Ethnographies of Global Asia
ANS 384 and ANT391 / Unique 30845/30317
University of Texas at Austin – Fall 2010
WCH 4.118 (aka Asian Studies Seminar Room)
Monday 5 - 8
Heather Hindman
Office: WCH (Will C. Hogg) 5.103 – Phone: 471-1667
E-mail: h.hindman@mail.utexas.edu (preferred contact)
Office Hours: Monday 2:30-3:30, Wednesday 5-6 -- Other times by appointment
Course Description
This graduate seminar is designed to familiarize students with recent ethnographic
writing on transnational Asia and the Asian diaspora. Students will be expected to be
researching related material and the research interests of the students will in part shape
the course context. The class will consider topics including the role of diasporas in
shaping national imaginaries, the economic effect of transnational labor and the conflicts
between different generations of migrants. Alongside reading these ethnographies, the
class will also explore the problems of doing multisited transnational ethnography and
ethical and funding challenges particular to such research.
Texts and Readings
The following texts have been ordered for this class at the Coop - although you should
feel free to purchase them on-line. There should not be any version problems with purchasing
used books.
Memories of a Future Home by Lok Siu
Neoliberalism as Exception by Aihwa Ong
Nation's Tortured Bodies by Brian Axel
Friction by Anna Tsing
Global Divas by Martin Manalansan IV
Desi Land by Shalini Shankar
The remainder of our readings are on-line. These will be found in “Course Documents”
on our (combined - not the University generated page) class Blackboard page. Please check
Blackboard regularly – syllabus updates and additional information will often be posted there. I
recommend you print out the readings (2 pages to one and back to back in order to conserve
paper) – share with a friend – or at minimum take notes while you are reading. A blank desk
often leads to a blank mind and having something in front of you to reflect upon during our class
discussions will be very helpful. You should bring the relevant text to class each day as we will
be discussing the texts in class.
Readings listed for a given class day should be completed BEFORE coming to class to
enable your active participation in discussion. If you are not able to do the readings, come to
class anyway – but I anticipate this will only happen once or twice during the semester. (If
student preparation becomes a problem, I reserve the right to introduce in-class quizzes as an
enforcement mechanism.)
Assignments
There are five components to how your performance in this class will be evaluated. NOTE: On
the syllabus all assignments are listed in Bold. The listed assignments must be turned in at the
beginning of the noted class, on paper.
(#1) Class participation in this course is highly valued. As graduate students, you are in the
process of changing from knowledge consumers to knowledge producers and contributing to class
discussions and collaborations is an ideal way to begin that process. (Perhaps needless to say, but
attendance is an element of this – participating in class is difficult if you are not in class. Thus,
attendance contributes to your participation grade -- furthermore, we only meet 14 times.)
Participation is more than ‘talking a lot’ – instead it is being an enthusiastic, prepared and
considerate member of a learning community. This is a situation where more is not better –
quality over quantity. As a means of prompting discussion, each student is asked to bring a
TYPED page with a few questions about the days readings and a few page numbers of passages
of interest. This is for you to refer to during class, but will be turned in at the end of class. There
is no "make-up" of this assignment - as the entire goal is to facilitate discussion. I will comment
briefly on these assignments, but if you turn them in, you will get full credit.
In this class we will be talking about divisive, controversial and contemporary issues – sex,
religion, race, etc. – I expect students to show respect to themselves and other members of the
learning community in these discussions. Please be considerate of one another. All opinions are
welcome in the classroom, if presented with civility and scholarly rigor.
<This all should be obvious to graduate students - I am loath to assume otherwise, but thought it
best to be explicit.>
(#2) Each student will be responsible for leading discussion on one of the major books we are
reading this term, often in groups of two or three per book. This will not require that you become
the global expert on the topic, only that you be the most prepared member of the class that
particular day. A good presenter will not only introduce the reading, but also the topic, providing
some background for the subject and links to other topics and issues we have discussed in class.
Students should be prepared to talk for 10-15 minutes each and groups should collaborate to
discuss how they will divide responsibilities. Do NOT use powerpoint (other than as a tool to
share visual images). I recommend (but do not require) you prepare a handout for the class. If
you get these to me in advance, I can copy them.
(#3) The mini-ethnography will be a short paper (minimum of 4 pages - but usually the problem
with this assignment is that they become very long) opening your eyes to observing and writing
about everyday life. We will discuss details in class.
