DEPARTMENT OF ANTHROPOLOGY
ANTH 325-010
PEOPLES OF EUROPE
SPRING 2010
Instructor: Dr. Donna Budani
Office: 138 John Munroe Hall
Class Time: Tuesday & Thursday 9:30am – 10:45
Classroom: Smith 219
Voice Mail: x1859
Email: budani@udel.Edu
Office Hours:
Course Description
This course provides, what is intended to be, an interesting introduction to cultures
in Western and Eastern Europe, applying the wider and more inclusive “culture”
concept, common for all anthropology, encompassing cultural norms and values and
patterns of human behavior, thought and expression, which are shared by people as
members of society. Because of its perspective ‘from below” the course will focus on
social realities and cultural traditions that are shaping the everyday lives of
ordinary citizens in Western and Eastern Europe with special attention for classic
anthropological issues like kinship and family life, material culture and religious
life and ritual as well as topics such as the clash of fundamentalist Islam and
Western modernity. Finally, students will be made familiar with general
anthropological concepts and perspectives.
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 students the opportunity to study aspects of East European
history and culture from an anthropological perspective
• To provide students with the opportunity to learn the skills of
anthropological analysis and interpretation.
• To provide student with the opportunity to learn about the
heterogeneity of European society
Required Course Texts
1. Muslims in the West: From Sojourners to Citizens. Yvonne Yazbeck
Haddad, editor.
2. Needed by Nobody: Homelessness and Humanness in Post Socialist
Russia. Tova Hojdestrand, author
3. North of Ithaka: A Granddaughter’s Return to Greece and Discovers
Her Roots. Elani Gage, author.
4. Italian Neighbors or a Lapsed Anglo-Saxon in Verona. Tim Parks,
author.
5. Driving Over Lemons: An Optimist in Andalucía (Spain). Chris
Stewart, author.
6. The Teapots Are Out and Other Eccentric Tales from Ireland. John B.
Keane, author
7. Café Europa: Life after Communism. Slavenka Drakulic
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 ANNOTATIONS (NOTES)
(Go to my web page www.udel.edu/anthro/budani and read file HOW TO READ
CRITICALLY)You are expected to make annotations (reading notes) to the text as
you read and, after your reading, to expand your annotations by adding additional
comments and questions. Reading notes are due for each class and are based on the
assigned reading for that class. Reading Notes are typed. Reading Notes have a very
specific form: use bullet point single spaced mini paragraphs. Please skip two
spaces between paragraphs. In the left corner of the page insert your name and
date. Skip two spaces and center the name of the book, its author and the pages of
the assigned readings. The length of your reading notes should be no less than five
mini paragraphs. Begin your paragraphs on the left margin of the page. Number
your paragraphs and skip two lines between paragraphs. The length of your reading
notes should be no less than 5 mini paragraphs. Use suggestions from web page file
How to Read critically and see suggestions from below.
Class discussion is based on your reading notes. If you do not have reading notes
for class, please do not come to class. Without Reading Notes you will not be
able to initiate and participate in class discussion. After you annotate your notes
(see below In-Class Writing) Reading Notes are collected at the end of class and
are returned to you with a grade. You will receive a letter grade reflecting both the
quality of your reading notes and in-class writing. Be aware; I will not accept
late reading notes. See my policy for Late Submissions of Reading Notes
and Reading Critique.
WHAT ARE READING NOTES ABOUT?
Reading Notes are commentary that you make about the assigned reading as you
carefully read the book. Whether you are reading about someone making sense and
learning a European culture that is different from her or his own culture or you are
reading about a phenomenon that affects European culture such as Islam or you are
reading an ethnography written by a European anthropologist exploring a cultural
phenomena, in each of these cases you are trying to make sense of the author’s text.
Among other things, reading notes are about your reactions to the content of what is
being said including your impressions, questions, your ideas and the content of your
own reflections about what you have read.
