DEPARTMENT OF ANTHROPOLOGY
ANTH 325-010
PEOPLES OF EUROPE
SPRING 2011
Instructor: Dr. Donna Budani
Office: 138 John Munroe Hall
Class Time: Tuesday & Thursday 9:30am – 10:45
Classroom: Smith 219
Voice Mail: 831 - 1859
Email: budani@udel.Edu
Office Hours:
Web Page: www.udel.edu/anthro/budani
Course Description
This course is an introduction to cultural issues in contemporary Europe. My aim is to
provide a course which examines a number of subjects of concern current in 21st century
Europe. I refer to issues such as immigration, racism, Islamophobia and the growing
diversity within what was previously perceived as homogeneous European cultures. By
culture, I refer to norms, values, and beliefs which shape human behavior and are
shared by people as members of their society. We will examine the increased presence
of Muslims in France and Great Britain. In addition, we will learn about the rise of new
racism masked as xenophobia, in Europe as a result of African immigrants and
sanctuary seekers. We will learn about how Europeans perceive Americans and their
attitude concerning American culture. Finally we will explore the impact of
Globalization and its economic and social aspects in European societies.
Course Goals
To provide students the opportunity to learn about European cultures,
To provide students the opportunity to challenge their own culturally received
knowledge about Europe and Europeans
To provide student with the opportunity to learn about the heterogeneity of
European society
Required Course Texts
1. Uncouth Nation: Why Europeans Dislike America. Andrei S. Markovits, author
2. Dacha Idyll: Living Organically In Russia Countryside. Melissa L. Caldwell,
author
3. Ireland Now: Tales from Global Island. William Flanagan, author.
4. Can Islam Be French: Pluralism and Pragmatism in a Secular State Jeffrey Cole,
author.
5. New Racism in Europe: A Sicilian Ethnography. Jeffrey Cole, author.
6. Muslin Britain. Tahir Abbas, author
7. The Sound of Language Amulya Malladi, author
Reading Assignments
I do recognize that the amount of reading and assignment requirements is demanding
and challenging. But for a university 300 level course the books are not excessive. I have
deliberately selected a mix of books which, though they require a careful reading, some
are quick reads while others will require more time. For the more demanding books, I
suggest that you follow my 75% & 25% rule. Read 75% of the assignment and go back to
the book to complete the next 25% of the reading.
Course Design
I expect my students to be an active learner which means that they take the
responsibility through class work, assignments and class discussion to be a selfmotivated learner. An active learner is a critical reader who reads with questions in
mind. Go to my website www.udel.edu/anthro/budani and you will find many useful
guides to provide information about active reading. See especially the file entitles “How
to Read Critically.” I strongly suggest you read and follow the guides.
PART II
COURSE REQUIREMENTS
1. READING ASSESSMENT NOTES VALUED AT 50% OF YOUR FINAL GRADE
Writing reading assessment notes helps you reflect on your reading to ensure that you
understand the author’s arguments in the assigned reading. Reading assessments begin
with bibliographic information. Next, write a very brief summary of what the reading is
about. Be sure your summary is no more than 4 sentences long. Then, state the author’s
position and/or argument presented in the reading. This is followed by your
assessment of the information and instructional nature of the reading. Lastly, end with
writing at least three questions which can be used as a departure point for class
discussion. Reading assessments must be typed and written for assigned reading for
every Tuesday and Thursday class. If the reading assignments consist of two or more
readings, then select one assignment as the subject for your reading assessment.
Reading assessments are turned in at the end of class after you have annotated your
assessment. Be sure to place your name and the date on your assessment. Full credit for
each assessment is 15 points. Be aware; I will not accept late reading notes unless you
have my permission. To obtain my permission, please contact me via email and explain
your situation. Failure to turn in a reading assessment will result in a failing grade for
each reading assessment not turned in at the end of class.
WHAT ARE READING ASSESSMENTS ABOUT?
Reading Assessments are comments you make about the assigned reading as a result of
your careful reading of the the daily assignments. Reading assessments are about your
reactions to the content of what you read. Reading assessments include your
impressions, your ideas, your own reflections and your critical assessment about what
you have read. Reading assessments are the place to raise questions and to make
observations about the subject and the cultural content of the reading. The author’s
purposes are encoded in the major themes she/he presents and the major relationships
she/he discusses. Identify major themes and tell how they contribute to your
understanding of the reading. Identify what you think are essential cultural values,
beliefs, norms as they are revealed, implicitly and explicitly in the narrative. What sense
does the author make of the subjects discussed? What does the author reveal about the
culture? What are the cultural values and norms that are important in a particular
cultural context?
What makes sense to you? Why? What doesn’t make sense to you? What puzzles you
about the subjects and topics covered in the readings? What is so very different from
your own culture? How would you behave in the culture you are reading about?
