What courses do professors teach and why? Who determines what students need to know? In my department we teach a combination of required courses and elective courses at both the undergraduate and graduate level. At the graduate level, I regularly teach a semester of our year-long introductory theory course, and other times I teach seminars focused on more narrow topics either in one of my specialties or an exploratory course. This semester I am teaching the latter: a new graduate seminar in ethnographic theory. In the spirit of our not-quite-official Savage Minds series on teaching, I offer some thoughts here on why and how I am teaching ethnographic theory this semester.
Right now, where is intellectual energy in cultural anthropology? This seminar is designed to ask and answer this question through looking at scholarship from the last several years organized around the concept of ethnographic theory. Our overall prompt is dual, both the call for a ‘return’ to ethnographic theory in the now four-year old journal HAU: Journal of Ethnographic Theory and recent reflections in Cultural Anthropology on the current anthropological moment twenty-five years after Writing Culture. On the syllabus, I wrote the following introduction to the course which is officially titled “Ethnographic Theory: On Philosophy, Method, and Writing:”
What is the ethnographic? How do we practice and write ethnography? In this seminar, we will look beyond ethnography as method to consider the ethnographic as theory. Ethnographic knowledge is both epistemology and ontology, a way of knowing and a way of being. It is experiential, embodied, and empathetic, and is the foundation of field efforts to arrive at—as Clifford Geertz so famously stated in 1974—how people collectively explain themselves…to themselves. It is through ethnography that we can get to “where true life and real lives meet.” Ethnography is excessive and it is messy, but so is life. Our goal in ethnographic research is to get to this excess and messiness, to the lived expectations, complexities, contradictions, and possibilities of any given cultural group. In this seminar, we will explore ethnographic theory through reading in three areas: political subjectivity, ethnographies of the suffering subject, and the ontological turn Continue reading
中文翻譯 Chinese translation
I’m not going to link to a certain New York Times columnist who inspired this post. His piece about how there are no good public intellectuals anymore is a pathetic attempt to troll the academic community. He clearly doesn’t read widely enough to know better. Or he does, but he chooses to pretend otherwise. I do, however, want to say something about anthropologists as public intellectuals. It may be an obvious point, but it is something I think all too often gets overlooked when we have these discussions. The thing is, anthropology is full of public intellectuals. You see anthropologists across all different forms of media, from leading newspapers to blogs, to local talk radio. You see anthropologists working on behalf of communities all around the world as well as working as bridges between communities. And you see anthropologists working daily with the large portion of the public that is in school, training the next generation of public intellectuals.
Is anthropology alive? Gerald Berreman asked this question in 1968. The Vietnam war was raging. Some anthropologists were collaborating with the U.S. government and military. Others were advocating for a value-free, politically-neutral social science. Berreman was not among either of these groups. Instead, he was participating in the UC-Berkeley Vietnam teach-in in 1965, was exposing CIA-academic schemes in the Himalayas, and was asking hard questions about social responsibility for anthropologists all the while conducting important research in India on caste, polyandry, race, religion, environment, and more. Long interested in experiences as well as structures of social inequality, he called social inequality “the most dangerous feature of contemporary society.” Anthropology, he believed, must speak to this danger and thus should not only announce its knowledge, but also act on its “implications and consequences.” We must see that “our knowledge is used for humane changes.” Anthropology must engage the world.
Reason, passion, and courage: these are the traits Gerry Berreman argued an anthropologist needed to address the problems of our times. These traits are as important now as they were when he wrote this forty-five years ago in Current Anthropology. He advised that anthropologists needed moral sensibilities and not just technical proficiencies to recognize the implications of our research. We needed to be involved with public policy. We needed to be responsible. We still need to be all of these things. Continue reading