Reading notes are also the place where you raise questions and make observations
about the culture, and the cultural context and content of the text. 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 the text. Identify cultural values, beliefs, norms as they are revealed, implicitly
and explicitly in the narrative. What sense does the author make of relationships
discussed; what do these relationships reveal about the culture? Drawing upon
cultural values, norms and beliefs, account for the types of relationships that exist
between the author and others. What are the cultural values and norms that are
important in a particular cultural context? Of what is revealed what makes sense to
you? Why? What doesn’t make sense to you? Put yourself in the place of the author
what puzzles you? What is so very different from your own culture? How would you
behave in the same circumstances? 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 that challenges my point of view? What are some of the assumptions the
author makes? What reflective observation i.e., does the author make personal
insights about the affects of a conversation or observation? 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 author does not makes sense to me? Why?
A Word of Caution: you will bring to your reading your own cultural processes of
“sense-making” and “interpretations”. You cannot do otherwise. However, you must
be aware that these processes block your in-depth understanding of other cultures.
Since you come from a different culture and live in a different time period,
in reality nothing should make sense to you. The best away for you to thwart a
biased reading is first, be aware of your own cultural sense-making processes which
consist of cultural values, norms, behaviors that “make sense to you” and you
assume to be universal and secondly, to constantly challenge your interpretation of
what you are reading by asking questions especially the question “why” and “why
does this make sense to me” and “what is cultural about what is said”.
2. DISCUSSION QUESTION 30 points
Besides bringing to class reading notes, students are also responsible for bringing to class
three discussion oriented questions based on the assigned reading for the particular class
session. Questions are typed with your name and the reading assignment centered on the
first line of the page. Questions are collected at the end of the class and returned to you with
a letter grade. It is your responsibility to present your questions to the class. Questions can
be about anything relevant to the reading. It is important to keep in mind what the book is
about. For example, Parks’ “Italian Neighbors” is about an Englishman i.e., Parks trying to
understand Italian culture in Verona which is different from his native culture. Parks’
observations and comments about Italians is a tapestry of his understanding of Italians and
their culture. So it is important that you understand Parks’ understanding of Italian
culture. See what follows as suggestions for questions that can be used as a departure point
for class discussion.
SUGGESTIONS FOR READING NOTES AND CLASS DISCUSSION
QUESTIONS
Look over this list, pick two OR three items and come prepared to discuss the items
you have selected. Alternatively, the items on the list may prompt a question or two
of your own for class discussion. Come to class prepared to ask the class to think
about your question(s) and respond to it.
•
State the importance or significance of the assigned reading i.e.,
“I think this reading is important because……….….”
• Identify specific points of interests, i.e.,” Two aspects of the
reading that I found most interesting, found troubling, challenged
strongly held beliefs, changed your point of view, provided new
insights and helped you to understand gender and culture better
and so on
• Say something about how certain aspects of the culture studied
(for example, women’s social roles, women’s life cycle, women’s
relationships) has specifically affected women’s lives.
• Say something about what you found surprising and hard to
believe in the assigned reading.
• I didn’t know that! Or I do not understand the historical and/or
cultural context discussed in the readings. Please explain.
• State your opinion about the author’s purpose and whether or not
you think the author achieved her or his purpose.
• Point out something that challenges your point of view.
• Ask questions about the social/historical context; ask questions
about choices made by women
• Put yourself in the same situation as the women in the
memoir/novel and think about what would you do; thus think
about the differences in culture
3. IN-CLASS WRITING NOTATIONS ON READING NOTES 20 points
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, rethink, 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. Notation of your
Reading Notes will receive a numerical grade of a maximum of 20points per class.
4. CLASS DISCUSSION 100points
It is not possible for a student to earn an “A”, “A-“, “B+” or “B” in the
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.
Point out something learned and assumptions you have that the reading challenges.
Asking questions is very important. I, for one, believe that questions are more
important than answers. (See Reading notes questions for other examples of
questions to ask) However, keep in mind that the best questions are the ones
you ask yourself. 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 for you is very important to the successful implementation of the
course design and to your benefit of receiving a high grade. Class Discussion is
worth 100 points towards your final grade.
5. Written Assignments
Three 4 to 6 page papers are required in this course. See course schedule for paper’s
due dates. Students can select one subject among three or four to write a paper.
