Cultural Difference in a Globalized Society

ANT 1102

CULTURAL DIFFERENCE IN A GLOBALIZED SOCIETY

I hope to demonstrate that a clear understanding of the principles of anthropology illuminates the social processes of our times and may show us, if we are ready to listen to its teachings, what to do and what to avoid.

Franz Boas (1858-1942)

Father of American Anthropology

Credit Hours: 3 credits Faculty: Dr. Arlene Fradkin

Prerequisites: ENC 1101 with grade of C or betterDepartment: Anthropology

Class Placement: FreshmanOffice: SO 178 E-mail:

Semester to be Offered: Spring (every other year)Phone: 297-3231 Fax: 297-0084

Meeting Time: Tuesday/Thursday schedule

COURSE DESCRIPTION

As the world becomes Asmaller,@ people from different countries who have different customs and values and who speak different languages find themselves living together in the same Aglobal@ community. Anthropology, the study of humankind, offers a broad perspective on humanity by exploring the many facets of the human experience. As a social science, anthropology is unique in that it is a comparative discipline. Generalizations about human behavior are based upon cross-cultural comparisons among a wide range of human societies.

This course examines cultural differences in three domains of human life: work (making a living), marriage relationships, and religion. Class lectures and discussions are supplemented by ethnographic videos focusing on these particular aspects of culture. Reading assignments consist of a selection of articles written by anthropologists who give firsthand accounts of their research. The articles cover a broad range of cultures, both non-Western and Western (including American). Students thus make their own cross-cultural comparisons as they read how different peoples have adapted their traditional beliefs and practices to today=s Aglobalized@ society. Also, they learn how anthropology relates to their own lives.

This course is the equivalent of ENC 1102 and therefore satisfies the College Writing II core course requirement. As this writing-intensive class is also a AGordon Rule@ class, students are required to write a minimum of 6,000 words during the course of the semester. Writing exercises encompass a variety of assignments, both formal and informal, including analytical papers and essay commentaries pertaining to the readings, class lecture/discussion topics, and videos. By enrolling in this course, students not only improve their writing and critical thinking skills but also gain a better understanding of and appreciation for other peoples and cultures and for humanity in general.

COURSE OBJECTIVES:

$improve skills in analytical writing and critical thinking

$develop ability to think, express, and communicate ideas effectively by writing in clearly and in coherent and organized format

$revise written work through self-reflection and constructive criticism

$write a critique of another student=s written work

$gain an understanding of basic anthropological concepts and the relevance of cross-cultural comparisons in anthropological research

$understand the concept of culture and the process of globalization

$gain a better understanding of and appreciation for other peoples and cultures

REQUIRED TEXTS:

$Packet of anthropological readings required for this course.

$Reynolds, Nedra (2000) Portfolio Keeping: A Guide for Students. Boston: Bedford/St. Martin=s.

$Harris, Muriel (2003) Prentice-Hall Reference Guide to Grammar and Usage, 5th edition. Upper Saddle River, New Jersey: Prentice-Hall.

$A good dictionary: Merriam-Webster or American Heritage.

OTHER MATERIALS:

$Plain letter-size (9"x12") manila folder to hold all writing assignments completed in the course

$Pencil for marking text; pen for in-class writing and taking notes

$At least 2 computer disks or other storage devices

$FAU e-mail account

(E-mails sent from a non-FAU e-mail address will not be recognized or answered)

COURSE POLICIES

Classroom Behavior

Disruptive and discourteous behavior (such as talking, reading a newspaper, listening to a radio/CD player/Ipod, coming in late or leaving class early in a conspicuous manner, talking or text messaging on a cellular phone, etc.) will NOT be tolerated. Any student who exhibits such inappropriate behavior and is disruptive during class time will be warned once verbally. For subsequent misbehavior, the student will be told to leave the classroom and will be punished by a reduction in the student=s grade. This will be strictly enforced.

Class Attendance

Class attendance is mandatory. If you know ahead of time that you will have to miss a class, you should contact the professor via e-mail or phone. If you are absent on a day that a paper is due, ask a friend or fellow classmate to turn your paper in for you so that you have an opportunity to receive full credit. No more than 3 unexcused absences will be permitted. Any additional unexcused absences will result in lowering the student=s grade.

