Development, Conservation and Indigenous Peoples in Applied Anthropology

Spring 2001

 

 

M-W 2:55-4:20 . . . . .100 Heger

Reading the Assignments

Class Attendance

Exams

Class Assignment Journal (CAJ)

Critical Analysis of Reading (CAR)

Reflective Essay

Web Critique

Extra Credit Options

Purpose of Course

This course will look at how anthropologists have contributed to understanding the colonization and development of "Third World" societies, especially in Latin America and Asia. The focus will be on "indigenous peoples", those societies in place before contact with Western Civilization or missionaries, and their state in the world today. The main issues to be addressed in the course include:

• preservation of indigenous lifeways, customs and basic human rights of native peoples

• role of non-Western societies in preservation of the environment and biodiversity (such as the Amazon rainforest)

• impact of missionary activities on native peoples

• appropriate forms of sustainable development and technology transfer

• indigenous views of development

• legitimacy of foreign aid and development assistance from The World Bank, the United Nations and the US government.

The professor will draw on his own professional experience in development projects in the Middle East and Central America by examining past and on-going projects he participated on in these regions. These include development of agriculture, education, health, community services and local resource use. Attention will also be given to several ethnographic case studies, particularly in Latin America, the Philippines and Melanesia. In addition to the required reading, there will be slide presentations, films and opportunity for discussion of issues.

Required Course Texts

• Anthro 107 Reader (This must be purchased from Sir Speedy (794-1234) at 2039 Hempstead Turnpike, across from Home Depot, about a mile east of campus).

• Hau'ofa, Epeli (1983) Tales of the Tikongs. Honolulu: University of Hawaii Press.

• Schlegel, Stuart A. (1998) Wisdom from a Rainforest: The Spiritual Journey of an Anthropologist. Athens: University of Georgia Press.

• Wearne, Philip (1996) Return of the Indian: Conquest and Revival in the Americas. Philadelphia: Temple University Press.

Course Schedule

1/29 Introduction to Course

 

I. INDIGENOUS PEOPLES IN THE AMERICAS

 

[The first part of the course explores the issues of colonization and exploitation of indigenous peoples, with a focus on Latin America, and focuses on the issue of indigenous knowledge.]

 

1/31 Who Are Indigenous Peoples?

READ: Wearne (1-31), Berkhofer (1978:4-15) and Pevar (1992:1-15) in A107 Reader

 

2/5 The New World Columbus Never Knew

READ: Wearne (32-60), Seed (1995:69-71) in A107 Reader

 

2/7 History's Greatest Genocide

READ: Wearne (61-98), Corneille de Pauw (1972:3-13)and "We Would Rather Have Died" (1988:51-53) in 107 Reader

CAJ # 1: "What Do You Know about History's Greatest Genocide?"

 

2/12 Indigenous Video in the Amazon

FILM: The Spirit of TV (1990) , 18 minutes; Meeting Ancestors (1993), 22 minutes

READ: Laitão (1993:163-177) in A107 Reader

 

2/14 Idealizing the Native

• GO DIRECTLY TO 126 MONROE SCREENING ROOM

FILM: The Macuna of Columbia in Millennium: An Ecology of Mind (V-1866)

READ: Arhem (1993:3-8) in A107 Reader

CAR # 1: "Critical Analysis of Arhem Reading"

 

2/19 NO SCHOOL

 

2/21 Case Study: Colonizing Hawaii

• GO DIRECTLY TO 126 MONROE SCREENING ROOM

FILM: Then There Were None (V-3661)

READ: Wearne (99-121), Stannard(2000:15-20) and "Hawaii 1845" in A107 Reader

 

2/26 Case Study: Terrorism in Guatemala

• GO DIRECTLY TO 126 MONROE SCREENING ROOM

FILM: The Indian Experience in the 20th Century (V-2252) Excerpt

READ: Falla (1994:34-39, 189-190) and Zur (1994:12-17) in A107 Reader

 

2/28 Exam #1

 

II. DO MISSIONARIES DESTROY CULTURES?

 

3/5 Mission to the Teduray

READ: Schlegel (1998:ix-xiv, 1-70)7 

3/9 Fieldwork among the Teduray

READ: Schlegel (1998:71-200)

CAJ # 2: "Lessons from Teduray Attitudes about Sex and Gender"

 

3/12 Teduray Spirituality

READ: Schlegel (1998:201-263

 

3/14 Do Missionaries Destroy Cultures?

