UNIVERSITY OF KENT
Module Specification
1
The title of the module
2
The Department which will be responsible for management of the module
3
The Start Date of the Module
4
The cohort of students (onwards) to which the module will be applicable:
is a
Stage 2 module.
Ethnographies 1 (SE586)
Anthropology
Autumn 2009
Students matriculating in Autumn 2008 onwards will be able to take this module. This
5
The number of students expected to take the module
6
Modules to be withdrawn on the introduction of this proposed module and
75 -100
consultation with other relevant Departments and Faculties regarding the
withdrawal.
SE543 Political Systems, SE544 Economic Systems, SE545 Religion, SE546 Kinship
to be withdrawn. The Director of Learning and Teaching confirms that relevant
departments in the Faculty (including SSPSSR) are being informed. It is not anticipated
that the withdrawals will lead to problems for other departments since the withdrawn
modules rarely attract external ‘wild’ students.
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The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H Honours
a
[The rationale for retaining Anthropology Stage 2 modules at H level is presented in
current report to the Faculty by the Department’s Director of Learning and Teaching]
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The number of credits which the module represents
9
Which term(s) the module is to be taught in (or other teaching pattern)
15 Credits
Autumn
10
Prerequisite and co-requisite modules
the
equivalent in Social Sciences or Humanities.
Prerequisite for BA Social Anthropology: SE301 Introduction to Social Anthropology or
Co-requisites for BA Social Anthropology: SE588 Advanced Social Anthropology 1
(Autumn Term), SE589 Advanced Social Anthropology 2 (Spring Term), SE587
Ethnographies 2 (Spring Term)
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The programmes of study to which the module contributes
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The intended subject specific learning outcomes and, as appropriate, their
BA Social Anthropology, BA Social Anthropology with a Year Abroad
relationship to programme learning outcomes
As this module is taught within and managed by the Department of Anthropology, the
learning outcomes below are linked to those of the BA Programme in Social
Anthropology.
On successful completion of this module, students should have learnt:
12.1 To describe the contents of a number of ethnographic texts.
12.2 To identify the authors of specific ethnographic texts and indicate when and where
the fieldwork described in the text was undertaken, as well as their conceptual
background of problem-solving.
12.3 To discuss the strengths and weaknesses of specific texts
12.4 To relate specific texts to general theoretical anthropological topics, for examples
to the analysis of systems of exchange or the practical and ideological operation of
descent groups
12.5 To compare and contrast the approaches of different anthropologists and their
ethnographies to questions of descriptive representation
12.6 To explain the methods of research specific to the discipline of anthropology and
illustrate them with reference to the studied local and regional ethnographies
12.7 To relate their reading for this module to wider conceptual and ethical concerns
in anthropology, and within the social sciences in particular
are as
The Programme Learning outcomes addressed by these Subject Learning Outcomes
follows:

PLO 12.A.1 Knowledge and understanding of social anthropology as the comparative
study of human societies [12.1, 12.4]

PLO 12.A.2 Specific themes in social anthropology e.g. Religion, politics, nationalism,
ethnicity [12.1, 12.4]

PLO 12.A.6 The variety of theoretical approaches contained within the discipline
[12.4, 12.5]


PLO 12.B.1 General learning and study skills [12.1, 12.2]
PLO 12.B.2 Critical and analytic skills [12.3, 12.4], 12.5]

PLO 12.C.1 Ability to understand how people are shaped by their social, cultural
and physical environments while nonetheless possessing a capacity for individual
agency which can allow them to transcend environmental constraints [12.1]

PLO 12.C.3 Ability to interpret texts and performance by locating them within
appropriate cultural and historical contexts [12.2]

PLO 12.C.4 Competence in using anthropological theories and perspectives in the
presentation of information and argument [12.3]

PLO 12.C.6 Ability to devise questions for research and study which are
anthropologically informed [12.4]

PLO 12.C.7 Ability to perceive the way in which cultural assumptions may affect
the opinions of others and oneself [12.5]

PLO 12.C.2 Ability to recognise the pertinence of an anthropological perspective
to understanding major national and international events [12.6]

PLO 12.C.8 An openness to trying to make rational sense of cultural and social
phenomena which may appear at first sight incomprehensible [12.1]

PLO 12.A.8 The application of anthropology to understanding issues of social and
economic development throughout the world [12.7].
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On completion of this module, students should gain an ability:
13.1 To read critically ethnographic texts
13.2 To summarise orally and in writing the content of the texts they have read.
13.3 To present and defend critical opinions on the reading
13.4 To contribute rationally as well as challengingly to classroom discussions by giving
due weight to opinions expressed by fellow-students.
13.5 To compare and contrast similar texts in terms of their variable theoretical approach
as well as substantive descriptions.
Social
These learning outcomes contribute to the programme specifications fort the BA in
Anthropology as follows:






