COURSE Anthro 423 Social and Cultural Change (Theory)
TIME 1:30-4:00 Tuesdays Spring Semester 2003
PLACE Saunders Hall 345 University of Hawai`i @ Manoa
INSTRUCTOR Dr. Les Sponsel, Professor
OFFICE 317 Saunders Hall
Hours: Tuesdays 4:00-5:30 p.m.
Thursdays 12:00-1:30 p.m.
Phone: 956-8507 Email: sponsel@hawaii.edu
ORIENTATION
The main preoccupations of this course are reflected in the three quotations below:
Anthropology is not a dispassionate science like astronomy, which springs from the contemplation of things at a distance. It is the outcome of a historical process which has made the larger part of mankind subservient to the other, and during which millions of innocent human beings have had their resources plundered and their institutions and beliefs destroyed, whilst they themselves were ruthlessly killed, thrown into bondage, and contaminated by diseases they were unable to resist. Anthropology is daughter to this era of violence: its capacity to assess more objectively the facts pertaining to the human condition reflects, on the epistemological level, a state of affairs in which 1 part of mankind treated the other as an object (Claude Levi-Strauss, 1966, "Anthropology: Its Achievements and Future," Current Anthropology 7(2):126).
Throughout the Western hemisphere, anthropological studies have focused on Native Americans. If there is any topic about which the discipline can claim full, authoritative legitimacy, this should be it. However, anthropologists have yet to systematically address the most vital issues that unequivocally have deeply affected all Native Americans relentlessly since European conquest: threatened extinction by disease, massacre and war; social and cultural disorientation by dislocation, discrimination, forced removal, imprisonment, reeducation and religious conversion; psychological and physical abuse through culture shock, disease, alcoholism and denigration; and economic and political impoverishment, disenfranchisement, corruption and deception. Practically all of these tragic circumstances have resulted from national government policies, which have led to four centuries of deprivation across the breadth of the New World. Today, human and cultural rights of Native Americans throughout the Americas are still debated vigorously (Paul L. Doughty, 1988, "Crossroads for Anthropology: Human Rights in Latin America," in Human Rights and Anthropology, T.E. Downing and G. Kushner, eds., p. 43).
[Anthropology] could become the discipline which enhances the human spirit, which explores and expands the horizon of human emotional possibilities and experiences. It could become a discipline recognized for its contribution to the broadening of human cultural experiences on the emotional as well as on the "intellectual" planes. But for this to come to pass requires first of all a struggle by anthropologists against the destruction of cultures and people; a struggle which dissolves academic boundaries, and situates the anthropologist as an ally of those whose cultures have for so long been under imperial assault (John Mohawk, 1985, "In Search of Humanistic Anthropology," Dialectical Anthropology 9(1-4):165-170).
This course offers in seminar format a critical analysis of the phenomena, agents, and processes of social and cultural change throughout the world in colonial and neocolonial contexts including the forces of genocide, ethnocide, and ecocide through discussion of a textbook by Bodley. Particular attention is afforded to the roles in social and cultural change of applied, action, advocacy, and liberation anthropology through discussion of the Ervin textbook. Lingering elements of colonialism, racism, ethnocentrism, classism, and elitism within contemporary anthropology as well as problems with professional ethics and violations of human rights are also considered, and thereby the dire need for radical changes in anthropology itself is scrutinized.
The course pursues a dual tract: the first half of each period is devoted to general principles; and the second half to a systematic, thorough, and in-depth critical analysis of one case study--- change among the Yanomami of the Brazilian and Venezuelan Amazon through the impact of missionaries, miners, military, anthropologists, and other indigenous cultures among the forces endangering their population, society, culture, and ecology. The instructor's comments on this second subject will be drawn from the second draft of a book he is writing: The Noble and the Savage: Anthropologists, Professional Ethics, and Human Rights among the Yanomami.
OBJECTIVES
This course aims to accomplish four things:
1. survey the phenomena, agents, and processes of social and cultural change from an anthropological perspective with an emphasis on indigenous societies;
2. survey how anthropologists approach this subject through both basic and applied research, and the problems and issues of professional ethics and politics involved;
3. critically analyze material on the Yanomami as an in-depth case study of cultural change and anthropology; and
4. provide a guide to key resources for the above (see the course website: http://www.blackboard.hawaii.edu ).
FORMAT
This course is not writing intensive, but it certainly is thinking and discussion intensive. It will be conducted as an advanced undergraduate seminar, but also available to graduate students for credit. This means that every student needs to carefully read and prepare to discuss in class assigned material as scheduled each week. Throughout each meeting the instructor will be evaluating participation in class discussion which amounts to half of the final course grade. If any student is not prepared to faithfully keep up with the readings assignments and contribute actively to class discussions, then it is best to drop the course. The reading assignments are not heavy, but they are expected to be read regularly and carefully.