Grading criteria for papers include a strong thesis statement, data offered as
evidence and strong arguments in support of your thesis. Avoid using direct quotes
from the text. If you do use direct quotes, keep in mind that quotes do not stand
alone. Quotes must be followed by a statement that clarifies, elaborates or further
explains the quote. Finally, a paper should demonstrate the student’s thoughtful
consideration of the subject. Papers end with a section that reflects on the material
discussed in the paper. Exams are worth 100 points. .
PART III
COURSE POLICIES
Can You Read!
It is my experience that students find readings tedious and boring because they are
passive readers rather than active readers. As a passive reader, you read from the
beginning, listen to the voice that is in your head and when you find something that
seems to be important, you reach for a yellow or blue highlighter. After a while, you
notice you have highlighted nearly the entire page!
Learn to be an active reader. Start to read from the conclusion of the chapter and if you
must highlight, then write in the margins why you think the highlighted passage is
important. I highly recommend that you visit my web page
www.udel.edu/anthro/budani and read two files on critical reading: How To Read
Critically and How To Read Academic Texts Critically. Follow
the instructions and, with practice, you will find that you have better comprehension
and that reading take less time. If you find the reading load too much, then I suggest
you drop the class. There are many good hints and suggestions available on the Web
about being an active reader. Remember to always read with questions in mind: what
am I suppose to get out of this chapter? Why? Why does the author focus on these
topics and not others? What is the central point of this reading? Why? If you anticipate
having problems with keeping up with the readings and other assignments, please drop
the course. If, during the semester, you are having difficulty with the reading, or
keeping up with the reading schedule or have fallen way behind in your read, I urge
you to let me know as soon as possible.
Reading and Written Assignments
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. As for Café
Europa and The Teapots Are out, you may select two readings on which to write
your reading notes and to write your discussion questions. But keep in mind that all
assignments for these two texts must be read. If you are having trouble keeping
current with the assignments come and see me during office hours or send me an
email as soon as possible. We can work something out.
Prepared For Class
Prepared for Class means that you have (1) read the assigned readings, (2)
prepared reading notes from each of the assigned readings, (3)prepared
three questions drawn from the reading assignment ,taken as a whole,
which will be used as a departure point for discussion, (4) during class
have annotated reading notes.
Late Reading Notes and Late Papers
It is my policy not to accept written assignments, especially reading notes and
exams late. If illness prevents you from attending class, you are still responsible for
handing in your reading notes and questions. If you know in advance that, due to
work in other classes or demands of your employment, that you will not be able to
hand in your daily work or your papers, see me as soon as possible. Though I am
flexible, I do enforce my policy concerning accepting late work.
Course Policy on 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
illness (provided that a copy of a doctor’s note, copy of prescription and note from
dentist), for court appearance, for school related events, and for family matters
(provided the student given an explanation to his or her degree of comfort). All
absences must receive my permission. If students are absent for the above stated
reasons, and then students must contact me BEFORE class via email or voice mail.
Unexcused absences will result in a deduction of 6 points per absence from
the total points earned.
Classroom Etiquette
Please be sure that cell phones, pagers and other electronic devices are turned off.
Once class begins please cease social conversation and 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 Evaluation
I enjoy teaching anthropology and 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
communicate with me via email. I can always improve my presentation. 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. 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
Final Grades are calculated as follows: Numerical grades per performance
requirement (reading notes, in-class annotations, discussion questions) are added
and an average taken. Scores on written exams are averaged and points for Class
Discussion are added. Total points earned are divided by total points possible. The
percentage derived is the basis for your final grade.
