Syllabus Spring 2022

 Anthropological Field Methods

Spring 2022

T/Th 10:30-12:20

AC Campus Room 312

Professor Laurie Greene

Welcome to Anthropological Field Methods! This term we will be dipping our toes into anthropological research, learning the nuts and bolts of field methods, participant observation, and ethnographic analysis and writing. Our research this term will emphasize "critical concepts" rather than a particular site. I have done this because of the insecurity that the pandemic has created visa vie our ability to (or you comfort with) working at a fieldsite.

Instead, I will use a number of sources to focus our assignments on skill building with small projects, on anthropological/ethnographic writing and storytelling styles and genres, and on the intersection between theory and practice found in the practice of critical ethnography. If there is any "focus" to our research, it will be developing a sensitivity to and an eye for observing and understanding the complex interplay of inequality in American Culture and how as anthropologists we can be more reflexive in our ethnographic work.

Cultural Anthropology is the study of human cultures and the people who comprise them. The job of the anthropologist is to allow members of a culture to tell their stories, so, in essence an anthropologist provides a context in which those voices and stories are spoken. An anthropologist is not a journalist, looking for investigative truths, or an historian looking for historical facts. Anthropologists aim to present evocative and "realistic" presentations of informant's lives.

As we make our way through bi-weekly hands-on assignments and discussion, you will choose a group to focus on for your research. This should be exemplary of a "marginalized group" -- one that lacks power based on some socio-cultural component and reveals some aspect of the dynamics of American Culture (intersectionality) and the social movements which express their attempts to gain power (equality). ((Examples are: undocumented immigrant movements, BLM, Transgender advocates, Muslims, homeless. Each of these groups' values beliefs and ideals are expressed in their social equality movements.)) 


Texts
Required:
(1) Madison, D. Soyini Mitchell. (2020). Critical Ethnography, 3rd Edition. (California) Sage.
(2) Sunstein, Bonnie Stone and Elizabeth Chiseri-Strater. (2012). Fieldworking: Reading and Writing Research, 4th Edition. (Boston) St. Martins Press. This is the CRITICAL TEXT for this class. If you are going to practice an "economy of reading"...please make this the text that you purchase and read.
Suggested:
(1) Van Maanen, John. (2011). Tales of the Field, 2nd Edition (Chicago) University of Chicago Press.

Tools

Flipboard Invitation (This helps me and other know what you look like without a mask on and a little about yourself).

Handing in work:

You will be required to hand in your work via email to laurie.greene@stockton.edu. Please make sure that you indicate "Field Methods: Assignment" in the subject line. Work should be handed in saved in a word format (no PDFs) with shared access (I have permission to edit). I will return your work in two formats so that you are more likely to be able to access the comments easily.

Syllabus and Reading List: Topical Coverage

I. The Shifting and Elusive Concept of CULTURE

Readings:

(1) Fieldworking, Part 1-Pages 1-51 (1/18)
(2) Critical Ethnography, Pages 1-25 (1/20)
(3) Optional: Tales of the Field, Pages 1-12 (1/25)

• Culture and Subculture
• Insider versus Outsider
• Ethnography or Journalism
• Observation and Reflection: What is a Critical Ethnographic Perspective?

Exercises in Ethnography #1: Preparation for the Field (due 1/27)-10%

Assignment: Choose a marginalized community as your ethnographic focus for the semester. Research "ethnographies" which are already written about your focus group. Compile an annotated bibliography of these works. This is the first stage of any foray into the field. 

II. Methods: In Pursuit of Culture
Readings:
(1) Critical Ethnography, Pages 27-34 (2/1)

(2) Critical Ethnography, Pages 35-58 (2/3)

(3) Optional: Tales of the Field, Pages 13-44 (2/1-3)

• Is Participant Observation really a method?
• Structuring an interview
• Developing rapport
• Authentic Interaction and embodiment
• Barriers to authentic interaction

III. Fieldnotes: How to Observe and record your findings

Readings:

(1) Fieldworking: Part 2-Pages 55-100 (2/8)

(2) Critical Ethnography, Pages 61-98 (2/10)

(3) Ethnographic Examples

• Participant Observation
• Jottings
• Ethics in fieldwork

Assignment #2: Photo Assignment (due 2/10)-10% (see blog post)

IV. Ethics and the Practice of Ethnography

Readings:

(1) Critical Ethnography, Pages 99-128 (2/15)

(2) Critical Ethnography, Pages 131-144 (2/17)

V. The Spatial Gaze: Case Studies in Ethnography

Readings: 

(1) Fieldworking: Part 4-Researching the spatial gaze, Pages 165-217 (2/22)

• Studying at Home
• The perceiver and the Perceived
• Learning to "look"
• Styles: writing "realist" tales

Assignment #3: The Problem of Ethics studying a marginalized population.(due 3/1)-10%

No Class 3/1 and 3/3--- Work on ethnography projects...work on interviews with informants.