During the first half of each class meeting, a different individual will lead class discussion on each of the assigned chapters. During the second half of the class meeting, a different individual will discuss the assigned chapters in the Yanomami case study book they have chosen. The instructor will present additional material on the Yanomami plus show selected slides from his own fieldwork with the Yanomami and from the CD The Yanomami in the Amazonian Rainforest: A Visual Experience produced by Dr. John Early.
Short of fieldwork, videos are a great way to experience anthropology, cultural change, and other aspects of the course material. Because of limited time and our special case study focus, only videos on the Yanomami will be shown in class; however, others of special relevance are listed in the Schedule and students are encouraged to view as many as possible.
Students are expected to be open-minded as well as courteous and professional in class discussions. Any student can say anything as long as it is relevant, concise, and polite.
Some conference phone calls may be arranged as well with anthropologists on the mainland who are especially relevant to some Yanomami topics covered in class.
GRADE
The course grade will be based on the following:
1. discussion in class and on the course website of the Bodley and Ervin textbooks (30%);
2. discussion in class of one case study (30%); and
3. an intellectual journal as the mid-term and final examinations (dates due: 2/4, 4/1, 5/15) (40%).
Although there are no regular quizzes or examinations in this course, actually each student will in effect be examined and evaluated during the discussion in every class meeting. Therefore, if you are not prepared to regularly contribute actively to class discussion then you should drop the course.
There are no written assignments except for the journal. The journal should be maintained regularly and faithful as a record of the development of your knowledge, understanding, and thoughts on the subject. Each week one entry should be made while completing the reading assigned for the next class and in preparation for the discussion in that class. A second entry should be made during the class meeting and afterward as you reflect on it. The main purpose of the journal is to document your own intellectual journey in the course throughout the semester, including your observations, comments, insights, reactions, criticisms, questions, and the like. It is not necessary to summarize readings in the journal, but your entries should clearly be informed by the readings. You may simply list at least three main points for each chapter and pose at least three questions for discussion. (The instructor will post on the course website a summary of each chapter in the two main textbooks after it is discussed in class).
Extra credit may be earned by writing a one-page reaction (not summary) to a video, journal article, book chapter, or discussion from any material covered in class or in the resource guides. Five high quality extra credit papers can make the difference for a borderline course grade, while ten such papers can elevate the grade to the next level. Other alternatives for more extra credit include writing a review of an extra book or a research report, but in either case the specifics have to be approved by the instructor. Thus, in principal with enough high quality work any student can earn an A in this course.
Regular class attendance is absolutely essential and a systematic record will be kept. A grade will be assigned for each student's performance during each class meeting after the first one, thus a missed class earns an F unless an acceptable written excuse is provided such as from a medical doctor. Students are expected to arrive at class on time and remain attentive during the entire period. Any students who wish to sleep or to carry on private conversations should do so outside of the classroom to avoid distracting other students and the instructor.
READINGS
You are required to thoroughly read and discuss the textbooks by Bodley and Ervin as well as at least one of the three case study books of your choice:
John H. Bodley 1999, Victims of Progress. Mountain View, CA: Mayfield Publishing Co.
Alexander M. Ervin, 2000, Applied Anthropology: Tools and Perspectives for Contemporary Practice, Boston, MA: Allyn and Bacon.
John F. Peters 1998, Life Among the Yanomami: The Story of Change Among the Xilixana on the Mucajai River in Brazil, Orchard Park, NY: Broadview Press.
Alcida Rita Ramos, 1995, Sanuma Memories: Yanomami Ethnography in Times of Crisis, Madison, WI: University of Wisconsin Press.
Patrick Tierney, 2001, Darkness in El Dorado: How Scientists and Journalists Devastated the Amazon, New York, NY: W.W. Norton.
The two textbooks and three case study books should be available in the UH Bookstore for anyone who may wish to purchase one or more of them. They should be available from the stacks in Hamilton Library as well. Alternatively they can be ordered through local bookstores (e.g., Borders, Barnes and Noble) or an internet bookseller (Amazon.com, addall.com, bibliofind.com, alibris.com, abebooks.com, etc.).
In addition, students are encouraged to occasionally read journal articles or book chapters, view extra videos, and explore websites recommended by the instructor.
