(Savage Minds is pleased to run this essay by guest blogger Zoë Crossland as part of our Writers’ Workshop series. Zoë is Associate Professor of Anthropology at Columbia University. She works in highland Madagascar and writes on semiotics, and archaeologies of death and the body. Her most recent publication is Ancestral Encounters in Highland Madagascar: Material Signs and Traces of the Dead ( Cambridge University Press, 2014).)
Like fiction, archaeology allows us to visit other worlds and to come back home again. So, it can be a useful exercise to juxtapose archaeological texts with historical novels, poems and other forms of writing. Just as a novelist does, a writer of archaeology has to attend carefully to the conventions that shape the stories we tell. The written past demands some kind of narrative coherence, a consistency in our compositional form, and in the internal logic of the world we bring into being. Like poets, we have to choose our words carefully. In this comparison we can identify the shared techniques used to evoke other worlds and to draw in the reader. We can also consider the narrative possibilities that are excluded from our archaeological writing, and ask what opportunities might be opened up by allowing different forms of voice and language. Continue reading
[Savage Minds welcomes guest blogger, JANE EVA BAXTER]
November’s AAA meetings are a distant memory after a season of holidays, finals, grading, and course preparation for round two of the academic year. Before they slip away completely, I wanted to share some thoughts about assigning 30 anthropology seniors the task of writing a brief ethnography based on time spent at the AAA annual meetings. That’s right- a small contingent of undergraduate ethnographers was among you. They may have handed you your conference program at registration, sat next to you in a session, or been at the next table at Kitty O’Shea’s or Starbucks. So think back, while you were busy conferencing you were being observed, perhaps were engaged in casual conversation, and certainly were studied thoughtfully by students in a senior capstone seminar trying to learn what it really means to be an anthropologist in 2013.
Teaching “The Anthropological Life” Using the AAA Meetings
The anthropology senior seminar at DePaul is titled, “The Anthropological Life” and is a course designed to help students simultaneously reflect on four years of education, and contemplate the transition from life in school to life without school. Each faculty member who teaches the course takes a different approach, but I’ve always embraced the seminar as an opportunity for students to connect with anthropologists working in a variety of vocational capacities. Usually, this means in a ten week quarter I invite four guest anthropologists from outside academe to come to campus, give a public lecture, have dinner with our seniors, and then have the seniors interview them for about 90 minutes where they can talk about their “anthropological life.”
My two main goals for the course are really quite simple. First, I want students to recognize that anthropology is not a particular vocation, but rather a way of engaging the world. I ask them: How do people with anthropological training see the world differently from those without such training? What are the core values of the discipline and how do those values become actualized in the daily practice of lived lives? Second, I want students to reflect actively on their own “anthropological lives” and consider how anthropology will shape their future regardless of their career or life path. In many forms we engage question such as: What does anthropology mean in the context of your life? How has anthropology shaped who you are as a person and how do you see anthropology shaping your future?
The AAA coming to town was a pretty remarkable opportunity in the context of this course. Where else could students gain so much exposure to contemporary anthropology so efficiently? And so, for the 2013 permutation of the course, it was decided to substitute a guest speaker with a somewhat structured encounter with the AAA meeting that would result in a very brief piece of ethnographic writing.
UPDATE: Rebecca Schuman has come under fierce attack for her article, including calls that she be fired. Please see this letter of support.
Rebecca Schuman has a piece in Slate which is getting a lot of attention. Titled “The End of the College Essay: An essay” she complains that “It wastes 15 hours of my time to mark up my students’ flaccid theses and non sequitur textual ‘evidence’” especially when plagiarism is so rampant and the students who actually read comments are the ones who need them the least, etc. She is quick to add that “Of course it would be better for humanity if college in the United States actually required a semblance of adult writing competency.” But insists that she has tried everything, all to no avail. In the end, she offers up some alternatives to writing papers, such as written and oral exams. It is an intentionally provocative piece, and I’d like to make use of this provocation by making a few points drawn from my personal experience as well as some more general observations based on things I’ve read.
Back in December, I started a conversation with the staff at Savage Minds about professionalization, particularly in relation to recent Ph.D. recipients who might be on the job market and who might also be adjuncting. While we often collectively bemoan the state of affairs around non-tenure track employment in academia, it seemed to me that very little had actually been written about navigating the waters between graduating, adjuncting and finding a tenure track job. We began with a couple of surveys — one for people who are currently adjuncting and seeking more permanent employment, and another for people who had adjuncted and successfully made the move to a tenure track job or moved into a different form of work. About 50 people responded to each of the surveys (although if you’re so moved, you can fill them out now). Over the next month, I’ll be presenting some of the findings we collected from these surveys and thinking about the kinds of challenges that people face and how they might be overcome. In addition, I’ll be writing some posts about professionalization in anthropology in our current climate — an extension of some of my work on my professionalization blog based on the series I run in the anthropology department at UC Santa Cruz.
My interest in professionalization is based on my own experience, which has been characterized by a persistent need to pull myself up by my bootstraps. I’m now halfway through my fifth year on the tenure track at UCSC, and was previously employed at Wayne State; I was fortunate to enter the job market in 2007, at the height of jobs being offered. I graduated from Oakland University, a little-known liberal arts school is suburban Detroit, with a BA in Literature; taught elementary school for a year in Columbus, OH; went to the University of Liverpool for an MA in Science Fiction Studies; returned to the US for an MA in American Cultural Studies at Bowling Green; and then went on to work on my Ph.D. in Anthropology at the University of Minnesota. By no means do I have an elite background, and I attribute my professional success entirely to robust efforts to professionalize early in my career, a quirky project on sleep in American society, and supportive mentors.