VI. Researching People: The Collaborative Listener* 

Readings:

(1) Fieldworking, Chapter 5, Pages 219-270 (3/8) 

Exercises/FILM: (3/10)

                                  NO CLASS-- SPRING BREAK 3/13-20

VII. Fieldwork For Final Projects (March 10-28)  NO ZOOM or In-Person Class this week

Assignment #4: Finding Themes/Stable Core (due 3/29)-10% (no Class P/A)

After you have collected a number of interviews, identify a theme which is commented on in a number of "stories" from informants. 

• what is the stable core of these stories?
• What are the contested areas?
• What can explain these different memories or tellings?

                         NO CLASS-- ADVISING 3/29

VII. Ethnographic Case Studies (Reflexive Theory & Practice)

Readings:

(1) Fieldworking, Chapter 3, Pages 101-163 (3/31)

(2) Critical Ethnography Pages 179-204 (4/5)

Exercises/FILM (4/7)

VIII. Researching Language: The Cultural Translator 

Readings:

(1) Fieldworking, Chapter 6, Pages 271-300 (4/12) 

(2) Film: Language and Culture (3/14) 

• Street lingo-what verbal language tells us about culture
• Body language and culture-moving to the beat of a different drummer
• Using insider language
• verbal performance
• recording dialogue

IX. Creative Non-fiction: Telling the Tales

Readings:

(1) Optional" Tales From the Field, Pages 45-124 (4/19-4/21)

• Realist Tales
• Confessional Tales
• Impressionistic Tales

Exercises in Ethnography #5: Writing a Tale  with Themes(4/28)-10%

XI. Reconsidering a Critical Ethnography/Final Thoughts/Presentations

Readings:
1) Critical Ethnography pages 145-176 (5/3)

(2) Optional, Tales From the Field Pages 125-144 (5/5)

No Class 4/26

Final Presentations/Ethnographic Portfolios 4/28

Final Ethnography Assignment- Critical Ethnographic Blog Due: (4/28)-50%
Combining the three previous assignments, this final ethnographic analysis will describe your block as a rich cultural space. In larger public spaces, people have the opportunity to interact with people they might not otherwise encounter; but in smaller public spaces, intimate interactions may be uniquely and intensely acted out, creating strong ties and clear rules for behavior and meaning making. Your ethnographic analysis will aim to describe your block as a cultural dynamic, striving for equilibrium as it responds to outside pressures for change and accommodation. In doing so, you will consider the characteristics of culture: that is is learned, shared, integrated and symbolic. Key Points underlying this final assignment:

• culture is learned, shared, integrated and symbolic
• cultures strive for stability in the face of change
• public spaces are defined in many ways (use, geography, proximity).

Procedure: 

1. after reviewing your last three assignments, identify the core values, beliefs and ideas within your block
2. identify and describe the symbols which signal membership in this public subculture (can be language, dress, behavior, shared goals, etc.)
3. write a final ethnographic analysis which summarizes your findings and emphasizes the ideological and adaptive nature of your subculture.

GRADING:

• 5 ethnographic assignments                                     50%
• Final ethnography                                                     40%
• Class attendance, preparation and participation   10%

TOTAL*                                                                               100%

*Grades will not be on Blackboard. This course does not utilize Blackboard. Instead, please keep a record of your grades. Each paper will contain a percentile for which it is weighted. For example, each ethnographic assignment is worth 10% of your grade.  I do not use numerical grading. I am a qualitative researcher. I will award you a grade for each assignment and average those grades to your advantage based on your participation in class and your preparation and effort this term. Please feel free AT ANY MOMENT, to meet with me about your grade (as it stands) for the term. 

Note as well, that although I love you all and want you to succeed, I am NOT YOUR MOTHER. That means I will NOT BE CHASING AFTER YOU for your assignments. (I will reach out to note if you are ok), and then expect work to be submitted on time (or late) at your adult discretion. Your grade will reflect your decisions on this matter. PLEASE feel free to reach out at any time if you are struggling. I know how difficult it is for some of you right now (as it is for me). I will try to assist you if I am able, or refer you to the proper services.

Professor Greene's (Laurie's) CELL (609) 214.6596

Email all work to laurie.greene@stockton.edu (please put FIELD METHODS ASSIGNMENT #2-for example in the subject heading). All work should be handed in in PDF format. Make sure that you have adobe acrobat reader (college will supply) so that you can read my comments (by clicking the comments button to reveal them).