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SCHEDULE
Date Topic Reading
January
14th Orientation:
syllabus, course website, students, instructor
Introduction to the Yanomami
Video in class:
Warriors of the Amazon 18554
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21st What is progress? Bodley 1-2
Indigenes vs. "civilization"
Videos recommended:
Ishi, The Last Yahi 9383,
Culture Change 11132,
Man Blong Custom 7354
Yanomami Studies: Ramos Pre & Intro
Past, Present, & Future Peters Pre, 1-2
Video recommended:
Yanomami Homecoming (Kenneth Good) 17918
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28th The frontier & germ warfare Bodley 3
Videos recommended:
The Last Tasmanians: Extinction 425
Frontier: Stories from White Australia's
Forgotten War 14584 Pts. 1-2
Yanomami Infrastructure Peters 3-4
(cultural ecology) Ramos 1-2
Video in class:
Yanomami of the Orinoco 6864
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February
4th Deciding who's in control Bodley 4-5
Videos recommended:
The Tribe That Time Forgot (Awa, Brazil) 10873
Black Harvest (Papua New Guinea) 7458
Angels of War (New Guinea WWII) 702
Yanomami Stucture Peters 5-6, 11
(social & political organization) Ramos 3-4, 6-8
Video in class:
The Ax Fight 5736
Videos recommended:
The Feast 7939
Journal due (mid-term examination 1)
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11th Policies of ecocide & ethnocide Bodley Chs. 6-7
Video recommended:
Sky Chief 13744
Yanomami Superstructure Peters 7-10, 12
(religion, art, oratory, etc.) Ramos 5
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18th Videos:
Moonblood 3393,
Magical Death 7938,
New Tribes Mission 6695,
Ocamo is my Town 6696
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25th Destroying the quality of life Bodley Chs. 8-9
Videos recommended:
First Contact (Papua New Guinea) 4387
Joe Leahy's Neighbors 2285
Yanomami and gold mining invasion Peters 13-14
Video in class: Ramos 9-11
Contact: Yanomami Indians of Brazil 4962
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March
4th Human rights, wrongs, & advocacy Bodley Chs. 10-11
Yanomami case Ramos Epilogue
Video in class:
Davi vs. Goliath (Hashimu Massacre)
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11th Applied anthropology, Ervin Chs. 1-3
policy & ethics
Yanomami case Peters 15, Conclusions
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18 Videos:
Anthropologists at Work 11984,
To Find the Baruya Story (Maurice Godelier) 1677,
Yanomamo: A Multidisciplinary Study 4553,
A Man Called Bee (Napoleon Chagnon) 5836
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25 SPRING RECESS
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April
1 Policy analysis & practice Ervin Chs. 4-7
Video recommended:
Anthropology on Trial (Margaret Mead) 893
Yanomami & government,
national & international
Video recommended:
Amazon Journal 15243
Journal due (mid-term examination 2)
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8 Social & environmental impacts Ervin Chs. 8-10
Advocacy anthropology
Videos recommended:
Kayapo: Out of the Forest 5297)
The Turtle People (Miskito, Nicaragua) 8508
Shark Callers of Kontu 270
Yanomami & NGOs,
national & international
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15 Means to someone's ends Ervin Chs. 11-13
(applied anthropology methods)
Yanomami: Guns, Germs, Tierney Introduction
and Anthropologists" & Part I
(contact repercussions)
Video in class:
Yanomami: Keepers of the Flame 9860
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22 Continued Ervin Chs. 14-15
Yanomami: "In Their Own Image" Tierney Part II
(cultural and psychological
reflections)
Video recommended:
A Man Called Bee (Napoleon Chagnon) 5836
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29 Being an effective professional Ervin Chs. 16-17
Yanomami: "Ravages of El Dorado" Tierney Part III
(anthropologists as Cold Warriors)
Videos recommended:
Yanomamo: A Multidisciplinary Study 4553
Half-life: A Parable for the Nuclear Age 851
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May
6 Conclusions on cultural change, anthropology,
professional ethics, and Yanomami
Video recommended:
From the Heart of the World (Kogi) 6070
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15 Journal due (final examination) (deliver to instructor's office Saunders Hall 317 by 4:30 p.m.)
NOTE: If you wish to have your final examination and any remaining papers returned, then you should provide a self-addressed and stamped envelope of sufficient size when the papers are turned in.
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WEBSITES (most important websites):
American Anthropological Association
http://www.aaanet.org
Society for Applied Anthropology
http://www.sfaa.net
National Association for the Practice of Anthropology
http://www.aaanet.org/napa
Public Anthropology
http://www.publicanthropology.org
Darkness in El Dorado
http://members.aol.com/archaeodog/index.htm