PLO 12.B.2 Critical and analytic skills [13.1]
PLO 12.B.3 Ability to express ideas in writing and orally [13.2]
PLO 12.B.4 Communication skills [13.3]
PLO 12.B.5 Group work skills [13.4]
PLO 12.B.7 Ability to review and summarise information [13.2]
PLO 12.C.3 Ability to interpret texts and performance by locating them within
appropriate cultural and historical contexts [3.6]
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A synopsis of the curriculum
The curriculum for this module will consist of professional ethnographic monographs
of varying length to be read at the rate of one (or selected substantial parts of one)
monograph per week. The selection of the ethnographies will be determined by thematic
conjunction with the analytical topics to be taught in the Advanced Social Anthropology
1 module, thereby divided into two congruent blocs. These are labelled Self and Other
and Consumption and Exchange [see Module specification for SE 588]. Students will
be expected to come to class with notes from their reading and will be encouraged
to discuss that reading and to relate it to wider anthropological issues raised or implied
by the authors of the ethnographies and also dealt with historically and analytically in
the co-requisite module Advanced Social Anthropology 1. Considerable time will be
spent, particularly in the earlier classes, on instruction about how to ‘read’ an
ethnography e.g. on how to examine its implicit (as opposed to explicit) theoretical
assumptions, on how to place it within the historical development of the discipline, on
how to evaluate its empirical exemplification of particular theoretical problems, on how
to evaluate the relationship between ‘description’ and ‘analysis’, on how to evaluate
it contribution to particular issues and topics within anthropology, and on the examination
of its structure, presentation and ability to communicate an understanding of a social
group through the written word.
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Indicative Reading List
two
blocs of topics in Advanced Anthropology I:
The following list also indicates how specimen ethnographies may be related to the
a)
‘Self and Other’
Busby, C. The Performance of Gender. An Anthropology of Everyday Life in a South
Indian
Fishing Village, London: Athlone, 2000.
Carsten, J. The Heat of the Hearth. The Process of Kinship in a Malay Fishing
Community.
Oxford: Clarendon, 1997
Just, R. A Greek Island Cosmos. Identity and Kinship and Community on Meganisi,
Oxford:
James Currey, 2000
Pina-Cabral, J. Sons of Adam, Daughters of Eve. The Peasant Worldview of the Alto
Minho,
Oxford: Clarendon, 1986
b)
‘Consumption and Exchange’
Beatty, A. Society and Exchange in Nias. Oxford: Clarendon, 1992
O’Meara, T. Samoan Planters. Tradition and Economic Development in Polynesia, Holt,
Rinehart and Winston, 1990
Strathern, A. The Rope of Moka, Cambridge: CUP, 1971
Weiner, A. The Trobrianders of Papua New Guinea, Holt, Rinehart and Winston, 1988
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Learning and Teaching Methods, including the nature and number of contact hours
to
achievement of the intended learning outcomes
and the total study hours which will be expected of students, and how these relate
12 x 2-hour weekly classes = 24 contact hours (20 students per class). For each of
the two-hour classes, it is assumed students will devote 8 hours to reading the relevant
ethnography and preparing discussion notes for the class, and roughly the following
preparation times for each item of coursework (see assessment methods below): 10
hours for the module test, and 20 hours for the final essay. This totals 150 hours’ study
and writing devoted to the module.
There will be no extensive lectures in this module, although time will be devoted,
especially in the earlier classes, to instruction on how to ‘read’ an ethnography (see
‘curriculum’ above). Students will be expected to read intensively for this module, which
will be thematically linked to the Advanced Social Anthropology 1 module. Each week
in the first half of the 2-hour session there will be a class conducted in relation to the
ethnographic material which students will have been expected to have read for that
week. In the second half of the session the agenda of the classes may vary from week
to week, having as their principal aim the learning and development of anthropological
study and expressive skills in reading, writing, oral discussion and presentation. Material
for these classes will be specifically drawn from the reading students are required to
do for this module. Opportunities will also be given to students creatively to explore
methodological skills in ethnographic observation and writing through exercises involving,
for example, drawing genealogical and relational diagrams relating to friends and family,
writing observational diaries and writing self-reflective ethnographies based upon their
personal experience as well as with reference to the ethnographies they have read.
Table of subject and generic learning outcomes supported by these methods:
Teaching & Learning
Subject Learning Outcomes
Generic learning Outcomes
Classes
12.1, 12.2, 12.3, 12.4, 12.5,
13.1, 13.2, 13.3, 13.4, 13.6
Method
12.6,
12.7
Independent study
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12.1, 12.4, 12.5, 12.6
13.1, 13.2, 13.6
Assessment methods and how these relate to testing achievement of the intended
learning outcomes. These will be as follows:
Assessment is by 40% unseen examination and 60% coursework. The coursework
component comprises class participation (15%), a class test (15%) and a final essay
of 2,000 words (30%). The assessment of class participation will encourage and reward
the ability to participate appropriately in classroom activities, critical discussion and
debate and the oral presentation of argument. The class test will test basic factual
knowledge and comprehension of the prescribed ethnographic texts. The 2,000-word
essay will test the ability to make use of relevant material in a critical fashion and to
write a coherent well-structured account of a specific issue. The final examination will
test students’ ability to collate material taught in the course in an original and
independent way in response to critically considered issues. The coursework and
examination are designed to cater to the different learning strengths of students as well
as ensuring their mastery of the module’s objectives.
Table of subject and generic learning outcomes supported by these methods:
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Assessment Method
Subject Learning Outcomes
Generic learning Outcomes
Class Participation
12.1, 12.2, 12.3, 12.4, 12.5,
13.1, 13.2, 13.3, 13.4
Class Test
12.1, 12.2, 12.4
13.2, 3.6
Final Essay
12.3, 12.4, 12.5, 12.6, 12.6,
13.1, 13.3, 3.6
Examination
12.3, 12.4, 12.5, 12.7
13.1, 13.3, 3.6
12.6,12.7
12.7
Implications for learning resources, including staff, library, IT and space
There will be implications in relation to providing adequate numbers of the ethnographic
texts that all students will be required to read each week. Use will be made of e-books
where possible. This will require preparation and book ordering in advance by the
module convenor and teachers. There will also be a demand on large seminar
classrooms (holding up to 20 students).
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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.
in
Given appropriate support, no student with a disability should be at any disadvantage
either learning or assessment for this module.
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"
................................................................
Director of Learning and Teaching
..............................................
Date
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and will be responsible for its resourcing"
.................................................................
Head of Department
..............................................
Date
Revised August 2002; Revision 2 in 2003.