Consider the following: What did I learn that I did not know before? What are some of
the important facts and other information provided by the
author in this assigned reading? What statement, discussion, and facts presented by the
author challenge your point of view? What are some of the assumptions the author
makes? What did I learn about the subject/topic that I did not know before? What
statement(s) made by the author do you consider memorable?
2. IN-CLASS WRITING ANNOTATIONS ON READING ASSESSMENTS VALUE IS 30 % OF
YOUR FINAL GRADE
Ten minutes before class ends, I will ask you to annotate your Reading Notes.
Annotating your reading notes is a means of moving your thinking forwards. In other
words, you will be asked to revise, expand, comment on, re-think, or elaborate your
ideas based on the discussion in the first half part of each class period. It is also an
excellent gauge of what you learned and of your efforts to learn during the class
session. Your notations are based on CLASS DISCUSSION and YOUR THINKING
ABOUT ISSUES DURING CLASS. Your notations should reflect a refinement of your
notes along with insights gained, as a result of class discussion. You should feel free to
write in response to any comment made during class discussion. Reading Notes are
turned in at the end of each class. Annotation of your Reading Notes will receive a
numerical grade of a maximum of 15points per class.
3. QUESTIONS
Students are responsible to write and to bring to each class three questions derived from
the reading assignment. These questions are a part of your reading assessment. The
purpose of the questions is to be challenging so it can be used as a departure point for
discussion. Questions are a part of your reading assessment. It is important for you to
raise your questions during class. Annotate your assessment statement to reflect class
discussion of your question(s) and serves as a record of discussion useful when you
prepare for exams.. As you read, make note of those parts of the reading you need
clarification and further elaboration. Also, good questions are about those aspects of the
reading that need explanation. “Why” questions are the best because in order to answer
these questions readers must comprehend the major points and themes the author think
are important. Another type of question that tests reading comprehension concerns
questions about the author’s argument. A good way to raise such questions is as
follows: the author seems to be arguing or saying such and such. Is this true? Why?
4. CLASS DISCUSSION VALUE IS 40 % OF YOUR FINAL GRADE
It is not possible for a student to earn an “A”, “A-“, “B+” or “B” in this course unless
students participate in class discussion. There are many ways to participate in class
discussion. One way is s to offer your own reactions to the reading, especially as it
concerns what you think are the three most salient points made in the reading. Point
out something learned and assumptions you have that challenges the author’s point of
view. Asking questions is very important. I, for one, believe that questions are more
important than answers. However, keep in mind that the best questions are the ones
you ask yourself while reading the assignment. Questions are not the only way of
participating in class. For example, you may make observations, comments about the
reading or say something about your own experience. Participating in class in whatever
way that is comfortable to you is very important to the successful implementation of the
course design and to your benefit of receiving a high grade.
5. ESSAY EXAMS VALUED AT 60% OF YOUR GRADE.
Three essay exams will be given during the term. Each exam will consist of three
questions from which you may select two questions to answer. Essay questions will be
constructed based on the assigned readings to date. Technical guidelines will be
included with the instructions for the exam. Your answer will be graded on the strength
of its argument. I strongly suggest that you review how to write an argumentative
essay. Submit your essay to Sakai. I usually give a few days extra for students to submit
their essays.
PART III
COURSE POLICIES
PREPARED FOR CLASS
Prepared for Class means that you have (1) read the assigned readings, (2) prepared
reading assessment notes, (3)prepared three questions drawn from the reading
assignments, (4) during class you have annotated your reading notes.
LATE ASSIGNMENTS
It is my policy not to accept reading assessment notes and exams late. If illness prevents
you from attending class, you are still responsible for handing in your reading notes
and questions. Send your reading assessment notes and questions to me as an
attachment to an email. No exam will be accepted after the due date unless there is a
serious and compelling reason which prevents you from turning in your exam on time
If you know in advance that, due to employment, unanticipated illness or life
circumstances, you will not be able to submit to Sakai your exams on time, see me as
soon as possible. Though I am flexible, I do enforce my policy concerning accepting late
work. Without an acceptable excuse and without having notified me of reasons for late
submission ten points per each late submission will be deducted from your total final
points.
EXCESSIVE READING ASSIGNMENT?
I do recognize that the reading and assignment requirements is demanding and
challenging. But for a university 300 level course they are not excessive. I have
deliberately selected a mixed of book which, though they require a careful reading,
some are quick reads while others will require more time. So though the readings look
overwhelming, it truth they are not overwhelming. For the more demanding books, I
suggest that you follow my 75% & 25% rule. Read 75% of the assignment and go back to
the book to complete the next 25% of the reading.