(#4) The funding report is a practical but also introspective project designed to get students
thinking about how the limits and requirements imposed by funders change how we do research.
For some, this assignment might facilitate their eventual dissertation research, for others it might
just be an experiment. This will be a short (4 page) assignment and include a presentation to the
rest of the class. Students may (with advanced permission) work in small groups on this
assignment if appropriate.
(#5) There are several small assignments that contribute to the final paper and your grade on this
assignment. A research paper is a process not an event and these assignments are designed to
help you turn a daunting idea (writing a 15-20 page paper) into a series of more manageable
elements. Beginning with a (revisable) paper proposal early in the semester, continuing through
an annotated bibliography, a public presentation, an abstract and an outline, each step should help
you move from an idea, to a question, to a collection of evidence/sources, to an argument and to a
well-organized paper. Although some of you may be writing ethnographically based papers,
others will be doing research papers - using both humanities and social science methods. The
main thing to remember is this assignment is not about producing a masterpiece out of your head
in the last week of class, but in a slow and often changing pathway that will occur throughout the
semester. Learning and improving at each stage will be MORE VALUED (i.e. lead to a better
grade) than a deus ex machina paper.
The numbers…
Class Participation
Book Presentation
Mini Ethnography
Funding Report
Final Paper
25%
10%
10%
05%
50%
An insight into the mind of your professor – I dislike the grading aspect of teaching and am far
more enthusiastic about talking about how you are doing in the course than in arguing over letters
and numbers. Having a conversation before an assignment is due about the learning process and
how each individual can improve has proven more useful for students seeking to do well in the
course than looking at “A”, “B” or “C” at the top of your paper.
My Policies (This is standard, but please pay attention. Although for graduate students this
may seem obvious, read carefully as I will hold you to these expectations.)
ABSENCES
I expect students to come to class regularly, on-time and prepared. If you do not do this,
not only will your grade be negatively affected, but it disrupts the learning process of your fellow
students as well as showing a lack of respect for the course. This is admittedly one of my pet
peeves. If you must miss a class, make arrangements with your fellow students to make up the
material. There are no ‘free absences’ in the class outside of legitimate and documented needs.
Attending class means showing up on time, prepared and ready to learn. If you are not prepared –
which I don’t anticipate will ever happen – come to class anyway.
ACADEMIC HONESTY
Similarly, I expect student to conduct their research and writing honestly and to correctly
reference any sources consulted. Plagiarism is theft and a particular heinous crime to those
whose life is writing and research. Any dishonest academic practice will be referred to the
administration for investigation. I encourage collaboration among students, which is different
from copying or paper trading. One can never be accused of academic dishonesty if you
acknowledge where your ideas came from. Learning how to master a combination of direct
citation, paraphrase and idea acknowledgement takes time and practice. In the meantime, CITE
EVERYTHING. If in doubt about the ethics of a situation, contact me – do not guess. This
includes internet sources – CITE all web pages consulted.
COMMUNICATION
I enjoy meeting with students in office hours and exchanging email with students. Yet, I
do not check email every 10 minutes. I am very eager to answer student questions by email,
discuss points of the reading or relevant outside materials, but please think before you write.
Show respect in your communication with me and with one another. I rarely use my office
phone; you are more likely to get a response from me by email.
MISCELLANEOUS
- Turn off your cell phone when you get to class.
- I RELUCTANTLY allow laptops in class. If I find they are being used for texting, games
or web surfing rather than taking notes, then I will revoke this privilege. THIS HAS
BEEN A PROBLEM AT UT – PLEASE DO NOT ABUSE THIS PRIVILEGE.
- You may eat and drink in class, if it is subtle and not distracting to you or other students. A cup
of coffee – great – a roast chicken dinner – wait until after class.
University Notices and Policies (Standard to all classes at UT)
University of Texas Honor Code
The core values of The University of Texas at Austin are learning, discovery, freedom, leadership,
individual opportunity, and responsibility. Each member of the university is expected to uphold these
values through integrity, honesty, trust, fairness, and respect toward peers and community.
Use of E-Mail for Official Correspondence to Students
Email is recognized as an official mode of university correspondence; therefore, you are responsible for
reading your email for university and course-related information and announcements. You are responsible
to keep the university informed about changes to your e-mail address. You should check your e-mail
regularly and frequently to stay current with university-related communications, some of which may be
time-critical. You can find UT Austin’s policies and instructions for updating your e-mail address at
http://www.utexas.edu/its/policies/emailnotify.php.