READ: Pettifer and Bradley (1990:12-30), Drown and Drown (1961: 53-62, 175-177, 190-199, 245) in A107 Reader

CAR # 2: "Critical Analysis of Drown and Drown Reading"

 

3/19 FILM: At Play in the Fields of the Lord (1991)

• GO DIRECTLY TO 126 MONROE SCREENING ROOM

READ: 107 Reader: Matthiessen (11-31)

 

3/21 FILM: At Play in the Fields of the Lord (1991) continued

• GO DIRECTLY TO 126 MONROE SCREENING ROOM

READ: "Missionaries" (1988:243-251), Mydans (1997), Headland (1996:167-178) and Treat (1996) in A107 Reader

 

3/26 Exam #2

 

III. DEVELOPMENT ISSUES

 

[This part of the course introduces the student to the central people-centered issues in international development and illustrates the role of development anthropology.]

3/28 International Development

READ: Gow (1995:46-59)

 

4/2 The Dam Development Process

READ: Carino (1999:53-56), Colajacoma (1999:48-50) and World Bank (1991:114-126) in A107 Reader

• slide presentation

4/4 A Development Anthropologist in Yemen

READ: Varisco (1991:166-172) in A107 Reader

• slide presentation

 

4/9-4/12 NO SCHOOL

 

4/18 Deforestation, Biodiversity and the Rainforest

READ: Wearne (121-128), Conserving Indigenous Knowledge (1994:19-37) and Murray (1987:123-141) in A107 Reader

 

4/23 Sustainable Agriculture and Indigenous Knowledge

READ: Brascoupé (1992:6-17) and Fernandez (1994:6-7) in A107 Reader

 

IV. HUMAN RIGHTS AND INDIGENOUS PEOPLES

 

[This part of the course looks at the broader issue of Indigenous Peoples' rights and what is being done to protect them.]

 

4/25 The Rights of Indigenous Peoples

READ: Mead (1998:70-75), and Cisler and Delgado-P and Becker (1998:20-29) in A107 Reader

• Outline of reflective essay due today. You may hand in a draft for comments without a grade.

 

4/30 Guest Lecture: Native Americans on Long Island

 

 

5/2 Human Rights of Indigenous Peoples: What Can You Do?

READ: Wearne (164-193), "Twenty-One Ways..." (1988:293-295) in A107 Reader

 

5/7 Tales of the Tikongs: An Indigenous Response

READ: Hau'ofa (all)

CAJ # 3: "How Would a Tikong React to You?"

 

5/9 The Future

READ: Bodley (1996:199-224) in A107 Reader

• WEB CRITIQUE DUE TODAY

• Review for Exam #3

 

5/16 EXAM #3 (held in 100 Heger from 1:30-3:30 pm)

 

Course Requirements

a. Demonstration that the information is understood

b. Use of relevant and appropriate information and examples from the course

c. Critical analysis of key concepts and perspectives

d. Synthesis and reformulation in your own words

e. Clarity , completeness and coherence of response

Exams cannot be made up without advance notice for a legitimate reason.

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4. CLASS ASSIGNMENT JOURNAL (CAJ)

 

Each student is required to write a class journal assignment (CAJ) related to the assigned readings, and topics. Each assignment should be about 2-3 pages (typed, double-spaced) in length. The idea of the assignment is to show how your interact with the material you are reading or seeing. You must relate your ideas and opinions to the assigned reading or topic. I will provide written comments to help you improve your writing in an essay format so that you can do well on the two essay exams.