Class Participation and Involvement

Class participation and involvement are critical. You are expected to prepare for and engage in all class activities. You should bring writing assignments slated for peer review to class on the due date and participate in peer evaluation of written work by fellow classmates as well as in c[JG1]lass discussions on the readings and videos.

Submission Deadlines and Penalties

All papers must be submitted on the due date. Late papers will NOT be accepted unless they are accompanied by a doctor=s note testifying to a serious medical problem. Otherwise the student will receive an F for the missed paper.

Plagiarism

Plagiarism is a form of theft and therefore will be punished severely. Plagiarism means presenting the work of someone else as though it were your own, that is, without properly acknowledging the source. Sources include published materials and the unpublished work of other students. Not acknowledging the source is viewed as an intention to deceive. Plagiarism can take several forms:

$using someone else=s words without endorsing them in quotation marks or identifying the author and work cited

$putting someone else=s original ideas in your own words without identifying the author and work cited

$presenting someone else=s new, unique, or unusual ideas as your own rather than identifying whose they are

Plagiarism is considered a serious offense at FAU. Our responsibility is to prepare you for the world at large where such unprofessional practices can lead to lawsuits, job loss, and permanent disgrace. At FAU, plagiarism results in academic failure and potential expulsion.

Students with Special Needs

Students who require special arrangements to properly carry out course work must register at the Office for Students with Disabilities at the Wimberly Library, Room 175 (tel. 297-3880) and must identify themselves to the professor immediately after the first class meeting.

WRITING REQUREMENTS

Writing is a process, and therefore the essence of any writing course is writing and revising. You will write regularly, at least one draft or paper each week. Also, you will revise your papers regularly. You will work a single writing assignment through several drafts. Improvements in your writing will be assessed by the progress made in successive drafts submitted. You will be evaluating your own written work as well as the written work of other students in the course.

Portfolio

You are expected to develop and maintain a portfolio of your written work in this course. Refer to Nedra Reynolds, Portfolio Keeping: A Guide for Students for guidance.The portfolio should contain the following:

$all graded writing assignments (Assignments 1-4) with my comments, including first submissions and all revisions

$cumulative Aerror sheet@ for each graded writing assignment

$self-evaluations of your writing: for each writing assignment, midterm self-assessment, and final self-assessment

$all journal entries

At the end of the semester, you must submit 2 portfolios. The first portfolio will contain all the materials listed above and will be returned to you after being graded. The second portfolio will be kept for course assessment purposes and should include only the following:

$final revised version of top graded writing assignment with all its earlier drafts and self-evaluation

$one journal entry

Writing Assignments(Graded)

Students are required to submit for grading a total of 4 separate writing assignments during the course of the semester. On the due date of the first submission of each writing assignment, the class will be divided into small groups of 3 to 4 people each. Students within each group will share and read one another=s individual papers and provide substantive feedback. Students will revise their paper[JG2] based on peer comments and then submit it to the professor. The paper will be returned with comments/suggestions. Then students will do a global revision of their paper and resubmit for grading. Global revision means critically examining what you have written, rethinking the content and organization, and making substantial improvements by reworking and rewriting major portions of the paper. The revised version, not the first submission, will receive a grade. Students are encouraged to do additional revisions of each paper and should include these in their portfolio.[JG3]

Guidelines for written assignments are as follows:

$All assignments must use The Chicago Manual of Style format. You will be given a handout with all the directions you will need for preparing your assignments.

$All assignments must be typed, using black ink and standard-sized 8 2 x 11-inch white paper. You are required to use a computer for composing and revising all your written work.

$All assignments must be double-spaced so that comments can be written between the lines.

$All assignments must have one-inch margins on all four sides and must be stapled at upper lefthand corner.

$For each assignment, put title at top of first page of paper and your name, class section, and assignment # in upper lefthand corner of first page of paper.

$All assignments should be proofread for technical and grammatical correctness and for spelling prior to submission.