93% + =A 89%
=A- 87%
= B+
84%
= B 81%
= B- 77%
= C+
74%
= C 71%
= C- 67%
= D+
64%
= D 61%
= D- 59% and below = F
ANTHROPOLOGY 325-010
PEOPLES OF EUROPE
SPRING 2010
Tuesday, February 9th
Review of Syllabus
Introduction to Course
Thursday, February 11th
Italian Neighbors
Pages 3-60
Tuesday, February 16th
Reading Assignment:
Italian Neighbors
Pages 61-149
Thursday, February 18th
Reading Assignment:
Italian Neighbors
Pages 150-221
Tuesday, February 23rd
Reading Assignment:
Italian Neighbors
Pages 222- 272
Thursday, February 25th
Reading Assignment:
Needed By Nobody: Homelessness and Humanness in Post Socialist Russia
Introduction-Chapter 1
Tuesday, March 2nd
Reading Assignment:
Needed by Nobody: Homeless and Humanness in Post Socialist Russia
Chapter 2 & Chapter 3
Thursday, March 4th
Reading Assignment
Needed by Nobody: Homelessness and Humanness in Post Socialist Russia
Chapter 4
Tuesday, March 9th
Reading Assignment:
Needed by Nobody: Homelessness and Humanness in Post
Chapter 5 & Chapter 6
Thursday, March 11th
Reading Assignment:
North of Ithaka
Chapter 1 & Chapter 2
Handout Essay Exam 1
Tuesday, March 16th
Reading Assignment:
North of Ithaka
Chapter 3, Chapter 4 & Chapter 5
Essay Exam 1 Due in Class
Thursday, March 18th
Reading Assignment
North by Ithaka
Chapter 6 & Chapter 7
Tuesday, March 23rd
Reading Assignment:
North of Ithaka
Chapter 8, Chapter 9 & Chapter 10
Thursday, March 25th
Reading Assignment
Driving Over Lemons
Pages 1 - 37
SPRING BREAK
Tuesday, April 6
Reading Assignment
Driving Over Lemons
Pages 38 – 120
Thursday, April 8
Reading Assignment
Driving Over Lemons
Pages 121 – 156
Tuesday, April 13th
Reading Assignment
Driving Over Lemons
Page 157-213
Thursday, April 15th
Reading Assignment
Driving Over Lemon
Page 214 to end of book
Essay Exam 2 Hand Out
Tuesday, April 20th
Reading Assignment;
Muslims in the West: From Sojourners To Citizens.
Introduction
Chapter 1 Islamophobia and Muslim Recognition in Britain, Steve Vertoves, author
Chapter 3 The Turks in Germany: From Sojourners to Citizens. Barbara Freyer
Stowasser..
Essay Exam 2 Due in Class
Thursday, April 22nd
Reading Assignment;
Muslims in the West: From Sojourners To Citizens.
Chapter 5 Integration through Islam? Islam in Norway Kari Vogt, author.
Chapter 6 From “People’s Home” to “Multiculturalism”: Muslims in Sweden. Anne
Sofie Roald.
Tuesday, April 27th
Reading Assignment
Muslims in the West: From Sojourners To Citizens.
Chapter 7 Globalization in Reverse and the Challenge of Integration: Muslims in
Denmark. Jorgen Baek Simonsen, author.
Chapter 8 Muslims in Italy Maria Adele Roggero, author.
Thursday, April 29th
Reading Assignment
Café Europa: Life After Communism
Introduction
Café Europa
Invisible Walls Between Us
Why I Never Visited Moscow
In Zoe’s Bathroom
To Have and Have Not
The Trouble with Sales
Tuesday, May 4nd
Reading Assignment
Café Europa: Life After Communism
My Frustration with Germany
The Importance of Wearing a Uniform
Buying a Vacuum Cleaner
A Nostalgic Party At The Grave Yard
On Bad Teeth
A Croat Among Jews
Thursday, May 6th
Reading Assignment
Café Europa: Life After Communism
He Sleeps Like a Baby
Who’s Afraid of Tito’s Wife?
An Unforgettable Meeting
Still Stuck in the Mud
Bosnia or Whatever Europe Means to Us
Tuesday, May 11th
Reading Assignment
The Teapots Are Out
Fred Rimble
Faith
Guaranteed Pure
‘The Teapots Are Out’
Under the Sycamore Tree
Thursday, May 13th
Reading Assignment
The Teapots Are Out
Thrift
Dousie O’ Dea
The Woman Who Hated Christmas
Protocol
“You’re On Next Sunday”
Tuesday, May 18th
Reading Assignment
The Teapots Are Out
The Change
A Tale of Two Furs
The Hanging
The Curriculum Vitae
Death Be Not Proud
Exam Three Distributed in Class
Exam Three Due in Department of Anthropology Office, Munroe Hall on
May, no later than 3pm. Be sure to ask for a receipt.