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CULT 318 ANTHROPOLOGY AND ETHNOGRAPHY
Full Course Title:
Anthropology and Ethnography
Društvena i kulturna antropologija
Course Code:
Course Level/BiH cycle:
CULT 318
I cycle
ECTS credit value:
6
Student work-load:
(Table with hours for: Lectures; Exercise; Other; Individual learning)
For the whole semester:
Length:
Faculty/School/Department:
Lectures
Tutorial /
Practical training
Project
Assignment
Individual
learning
TOTAL
45
15
15
15
60
150
Spring 2013, Lectures - 3 hours per week
FASS; Cultural Studies
Course leader:
Assist. Prof. Dr. Tuba Boz
Contact details:
Office:
e-mail:
tboz@ius.edu.ba
Office hours:
Phone:
+957 404
Site:
IUS main campus building
Host Study Program:
Cultural Studies
Course status:
Elective
Pre-requisites:
None
Access restrictions:
None
Assessment:
Presentations, group activities, consultations, quizzes, essays and exams.
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Date validated:
Course aims:
Learning outcomes:
Indicative syllabus content:
The aims of this course are to:
1. to develop a thorough understanding of ethnography as a methodology that is evolving
over time;
2. to understand the foundational paradigms, and ethical and methodological
considerations that inform ethnography
3. to be able to critically evaluate ethnographic texts
4. to apply ethnographic concepts to better understand contemporary societies
On successful completion of this course IUS student will be able to:
1. be fluent in the key concepts and issues used in designing ethnographic fieldwork, and
be able to use them properly in their own attempts to marry research questions with
doable research work programs.
2. be reflexive and pragmatic about procedures associated with entering the ethnographic
field, establishing balanced, useful and effective contacts with gate-keepers, informants
and knowledge brokers in the field, and have a sense of how versions of their own
identity as researchers are produced and circulated within the community.
3. be familiar with the importance of and techniques used in keeping a detailed and
faithful ethnographic diary, annotating it and reading and re-reading it in due course.
This course, which is geared for students preparing for a first encounter with ethnographic
fieldwork provides an introduction to some of the principal methods for conducting field research
in anthropology and in neighboring disciplines. It offers a general preface to what fieldwork is,
deals with entry to the field, participant-observation, keeping a field diary and analyzing it, the
use of audio-visual materials, and the first stages of constructing texts premised on ethnographic
research. Constructed as an interactive process, the course combines more formal lecturing with
hands-on field experience on the part of course participants as well as critical reading of inspiring
ethnographic accounts.
Lectures, discussions, group and individual project work.
Learning delivery:

Assessment Rationale:
Assessment Weighting:
Essential Reading:
Recommended readings:
Attendance + active participation in class, based on reading of the course materials and
discussion of ongoing fieldwork and exercises (10%).

An ethnographic project in Sarajevo designed and carried out in teams of two or three,
comprising of the following elements:
1. A written ethnographic account of up to 3,000 words, co-authored jointly by the
team (40% of course grade)
2. Presentation in class by the team of their work in progress (20% of course grade)
3. Individual ethnographic diary with weekly field entries (30% of course grade)
Attendance and Participation: 10%
Ethnographic project: 40%
Presentation in class: 20%
Individual diary: 30%
Additional/recommended reading: See course schedule for detailed list of mandatory readings.
Essential reading consist of collection of journal articles and book chapters that will be delivered
to the students in electronic form (either by e-learning site, e-mail or Drop Box).
1.
Hammersley and Atkinson, Ethnography: Principles and Practice. London: Routledge
Intranet web reference:
Important notes:
Students have to make sure to avoid plagiarism or even the vague possibility of plagiarism. Note
that copying from the internet or even taking ideas from internet sources without proper citation
is also a form of plagiarism, not only copying from paper based texts. Students are expected to
paraphrase the arguments whenever possible and add proper citations from the original text.
Each final essay will be checked against anti-plagiarism software. Failing to gain at least 30% from
each assignment results in failing the course (that is students are expected to undergo each of
the four assignment forms (class participation, mid-term exam, final essay).
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Absence from class is allowed only with strong reason. Students are allowed two “free misses”
but more than two absences without documentation/prior information will negatively affect the
grade. Similarly, classroom policy strictly requires of students respectful behaviour towards the
co-students. Failing in showing respect and attention to other students’ contribution may result
in lowering the participation grade.
Language policy: lack of sophistication in written/spoken English will not result in lower grading
as long as the arguments made by the student are understandable. Emphasis will be made on
structure of the argument/paper/presentation, logical flow and originality of contribution.