Journal Entries (Ungraded)

Students are required to keep a journal in which they will write a total of 4 entries (2-3 pages each) during the course of the semester. The particular subject of each entry will be assigned and will typically pertain to topics discussed or videos presented in class or to materials covered in the readings. Two journal entries will be in-class writing assignments, and the other two journal entries will be homework assignments. Journal entries will receive a check mark for completion but will not be graded.

Self-Evaluations

You are required to write a number of self-evaluations of your writing and critical thinking skills during the course of the semester. In these evaluations, you will discuss any writing problems you have encountered, how you have dealt with them, and how your writing has improved. You will write a self-evaluation for each of the 4 writing assignments. Self-evaluations for each writing assignment should include the following:

$explain what you tried to accomplish in writing the paper

$describe what aspects of the assignment you found most difficult or challenging

$describe what you consider the stronger parts of your paper

$describe what you consider the weaker parts of your paper

$define what you still need to work on and what you need advice on

In addition, you will write a self-assessment of your overall writing progress in the course at mid-semester and again at the end of the term.

Individual Midterm and Final Conferences

Students will meet individually with the professor at mid-semester and at the end of the term. At these conferences, we will review all your written work, including all drafts and revisions of papers, and your self-evaluations. We will discuss your writing progress, your writing strengths and weaknesses, and suggestions for improvements. Students may schedule additional conferences as needed.

GRADING

Grading is as follows:

$Writing assignments: 130 points = 65 %

B Assignment #1 - 20 points

B Assignment #2 - 30

B Assignment #3 - 35

B Assignment #4 - 45

$Journal entries/Class participation/

Attendance: 40 points = 20 %

$Portfolio management/

Self-evaluations/

Cumulative error sheet: 30 points = 15 %

TOTAL POINTS200 points = 100 %

COURSE TOPICS AND ASSIGNMENTS:

This course is divided into 4 units:

I.Introduction: Anthropology and Globalization

II.Work: Making a Living

III.Marriage

IV.Religion

Unit I INTRODUCTION: ANTHROPOLOGY AND GLOBALIZATION

- the discipline of anthropology

- concept of culture, cultural relativism, and ethnocentrism

- anthropology and globalization

Readings:

Spradley, James P.

1994 Ethnography and Culture. In Conformity and Conflict: Readings in Cultural Anthropology, 8th edition, edited by James Spradley and David W. McCurdy, pp. 18-26. New York: HarperCollins.

Miner, Horace

1956 Body Ritual Among the Nacirema. American Anthropologist 58:504-505.

Savishinsky, Joel

2000 The Nacirema and the Tsiruot. In Annual Editions: Anthropology 00/01, edited by Elvio Angeloni, pp. 174-176. Guilford, Connecticut: Dushkin/McGraw-Hill.

Inda, Jonathan Xavier, and Renato Rosaldo

2002 Introduction: A World in Motion. In The Anthropology of Globalization: A Reader, edited by Jonathan Xavier Inda and Renato Rosaldo, pp. 1-31. Malden, Massachusetts: Blackwell.

Writing:

Journal Entry # 1 The Simple Life (2 pages)

Describe how your life would change if you had to live without basic items of technology such as television, radios, telephones, CD players/Ipods, refrigerators, hot and cold running water, and automobiles. Which item(s) would you find it most difficult to live without and why?

Writing Assignment # 1 Ethnocentrism (2-3 pages) (to be graded/global revision)

Recall and describe in detail a situation or experience in which you were ethnocentric. Be honest! Describe your thoughts/feelings/attitude and your behavior in this particular situation. Why did you feel/react in this way then? Given your present understanding of cultural relativism and ethnocentrism, would you react differently to the same situation now? If yes, in what way(s)?

Unit II WORK: MAKING A LIVING

- food foraging (hunting/gathering)

- pastoralism

- horticulture

- agriculture

- industrialism

Readings:

Biesele, Megan

1993 The Bushmen of Today. In Talking About People: Readings in Contemporary Cultural Anthropology, edited by William A. Haviland and Robert J. Gordon, pp. 289-295. Mountain View, California: Mayfield.

