‘What avenues are being taken by ECoC programmers to strike a balance in the promotion of cultural components which are ‘invented’ and those based on grass-root identities?’; and (iii) ‘What are the core arguments surrounding the questions of whether a culture is invented or inherited?. Established academics,
  • Apresentação Do Powerpoint

    Apresentação Do Powerpoint

    BEROSE is an online encyclopaedia of worldwide scope, claiming a renewed practice and writing of the history of anthropology, in the wake of the World Anthropologies paradigm. With an international scientific committee, sixteen research teams and a constantly expanding network of contributors from all continents, BEROSE is an open access digital humanities project that promotes high-quality open science. Editorial Board / Research themes Scientific Committee History of French Anthropology and Ethnology of France (1900-1980) Ira BASHKOW History of German and Austrian Anthropology and Ethnologies Paul BASU Histories of Anthropology in Brazil Claude BLANCKAERT History of Dutch-speaking Anthropology Alice CONKLIN Anthropology of the South American Lowlands Regna DARNELL History of Colombian Anthropology Vincent DEBAENE Nélia DIAS Anthropologies and Nation Building from Cuba and Haiti (1930-1990) Christian JACOB th st History of Portuguese Anthropology and Ethnographic Archives (19 -21 century) Adam KUPER History of Italian Anthropology João LEAL History of Japanese Anthropology Benoît DE L´ESTOILE History of Anthropology in Australasia (1900-2000) Herbert S. LEWIS Anthropological Horizons, Histories of Ethnology and Folklore in Turkey Andrew LYONS Networks, Journals and Learned Societies in France and Europe (1870-1920) Jean-Christophe MONFERRAN Fernanda PEIXOTO The Invention of Folk Art (1840-1857) Emmanuelle SIBEUD History of Ethnomusicology George STEINMETZ History of the Relationship between Law and Anthropology Han VERMEULEN Claudie VOISENAT BEROSE regularly publishes new encyclopaedic articles in several languages (English, French, Spanish, Portuguese, and Italian) throughout the year. Its website can be browsed in English and French. Pluralizing the history of anthropology As its title suggests, BEROSE International Encyclopaedia of the Histories of Anthropology reflects the diversity of the scholarly traditions concerned.
  • Balancing Cultural Strengths in Teaching

    Balancing Cultural Strengths in Teaching

    1 Chapter 1 Balancing Cultural Strengths in Teaching I feel like I have to leave my culture at the door to be taken seriously, to Tibetan Symbol of Balance not startle people, to have a chance at being seen as intelligent. Trying to learn through someone else’s cultural traditions makes getting my education even tougher. I grew up discussing things and comparing my ideas to others but classrooms are mostly just hours of listening. I want to apply what I’m learning at least hypothetically to serve my own communities, but mostly we just regurgitate facts, ideas, and theory in the abstract. I’ve learned over time how to negotiate this reality yet I wonder sometimes what it would have been like to learn within my own cultural epistemologies. My hope is that when I am a professor, I can teach in ways that embody many cultures, not just my own or the ones that are so prevalent in college and university classrooms. - African American doctoral student in education1 ulture is interwoven through teaching and learning (Banks & Banks, 1997; Gay, 2000; Tisdell, 2003). Similar to the student quoted above, each college student C brings culturally influenced ways of learning, communicating, and behaving as well as expectations about teaching with them into collegiate learning environments (Chávez, Ke, & Herrera, 2012; Ibarra, 2001; Rendón, 2009). Likewise, faculty bring cultural influences into teaching practices and into the interpretation and evaluation of students (Chávez, 2007; Ibarra, 2001). Teaching-learning relationships between faculty and students are embedded in culture. We propose that faculty apply a cultural lens to teach more inclusively across cultural frameworks.
  • Durkheim and Organizational Culture

    Durkheim and Organizational Culture

    IRLE IRLE WORKING PAPER #108-04 June 2004 Durkheim and Organizational Culture James R. Lincoln and Didier Guillot Cite as: James R. Lincoln and Didier Guillot. (2004). “Durkheim and Organizational Culture.” IRLE Working Paper No. 108-04. http://irle.berkeley.edu/workingpapers/108-04.pdf irle.berkeley.edu/workingpapers Durkheim and Organizational Culture James R. Lincoln Walter A. Haas School of Business University of California Berkeley, CA 94720 Didier Guillot INSEAD Singapore June , 2004 Prepared for inclusion in Marek Kocsynski, Randy Hodson, and Paul Edwards (editors): Social Theory at Work . Oxford, UK: Oxford University Press. Durkheim and Organizational Culture “The degree of consensus over, and intensity of, cognitive orientations and regulative cultural codes among the members of a population is an inv erse function of the degree of structural differentiation among actors in this population and a positive, multiplicative function of their (a) rate of interpersonal interaction, (b) level of emotional arousal, and (c) rate of ritual performance. ” Durkheim’ s theory of culture as rendered axiomatically by Jonathan Turner (1990) Introduction This paper examines the significance of Emile Durkheim’s thought for organization theory , particular attention being given to the concept of organizational culture. We ar e not the first to take the project on —a number of scholars have usefully addressed the extent and relevance of this giant of Western social science for the study of organization and work. Even so, there is no denying that Durkheim’s name appears with vast ly less frequency in the literature on these topics than is true of Marx and W eber, sociology’ s other founding fathers .
  • Introduction ROBERT AUNGER a Number of Prominent Academics

    Introduction ROBERT AUNGER a Number of Prominent Academics

    CHAPTER 1: Introduction ROBERT AUNGER A number of prominent academics have recently argued that we are entering a period in which evolutionary theory is being applied to every conceivable domain of inquiry. Witness the development of fields such as evolutionary ecology (Krebs and Davies 1997), evolutionary economics (Nelson and Winter 1982), evolutionary psychology (Barkow et al. 1992), evolutionary linguistics (Pinker 1994) and literary theory (Carroll 1995), evolutionary epistemology (Callebaut and Pinxten 1987), evolutionary computational science (Koza 1992), evolutionary medicine (Nesse and Williams 1994) and psychiatry (McGuire and Troisi 1998) -- even evolutionary chemistry (Wilson and Czarnik 1997) and evolutionary physics (Smolin 1997). Such developments certainly suggest that Darwin’s legacy continues to grow. The new millennium can therefore be called the Age of Universal Darwinism (Dennett 1995; Cziko 1995). What unifies these approaches? Dan Dennett (1995) has argued that Darwin’s “dangerous idea” is an abstract algorithm, often called the “replicator dynamic.” This dynamic consists of repeated iterations of selection from among randomly mutating replicators. Replicators, in turn, are units of information with the ability to reproduce themselves using resources from some material substrate. Couched in these terms, the evolutionary process is obviously quite general. for example, the replicator dynamic, when played out on biological material such as DNA, is called natural selection. But Dennett suggests there are essentially no limits to the phenomena which can be treated using this algorithm, although there will be variation in the degree to which such treatment leads to productive insights. The primary hold-out from “evolutionarization,” it seems, is the social sciences. Twenty-five years have now passed since the biologist Richard Dawkins introduced the notion of a meme, or an idea that becomes commonly shared through social transmission, into the scholastic lexicon.