Quality Assurance:
Students will be provided written feedback for each of the assignments. Students unsatisfied with
the assessment of their written work (position paper and final essay) will have a chance to rewrite them and submit for second examination provided they met the deadlines. Students, who
wish to increase the part of the grade coming from in-class participation, may be given additional
tasks. Students are encouraged to consult their work in progress with the course leader during
the office hours or through e-mail communication.
Course schedule:
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Week
1
Lesson /
Date
1
Topics to be covered
Class activities
Problems/
Assignments
(Homework)
Readings
Introduction to the course’s aims Course syllabus will be presented, its aims
and objectives; getting to know and objectives explained and any questions
each other
students have regarding the course will be
answered.
1. Identify the main
aims and objectives of
the course.
2. Explain how the
course can be useful for
their academic career.
Students will be asked to present their
motivation for taking the course as well as
their academic background/interests so that
the applicability/usefulness of the course
can be assessed.
1
2
Introducing ethnography
Historical beginnings of ethnography will be
presented.
Difference between ethnography and other
research methods will be explained.
2
3
Inspiring reading: ethnographic
Discussion of the assigned reading will be
account of medical anthropology
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
Learning objectives
(After this lesson student
will be able to:)
Salzman,
Philip.1994. The
Lone Stranger in
the Heart of
Darkness. In:
Borofski, Robert
(ed.) Assessing
Cultural
Anthropology.
Cambridge, Mass:
MacGraw and Hill
pp 29-39
Wagner, Sara.
2006. To Know
Where He Lies.
DNA Technology
and the Search
1. Describe historical
beginnings of
ethnography
2. Explain the difference
between ethnography and
other research methods
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
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for Srebrenica’s
Missing (selected
chapter)
2
4
Site, place, location in
ethnography
What is site and place in ethnography? Is it
bounded? How to decided where it begins
and where it ends?
Students will be encouraged to think
critically about these questions.
3
5
Research structure: can
participant observation be
designed?
Discussing limits of research structure and
design- how much can be realistically
planned?
Gupta, Akhil and
James Ferguson.
1997. Discipline
and Practice:
"The Field” as
Site, Method, and
Location in
Anthropology. In
A. Gupta and J.
Ferguson eds.
Anthropological
Locations
Berkeley:
University of
California Press
Pp: 1-46.
1. Describe site and
place in ethnography
Hammesrley,
1. Explain the limits of
Martyn and Paul research design
Atkinson. 1983.
Research Design:
problems, cases
and samples. In:
Hammersley and
Atkinson,
Ethnography:
Principles and
Practice. London:
Routledge. Pp.
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23-53/
3
6
Participant observation
What is participant observation?
4
7
Inspiring reading: political
ethnography
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
4
8
Presentation of ideas for group
project
5
9
Entering the field
How to get started? Establishing one’s
presence in the field will be analysed.
Divide into
groups (of twothree) and
brainstorm
ideas for group
project
Bernard, R. 1995. 1. Explain what participant
Participant
observation is
Observation. Ch.
7 In Research
Methods in
Anthropology.
Qualitative and
Quantitative
Approaches.
Walnut Creek,
Cal. : AltaMira
Press. Pp. 136164.
1. Critically asses
ethnographic writing
2. Apply ideas/writing style
to their own projects
Stephen Schensul
et al. 1999.
Entering the Field.
In Schensul, S et
al Essential
Ethnographic
Methods. Walnut
Creek: Altamira
Press.
1. Prepare for entering
the field
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5
10
Field notes
What are field notes and how to write them?
Different strategies for writing field notes will
be presented and discussed.
6
11
Inspiring reading: field notes
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
6
12
The Ethnographic Interview
What is informed Consent/interview
Agreement, how can it be created and why
it is important?
What are the strategies for successful
listening in ethnographich research?
7
13
Inspiring reading: interviewing
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
Sanjek, Roger.
1990. A
Vocabulary for
Field Notes. Pp
92-121 in Sanjek,
Roger (ed.)
Fieldnotes.
1. Write ethnographic
field notes
Chapter from
Rabinow, Paul
Reflection on
Fieldnotes from
Marocco
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
Briggs, Charles.
1983. Learning
How to Ask.
Cambridge:
Cambridge
University Press.
Chapter 5' Listen
before you leap:
toward
methodological
sophistication.' Pp
93-111.
Harding, S. 1987.
Convicted by the
Holy Spirit: The
Rhetoric of
Fundamental
Baptist
Conversion.
1. Know how to write
informed consent
agreement and
understand its
importance
2. Know how to listen
well during an interview
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
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American
ethnologist
14:167-181.