MY POLICY ON CLASS ATTENDANCE
Attendance is mandatory. An attendance sheet will be distributed in class at each class
session. It is the student’s responsibility to sign the attendance sheet at each class
session. Students are allowed 2 free absences. Attendance is excused for colds, flu, car
problems, migraine headaches, injuries and other unanticipated illness provided that
students contact me before the first absence and explain why class will be missed.
Excused absences also cover court appearance, doctor or dental visits as well as for
school related events. I will give special considerations to students who have family and
personal matters to deal with. However, students should give me an explanation which
meets his or her level of comfort. In sum, all absences must receive my permission. If
students are absent for the above stated reasons, students must contact me BEFORE
class via email. Unexcused absences will result in a deduction of 6 points per absence
from the total class points at the end of the term.
CLASSROOM ETIQUETTE
Please be sure that cell phones, pagers and other electronic devices are turned off. Once
class begins please cease social conversation. Please do not chat during class. Voices
carry even when you are whispering. We are all adults and I expect adult behavior
during class. If you come to class, I expect you to remain for the full class unless you are
ill. Students who leave by sneaking out when my back is turned are cowards and rude.
If you must leave class early, please notify me before class begins.
CLASS AJUSTMENTS
I enjoy teaching Peoples Of EUROPE. I take my teaching very seriously. You will have
the opportunity at the end of class to evaluate the course. However, if, during the term,
there is something that does not suit you, please come to my office or send me email
about your suggestions for improving the class. I welcome feedback about your
experience with the course during the term. Your comments will help make the learning
experience better for all concerned. At the mid-point of the semester, I will ask you to
assess the course and its effectiveness. I do this so that if there are serious class
problems or concerns I can correct them before the end of the semester.
―ACTIVE LEARNING‖
My lecture style varies: sometimes I will read from notes and sometimes I will lecture
without notes using a short outline for easy reference. Most of the time, in class, I use
the Socratic method of asking questions, most especially the question “why”. I tend to
answer questions by posing another question. Class begins with my brief overview of
the reading which is followed by MY CALLING ON SOMEONE AT RANDOM to tell
us about their reading notes and to ask a question about the reading. Lecture is
something I do in between student’s comments. Students in previous classes have
remarked that learning was self taught. I think of teaching as something that facilitates
learning rather than an exercise of something I do and students’ passively receive. Also,
as far as I am concerned, all questions and comments are interesting and important.
FINAL GRADES
All exercises are a percentage of your final grade. Final Grades are calculated based on
the total points you earn per exercise as a percentage of the value of the exercise. For
example reading assessment notes are values at 10points each for a total of 25 classes
which totals 250 points. The exercise is valued at 50% of your final grade. Next I take
50% of 250 to get a numerical number that will be added to other exercise calculations
resulting in a numerical value taken as a percentage of total points available.
A=93% A- =92-90% B+= 89-87% B = 86% - 84% B- = 83% - 80% C+ = 79% - 77%
C= 76% - 74% C- = 73% - 70% D+ =69% - 67% D = 66% - 64% D- = 63% - 60% BELOW
60%=F
DEPARTMENT OF ANTHROPOLOGY
ANTHROPOLOGY 325-010
PEOPLES OF EUROPE
SPRING 2010
Tuesday, February 8th
Review of Syllabus
Introduction to Course
About the Books
Film: European Integration DVD 3296
Thursday, February 10th
New Racism in Europe
Reading Assignment:
Introduction & Chapter2 When the bottom looks down: Working class views of
immigrants in Palermo
Tuesday, February 15th
New Racism in Europe
Reading Assignment:
Chapter 3, the View from the top: bourgeois views of immigrants in Palermo; Chapter
4, the Politics of race and immigration in the Italian north and south; Chapter 5,
Conclusion
Thursday, February 17th
Can Islam be French
Reading Assignment:
Chapter 1, Islam and the Republic; Chapter 2, Mosques Facing Outwards
Tuesday, February 22ND
Can Islam Be French
Reading Assignment:
Chapter 5, Differentiating Schools; Chapter 6, Can an Islamic School Be French;
Chapter 7, Should There Be An Islam for Europe?
Thursday, February 24th
Can Islam Be French
Reading Assignment:
Chapter 8, Negotiating Across Realms of Justification
Film: Young, Muslim and French DVD 3093
Tuesday, March 1ST
Ireland Now
Reading Assignment:
Introduction; Chapter 1, There is no Map of Ireland; & Chapter 2, In the Teeth of the
Tiger.
Thursday, March 3RD
Ireland Now
Reading Assignment:
Chapter 3, Strangers at Home; Chapter 4, No Tradition Without Change and Chapter 5,
Passing on the Farm From Family to Euro Business
Tuesday, March 8th
Ireland Now
Reading Assignment:
Chapter 6, Parish Life: The Job of Keeping the Faith in Changing Times & Chapter 7,
The New Irish
Film: Re-imagine Ireland DVD 2387
Subjects: Ireland/Culture/Globalization
Thursday, March 10th
Ireland Now & Dacha Idylls
Reading Assignment:
In, Ireland Now, read Chapter 8 Global Ireland and Places Called Home.