Blauer, Ettagale

2005 Mystique of the Masai. In Annual Editions: Anthropology 05/06, edited by Elvio Angeloni, pp. 61-67. Dubuque, Iowa: McGraw-Hill/Dushkin.

Reed, Richard K.

2003 Cultivating the Tropical Forest. In Conformity and Conflict: Readings in Cultural Anthropology, 11th edition, edited by James Spradley and David W. McCurdy, pp. 134-143. Boston: Allyn and Bacon.

Turner, Terence

2003 The Kayapo Resistance. In Conformity and Conflict: Readings in Cultural Anthropology, 11th edition, edited by James Spradley and David W. McCurdy, pp. 387-404. Boston: Allyn and Bacon.

Diamond, Jared

2003 The Worst Mistake in the History of the Human Race. In Applying Anthropology: An Introductory Reader, 7th edition, edited by Aaron Podolefsky and Peter J. Brown, pp. 70-73. Boston: McGraw-Hill.

2005 The Arrow of Disease. In Annual Editions: Anthropology 05/06, edited by Elvio Angeloni, pp. 189-195. Dubuque, Iowa: McGraw-Hill/Dushkin.

Unit II WORK: MAKING A LIVING (cont)

Writing:

Writing Assignment # 2 (to be graded/global revision) CHOOSE 1 of 2 topics:

Horticulture and Tropical Rain Forests (3-5 pages)

Present a persuasive argument that slash-and-burn horticulture is the most adaptive subsistence strategy for people living in tropical rain forest environments. Include the following information in your argument: the nature of tropical rain forests; procedures for slash-and-burn cultivation; responses to specific criticisms of slash-and-burn cultivation; and impact of commercial development on the environment and livelihood of indigenous horticultural communities. Refer to the assigned readings by Richard Reed and Terence Turner on the Guarani of Paraguay and Kayapo of Brazil in your paper.

Food-Foraging to Agriculture: For Better or For Worse? (3-5 pages)

Was the transition from food-foraging to agriculture a positive step or was it the worst mistake in human history? Take one side of this issue and present arguments to support your position. Refer to the two assigned readings by Jared Diamond. You can also consult other references via the library and the Internet. Make sure you properly cite any sources you use.

Journal Entry # 2 Food-Foraging in Contemporary North America (2 pages) (in-class writing)

Identify a number of food-foraging activities in present-day North America. Suggest what needs these activities fulfill.

Unit III MARRIAGE AND FAMILY

- functions of marriage and family

- marriage rules: incest taboo, exogamy, endogamy

- choosing a spouse: individual choice or arranged marriage

- number of spouses: monogamy, polygamy (polygyny, polyandry)

- marriage as exchange: bride price, bride service, dowry

- postmarital residence rules

- types of families: nuclear, extended

Readings:

Yuan, Lu, and Sam Mitchell

2002 Land of the Walking Marriage. In Talking About People: Readings in Contemporary Cultural Anthropology, 3rd edition, edited by William A. Haviland, Robert J. Gordon, and Luis A. Vivanco, pp. 140-142. Boston: McGraw-Hill.

Kristof, Nicholas D.

2005 Who Needs Love! In Japan, Many Couples Don=t. In Annual Editions: Anthropology 05/06, edited by Elvio Angeloni, pp. 112-115. Dubuque, Iowa: McGraw-Hill/Dushkin.

Unit III MARRIAGE AND FAMILY (cont)

Readings (cont):

Nanda, Serena

2000 Arranging a Marriage in India. In Stumbling Toward Truth: Anthropologists at Work, edited by Philip R. DeVita, pp. 96-104. Prospect Heights, Illinois: Waveland Press.

McCurdy, David W.

2003 Family and Kinship in Village India. In Conformity and Conflict: Readings in Cultural Anthropology, 11th edition, edited by James Spradley and David W. McCurdy, pp. 227-234. Boston: Allyn and Bacon.

Hern, Warren M.

1994 Polygyny and Fertility in the Amazon. In Conformity and Conflict: Readings in Cultural Anthropology, 8th edition, edited by James Spradley and David W. McCurdy, pp. 136-143. New York: HarperCollins.