 

The grading for each CAJ is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 4 points per assignment, assuming the first is handed in on time. I will substract one point if the assignment is not handed in on the date due. All assignments must be revised no later than the last official day (Dec. 9) of class, but I recommend you do the revision immediately for benefit from my comments. The criteria are:

• a. Level of effort (appropriate length and degree you interact with the material)

• b. Appropriate and relevant examples

• c. Coherent argument and clear presentation of points

• d. Assignment handed in on time

 

The following are the specific class assignments for the CAJ:

CAJ #1 (due 2/7) What Do You Know about History's Greatest Genocide? First write down your knowledge of what happened to Native Americans after Columbus discovered America (think of films, television, sports icons, advertising, etc.). You are encouraged to discuss ideas you know are stereotypes. Then explain what new information you learned in the assigned readings that have an impact on your understanding of how indigenous peoples have been treated in the Americas. Do you think information about their exploitation has been suppressed? Why?

 

CAJ #2 (due 3/7) Lessons from Teduray Attitudes about Sex and Gender In chs. 7 and 9 (and also pp. 80-83) on their creation story), Schlegel discusses Teduray attitudes towards sex and gender. At one point he says: "I found gender equality to be one of the Teduray's most enduring characteristics" (p. 112). Based on what we learn about Teduray attitudes, what are some lessons that might help us in our modern industrial society improve our attitudes about sex (consider pornography and the extent of sexual abuse and rape in America) and gender equality. Be specific and develop an argument for at least three specific points.

 

CAJ #3 (due 5/7) How Would a Tikong React to You? If a Tikong visited you at Hofstra University, what do you think he or she would say at seeing the "modern" conveniences and the bureacracy of a Western university from his standpoint as an indigenous person. Use examples of how indigenous people cope with their world, based on the course material. Try to write in the style or spirit given by Hau'ofa. The idea is to use satire to see what indigenous peoples see as "our" inconsistencies and strange customs, since we are so good at doing that about them!

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5. CRITICAL ANALYSIS OF READING (CAR)

 

Each student is required to complete a critical analysis of reading (CAR) for two of the assigned days readings. The purpose of this assignment is to improve the ability to understand the reading through critical reading of the text. I will provide written comments on this to help you improve your study skills.

The grading for each CAR is "outcome based," which means that a particular assignment can be revised or expanded as necessary to meet the established criteria for full credit of 3 points per assignment, assuming the first is handed in on time. I will substract one point if the assignment is not handed in on the date due. All assignments must be revised no later than the last official day (May 7) of class, but I recommend you do the revision immediately for benefit from my comments. These are:

 

• a. Shows relative mastery of the author's main points

• b. Shows relative mastery of author's style of writing

• c. Ability to recognize relevant examples

 

CAR #1 (due 2/14) Critical Analysis of Arhem Readings.

 

[Read the selected assignment through and mark what you think are the important points. With the book open, go back through the reading and answer the following questions or directions. Focus on the reading, but try to add other supporting information learned in the course. You may write your response here (if you need more space, attach a blank sheet) or type it. Number each response but do not repeat the question.]

 

1. According to Arhem (pp. 4-6) rituals are supervised by religious specialists. What specific things did Ignacio do as a "shaman" in supervising the Spirit Dance ritual? Can you find any political actions on his part?

 

2. According to Arhem (pp. 4-5), for what religious reason did the Makuna think that Jesus, who suffered an epileptic attack, had almost died during the filming? What was the consequence of this for the film crew?

 

3. The Makuna do not understand the technology of film. Why do the Makuna assume that film serves a similar purpose to their religious rituals? Try to think hopw you would react if you had no exposure to modern science and technology.(see esp. pp. 5,7-8)?

 

CAR #2 (due 3/14) Critical Analysis of Drown and Drown Reading.

 

1. According to the Drown's (a missionary family), the Jivaro were not real Christians, despite their apparent willingness to listen to the preaching. What were some of the specific reasons they did believed that these Jivaro had not really converted?

 

2. On p. 191 of the reading there is the following dialogue between Uyungara (a Jivaro man whose wife was ill) and the missionary Marie Drown. Uyungara asks, "Oh, as for me, yes, I'm a wicked Jivaro, I know. I have killed many Shuaras. But my wife is not bad. She does not kill. She only prepares good food and serves it to me. Why should she have to die?" Marie Drown says she was unable at this time to answer his question. What do you think her answer would be? What would your answer be? (Feel free to express your own opinion here).

