UNIVERSITY OF KENT
Module Specification
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The title of the module
The Ethnography of Central Asian Societies (SE861)
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The School which will be responsible for management of the module
Anthropology and Conservation
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The Start Date of the Module
Sept 2010
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The cohort of students (onwards) to which the module will be applicable
2009/10
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The number of students expected to take the module
4-10
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Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
Not applicable. This course can be offered as an additional regional area module
necessary for fulfilling School requirements. Also, this module can be taught every other
year so as to compliment other area courses and increase students’ options for regional
courses.
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The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Postgraduate [M]) (FHEQ Level: 7)
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The number of credits which the module represents
20 Credits
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Which term(s) the module is to be taught in (or other teaching pattern):
Autumn or Spring
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Prerequisite and co-requisite modules:
None.
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The programmes of study to which the module contributes:
MA Social Anthropology, MA Ethnicity and nationalism and MA Visual Anthropology
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes.
The intended learning outcomes according to the Programme Specifications of the MA in
Social Anthropology are: 1) a clear understanding of the cultural diversity of Central Asia
[MA PLO 6, 13]; 2) knowledge of the countries of the region and their important ecological
and geographical features [6,13); 3) knowledge of the principal ethnic groups and their
livelihoods, kinship organisation, gender relations, and epistemologies [13]; 4) an
appreciation for how ethnography contributes to theory [12,13,18]; 5) the ability to discuss
key issues and debates in the Lowland South American ethnographic literature [1,2,3,4];6)
the ability to critically discuss these groups and their communities in terms of social
changes in the region [4]; 7) the ability to rethink some of their own cultural assumptions
in terms of the experience of native peoples of Central Asia, [4] and 8) an understanding
of how anthropologists form questions about ethnographic material [2,3,4,8,13]. Each of
these objectives are specific instances of programme defined LOs. [5,6,4]
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes.
Among the key skills which students which will acquire in the course of fulfilling the
requirements of this module and which they will be encouraged to develop are:
1. communication – MA PLO Skills: 3, 4, 5, 7; MA PLO Subject-Specific Skills: 3.4.5,6,8;
MA PLO Transferable Skills: 1,2 ,6,7, 8,9,10
2. problem solving – MA PLO Skills: 1,2,6, 7.8; MA PLO Subject-Specific Skills: 1,2,5,7;
MA PLO Transferable Skills: 1,2,4,7,10
3. working with others – MA PLO Skills: 1,4,5; MA PLO Subject-Specific Skills:
1,4,6,7.8; MA PLO Transferable Skills: 1,3, 5,6, 8, 9,10
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A synopsis of the curriculum
The course covers ethnographies of western Asian societies ranging from Pakistan
through Central Asia (Afghanistan, Iran, Turkey, and ex-Soviet Central Asian nations such
as Tajikistan, Uzbekistan, and Kazakhstan) to the Caucasus. It introduces the history of
civilization and Turco-Persian cultures in this region, its history of orientalist (philological)
scholarship, and modern fieldwork. Thematic topics include: tribe and state, peasant and
urban economies, family and marriage, codes of prestige and etiquette, sexuality and
seclusion, religion and experience. A primary focus is on Central Asian Islamic religion
and civilization, but minority faiths (Zoroastrian, Bahai, E. Christian, pre-Islamic traditions)
are treated together with modern predicaments of secularization and political
fundamentalism. Students are also encouraged to study modern cinema films and
narrative literature from this region.
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Indicative Reading List
Dale Eickelman 2002. The Middle East and Central Asia: an anthropological
approach (4th ed.) Englewood Cliffs: Prentice Hall
Dale Eickelman 1999. Russia’s Muslim Frontiers. Indiana University Press.
Charles Lindholm 2002. The Islamic Middle East: tradition and change.
Blackwell Publishing.
Mathijs Pelkmans 2006. Defending the Border: identity, religion and modernity
in the Republic of Georgia. Cornell University Press.
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Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate
to achievement of the intended learning outcomes
The total study hours are 200. There will 12 x 1hr lectures and 12 x 1 hr seminars (as
currently taught in SE 592 which students will attend) plus 2x 1 hr individual
tutorials.Contact-based learning is supplemented by ethnographic and narrative films
available as DVDs from the school’s film library as well as select clips through the module
wiki. For each hour in lectures/seminars/tutorials it is assumed that students will devote 5
hours of independent study (including reading of ethnography and fiction and film
viewing), 10 hours for the critical monograph review, 12 hours for the presentation and
video, 10 hours in wiki presentation and 12 hours for the essay, totalling 200 hours study
and writing devoted to the module.
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment is by 100% coursework typically 10% for a critical monograph review; 10%
class presentation (15 minutes) which must be accompanied by an on-line video of their
construction (also 10%); 10% for contributions to their groups seminar wiki, 20% for a onehour short answer short essay exam; 40% for the essay which will engage theoretical
work from the lectures and readings in conjunction with the ethnographic works of their
choice. The exam, book review and essay test the achievement of critical thinking and
ability in writing on salient issues as outlined in this module as well as the students
knowledge of the key recommended texts; the presentation, video and wiki contributions
assessments test oral critical skills and the knowledge of required information. Each
student will be assigned to a group of 16 that will be responsible for discussing the topic
prior to the seminar, as well as reviewing past seminars. Each student must make at least
three substantive contributions to the wiki each week, which can include resource links,
substantive comments or video presentations.
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Implications for learning resources, including staff, library, IT and space
Given the small numbers expected to register for this module there are no major
implications for learning resources.
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A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not
present any non-justifiable disadvantage to students with disabilities.
The curriculum, learning and teaching methods and the forms of assessment do not
present any non-justifiable disadvantage to students with disabilities. With notice,
provisions can be made or substitute assessments can be performed (e.g. audio
presentation rather than video).
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content
of module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of
the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Print Name
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Date