7
14
Practicing interviewing
8
15
Presentation of group project
designs
8
16
Structured comparisons and
ethnographic surveys
Structured comparisons and ethnographic
surveys will be presented and explained
9
17
Visual methods and analysis
Watching Visual Ethnography- Current
Theory
1. Conduct
ethnographic interview
Students will practice interviewing during
in-class role play
http://www.youtube.com/watch?v=gDPjzz7LfU
Stephen Schensul
et al. 1999.
Structured
ethnographic data
collection. In
Schensul, S et al
Essential
Ethnographic
Methods. Walnut
Creek: Altamira
Press.
1. Describe structured
comparisons and
ethnographic surveys
Banks, M. 2001.
Visual methods in
social research.
London: Sage.
(Chapters 4 and
5. ‘Research
Strategies’ and
‘Making images’,
pp. 73-137)
1. Describe different
visual methods in
ethnography
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9
18
Inspiring reading: ethnography
of nationalism
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
10
19
Analysing data
Process of data analysis will be explained
10
20
Analysing data- exercises
Individual and group exercises of
ethnographic data analysis
11
21
Ethnographic writing
What is specific to ethnographic writing?
What is ethnographic style and argument?
How to write well?
Students will be encouraged to discuss
those issues and analysed sample writing in
their light.
Rogers Brubaker
2006, Nationalist
politics and
everyday ethnicity
in a Transylvanian
town
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
Hammersley,
Martyn and Paul
Atkinson. 1983.
The Process of
Analysis. In:
Hammersley and
Atkinson,
Ethnography:
Principles and
Practice. London:
Routledge.
1.Understand how data
analysis is conducted
1. Know how to analyse
ethnographic data
Gay y Blasco, P.,
and H. Wardle.
2006.
Ethnography as
argument. In How
to read
ethnography.
Abingdon
[England]; New
York: Routledge.
Pp. 96-116
1. Explain what
ethnographic argument
is
2. Identify particular
elements and
characteristic of
ethnographic writing
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11
22
Ethnographic authorship
What is authorship in ethnography? Should
it be shared with informants? How to
acknowledge and incorporate their input?
12
23
Inspiring writing
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
12
24
Ethical challenges
Ethical issues related to conducting
research will be discussed.
Problems of protecting informants’
identity/anonymity will be analyzed.
Rabinowitz, Dan.
1997. Reflexivity
and Liberalism.
Ch. 6 in
Rabinowitz, D.
Overlooking
Nazareth: The
Ethnography of
Exclusion in
Galilee.
Cambridge:
Cambridge
University Press
1. Critically asses
debates about
ethnographic authorship
Abu-Lughod, Lila.
1985. Honor and
the sentiments of
loss in a Bedouin
society. American
Ethnologist Vol 12
no 2.
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
Hammersley,
Martyn and Paul
Atkinson. 1983.
Ethics. In:
Hammersley and
Atkinson,
Ethnography:
Principles and
Practice. London:
Routledge.
1. Describe variety of
ethical challenges in
ethnographic research
and potential solutions
to them.
2. Understand the
notion of reflexivity in
ethnographic writing
2. Know how to protect
informants’
identity/anonymity in
the process of writing.
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25
Native anthropologists?
Concept of ‘native anthropologist’ will be
presented and discussed.
Students will be encouraged to reflect on
their own positionality and possibilities to
apply anthropological approaches in their
academic work.
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26
Ethnography in globalizing world Concept of globalization will be explored
and historicized.
Methodological challenges for
anthropological work in the era of
globalization will be discussed (including
multi-sited ethnography, extended case
method).
Kirin Narayan,
How Native Is a
"Native"
Anthropologist?
1. Reflect on their own
positionality as
researchers
Appadurai, Arjun.
1996. Disjuncture
and Difference in
the Global
Cultural Economy.
In Modernity at
Large: Cultural
Dimensions of
Globalization
1. Explain the concept
of globalization and its
implications for
anthropology.
2. Understand
difference between
multi-sited ethnography
and extended case
method.
3. Describe the
changing notion of place
and site in anthropology.
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Inspiring reading
Discussion of the assigned reading will be
facilitated focusing both on the topic
presented and the ethnographic
workshop/style.
Nancy ScheperHughes, “The
Global Traffic in
Human Organs,”
in The
Anthropology of
Globalization
Reader, pp. 270308.
1. Critically asses
ethnographic writing
2. Apply ideas/writing
style to their own
projects
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14
28
Presentation of the final projects
15
29
Presentation of the final projects
15
30
Summary and course evaluation Review of main concepts and theories
Final essay
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