Tuesday, March 15th
Dacha Idylls
Reading Assignment:
In Dacha Idylls, read Chapter 1, Dacha Enchantments & Chapter 2, Intimate
Irritations: Living with Chekhov at the Dacha
Thursday, March 17th
Reading Assignment
In Dacha Idylls, read Chapter 3, The Pleasure of Pain: Gardening for the Soul &
Chapter 4, Natural Foods: Feeding the Body and Nourishing the Soul
Handout Essay Exam 1
Tuesday, March 22ND
Dacha Idylls
Reading Assignment:
In Dacha Idylls, read Chapter 5, Disappearing Dachniki & Chapter 6, Dacha
Democracy: Building Civil Society in Out-of-the-Way-Places
Thursday, March 24th
Dacha Idylls
Reading Assignment:
In Dacha Idylls, read Chapter 7, The Daily Dacha Soap Opera
Essay Exam 1 Due in Class
SPRING BREAK
Tuesday, April 5TH
Muslim Britain: Communities Under Pressure
Reading Assignment
In Muslim Britain, read Chris Allen’ From Race to Religion: The New Face of
Discrimination & Ron Geaver’s Negotiating British Citizenship and Muslim Identity
Thursday, April 7TH
Muslim Britain: Communities Under Pressure
Reading Assignments:
In Muslim Britain, read Tahir Abbas’s Chapter 1, British South Asians: before and
after Sept. 11; Ceri Peach’s Muslims in the United Kingdom & Mohammad Anwar’s
Muslims Britain Issues, Policy and Practice
Tuesday, April 12th
Muslim Britain: Communities Under Pressure
Reading Assignment:
In Muslim Britain, read Stephen Lyon’s In the Shadow of September 11:
Multiculturalism and Identity politics; Audrey Olsen and Zahida Hussan’s Educating
Muslim Girls: Do Mothers Have Faith in State Schools; Humayan Ansari’s Attitudes
to Jihad, Martyrdom and Terrorism
Thursday, April 14th
Muslim Britain Communities Under Pressure
Reading Assignment:
In Muslim Britain, read Parveen Aktar’s (Re)turn to Religion and Radical Islam; read
Nilufar Ahmed’s Tower Hamlets—Insulation in Isolation; read Gabriele Marranci’s
Pakistanis in Northern Ireland: Aftermath of September 11
Film: London DVD 3241
Subjects: Immigrants/Ethnic Neighborhood/Globalization/Social Aspects
Exam 2 Distributed in Class
Tuesday, April 19th
Muslim Britain
Reading Assignment:
In Muslim Britain, read Halema Begum’s All Quiet on the Eastern Front? Bangladeshi
Reaction; Paul Baggulay and Yasmin Hussain’s Flying the Flag for England? Identity
Among British Pakistani Muslims
Essay Exam 2 Due in Class
Thursday, April 21ST
Uncouth Nation
Reading Assignment:
In Uncouth Nation read, Chapter 1, Anti-Americanism as a European Lingua Franca
Film: America Non Grata DVD 2825
Subjects: Anti-Americanism/Foreign Public Opinion
Tuesday, April 26th
Uncouth Nation
Reading Assignment:
In Uncouth Nation read, Chapter 2, European Anti-Americanism: A Brief Historical
Overview; &, Chapter 3 The Perceived ―Americanization‖ of All Aspects of European
Lives: A Discourse of Irritation and Condescension.
Thursday, April 28th
Uncouth Nation
Reading Assignment:
In Uncouth Nation read, Chapter 4 The Massive Waning of America’s Image in the
Eyes of Europe and the World
Tuesday, May 3RD
Uncouth Nation
Reading Assignment:
In Uncouth Nation read, Chapter 5 ―Twin Brothers‖: European Anti-Semitism and
Anti-Americanism & Chapter 6 Anti-Americanism: A Necessary and Welcome Spark to
Jump Start European Identity
Thursday, May 5th
Reading Assignment:
The Sound of Language, Amulya Malladi, author. Pp.3 -72
Tuesday, May 10th
Reading Assignment
The Sound of Language, Amulya Malladi, author, Pp. 73 - 159
Thursday, May 12th
Reading Assignment:
The Sound of Language, Amulya Malladi, author, Pp. 160 - 219
Tuesday, May 17TH
Exam Three Distributed in Class
Exam Three Due in Department of Anthropology Office, Munroe Hall on May 20th , no
later than 3pm. Be sure to ask for a receipt.