Documented Disability Statement
The University of Texas at Austin provides upon request appropriate academic accommodations for
qualified students with disabilities. If you require special accommodations, you will need to obtain a letter
that documents your disability from Services for Studies with Disabilities. Present the letter to me at the
beginning of the semester so we can discuss the accommodations you need. No later than five business
days before an exam, you should remind me of any testing accommodations you will need. For more
information, contact Services for Students with Disabilities at 471-6259 (voice) or 232-2937 (video phone)
or www.utexas.edu/diversity/ddce/ssd.
Religious Holidays
By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of
observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a
project in order to observe a religious holy day, I will give you an opportunity to complete the missed work
within a reasonable time after the absence.
Behavior Concerns Advice Line (BCAL)
If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice
Line to discuss by phone your concerns about another individual’s behavior. This service is provided
through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center
(CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department
(UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal.
Emergency Evacuation Policy
Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire
alarm is activated or an announcement is made. Please be aware of the following policies regarding
evacuation:
 Familiarize yourself with all exit doors of the classroom and the building. Remember that the
nearest exit door may not be the one you used when you entered the building.
 If you require assistance to evacuate, inform me in writing during the first week of class.
 In the event of an evacuation, follow my instructions or those of class instructors.
Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the UT Austin
Police Department, or the Fire Prevention Services office
SYLLABUS POLICY SUMMARY – If in doubt, ask! I am much happier discussing
potential problems and concerns than dealing with events in the past or problems
that have been allowed to grow over time.
(If I didn't feel like it was absurd, I'd put this in even larger type - really - this is the most
important thing.)
Assignments
Readings are subject to change!
August 30 - The Object and the Objectifier
Selections from In an Antique Land - "Lataifa" and "The Imam and the Indian"
by Amitav Ghosh
September 6 - No Class
September 13 - The Nation and the Diaspora
Memories of a Future Home by Lok Siu
September 20 - Why Ethnography? Special Challenges of the Global
NB - The readings in 'thematic' weeks may change, depending on the interests and
experience of the class. This is a sample - consult blackboard for the most up to date
information before each of these classes. All readings will be available thereat least 10
days before the class. (Or complain to me!)
Appadurai, Arjun. (1988) “Putting Hierarchy in Its Place” in Cultural
Anthropology 3(1): 36-49.
Burawoy, Michael. (2000) “Introduction: Reaching for the Global” in M.
Buroway et al. eds. Global Ethnography. Berkeley: University of California Press, 1-40.
Clifford, James. (1997) “Spatial Practices: Fieldwork, Travel and the Disciplining
of Anthropology,” in Gupta and Ferguson eds. Anthropological Locations, Berkeley:
University of California Press, 185-222.
Gupta, Akhil and James Ferguson. (1997) “Discipline and Practice: ‘The Field’ as
Site, Method, and Location in Anthropology,” in Gupta and Ferguson eds.
Anthropological Locations, Berkeley: University of California Press, 1-46.
Malinowski, B. (1984)[1922] "Subject Method and Scope" in Argonauts of the
Western Pacific. Waveland Press: Prospect Heights, IL.
Marcus, George. (1995) “Ethnography in/of the World System” in Annual Review
of Anthropology 24: 95-117.
September 27 - Ethnography of a Concept
Neoliberalism as Exception by Aihwa Ong
October 4 - Writing/Voice/Theory
Mini-Ethnography Due
October 11 - The Historical Body of the Imagined Nation
Nation's Tortured Bodies by Brian Axel
(Optional - "Eelam.com" by Pradeep Jeganathan)
October 18 - Ethics in the Field - Alterity as a Question
Paper Proposal Due
October 25 - Beyond Here and There and Alternative Voices in Ethnography
Friction by Anna Tsing
November 1 - Funding Transnational Research - Everyday Audit Culture
Funding Search Report
November 8 - From Where is it Queer?
Global Divas by Martin Manalansan IV
November 15 - Ethnography from Afar - Writing about Ethnography
Paper preparation
Annotated Bibliography Due
November 22 - Generations and Jobs
Desi Land by Shalini Shankar
November 29 - Wrap-up
Paper presentations
Outline and Abstract Due
December 9th - Final Paper Due