 

3. Based on the information presented in the reading, how did the missionaries view Jivaro religion and spirituality? Do you find any references to Jivaro "shamans'? If so, how are they portrayed by the authors?

Purpose: The purpose of this essay is to respond to the statement (made in 1940) of Lord Fitzroy Richard Somerset Raglan (in the A107 reader) regarding the future of "savage races" in the light of inevitable "civilization". Your essay should include a specific response to Lord Raglan using relevant examples from the class readings and lectures about how particular "indigenous" peoples have been and are now being treated by "civilization." You need to make an argument, attacking or agreeing (in part or in whole) with the statement by Raglan; you may write this in first person as though you were writing to him, if you wish.

You must include the following elements in your essay:

1. Define the concept of "indigenous people" and compare this to stereotypes implied in terms like "savage: and "primitive." [pay particular attention to the Berkhofer reading]

2. Pick two indigenous groups as primary examples to use in responding to Raglan. One of these should be a group studied in class {e.g., Native Hawaiians, Indigenous Guatemalan Mayans, Tedrray) and the other group should be selected from the links on the class website. In each case show how contact with "civilization" has been harmful and/or beneficial. You must consider the indigenous perspective on how they have been treated.

3. Present your view of the rights "indigenous people" should have in the modern world. Present your own point of view, but explain what you think of the arguments made by indigenous rights organizations. [You do not have to agree, but you need to explain what their positions are and why you do or do not agree with them.]

4. A separate half-page paragraph "abstract" must be included at the beginning of the paper. This abstract should summarize your argument rather than introduce new information. Write this after you have finished your essay.

5. Remember to attach the essay cover sheet handed out by the professor.

Grading: This essay is worth 16 points. The major criteria (each is worth 2 points) I will use to grade the essay are the following:

a. demonstration that the information presented is understood

b. use of relevant and appropriate examples from the course

c. covers an adequate range of issues

d. adequate use of web resources

e. inclusion of indigenous perspective

f. clarity and coherent explanation of points made

g. level of effort (including length and presence of abstract)

h. originality and creativity

Length: 6-8 pages (typed, double-spaced)

Due Date:

(1) A detailed outline of your essay is due no later than April 23. I will look at this and make comments. At this time you may also provide a draft of your essay for comments without a grade.

(2) The final copy of your essay is due no later than May11 at 3 pm.. This must be handed to me by hand. Do not simply leave it in my office box. You are encouraged to hand in your essay on the last day of class. Late papers will have 3 points automatically taken off.

You can earn extra credit points in this course in two ways. First, I will give up to 3 points extra credit for your concept guide notes on each of the first two exams (thus a possible 6 points), as explained in the handout. Second, you may choose one of the following options for 3 points and write a 2-3 page (this can be handwritten) reaction paper to what you did. This is due no later than the day of the final exam.

• Tour the American Museum of Natural History. Examine galleries dealing with Native American and/or Pacific Peoples. The musem is located at Central park West and 79th Street. Or, tour the National Museum of the American Indian in Lower Manhatten. Write 2-3-page report on your experience, relating this to the course material.

• Any video listed in the A107 Bibliography and not shown in class. These can be viewed anytime in the Media Center during normal operation hours. Write 2-3-page report on your experience, relating this to the course material

• Any option announced or approved by the professor. Write 2-3-page report on your experience, relating this to the course material

Grading

Grading in this course is based on a 100 point scale (although the student has the opportunity to earn 109 points in the course). In general, the "A" range will extend from 90-100, the "B" range from 80-89, the "C" range from 70-79, the D-range starting at 64. The point accumulation breaks down as follows:

 

ITEM . . . . . . . . . . . . . . . . . . . . . . . .TOTAL POINTS

Exam #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Exam #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Exam #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Class Assignment Journal (CAJ) . . . . . . . 9

Critical Analysis of Reading (CAR) . . . . 6

Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Web Critique . . . . . . . . . . . . . . . . . . . . . . . . .6

Extra Credit . . . . . . . . . . . . . . . . . . . . . . . . . 9

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . .109