WMG03701 Ethnographic Theory

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Humanities and Social Sciences International Peace and Co-existence Program

Lecture Code WMG03701 Subject Classification Specialized Education

Subject Name Ethnographic Theory

Subject Name
（Katakana）

Subject Name in
English Ethnographic Theory

Instructor YOSHIDA MARIKO

Instructor
(Katakana) ヨシダ　マリコ

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, 2Term

Days, Periods, and Classrooms (2T) Mon5-8：IDEC 206

Lesson Style Lecture Lesson Style
(More Details) 　

Credits 2.0 Class Hours/Week 　 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 23 : Arts and Humanities

Course Area（Discipline） 11 : Cultural Anthropology

Eligible Students Master students

Keywords cultural anthropology; ethnography; multisited fieldwork; fieldwork methods in the Anthropocene

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline This course provides practical instruction in ethnographic methodologies while delving into the epistemological and political aspects of fieldwork. It is designed for students who are eager to actively engage in focused, hands-on training covering both the theoretical and practical aspects of ethnography. To make the most of this seminar, it is strongly recommended that you come prepared with a preliminary fieldwork plan. This plan should be something you are ready to explore directly in the field or through field exercises within a few weeks. Throughout the course, we will critically examine various facets and approaches related to the execution and documentation of ethnographic work. Class sessions are structured to include readings, student-led discussions, and the design of a mini ethnographic research project. Due to the limited duration of our meetings and the small class size, active participation in student-led discussions will play a crucial role in our sessions.

Class Schedule Lesson 1 COURSE INTRODUCTION
What is the aim of ethnographic writing? How do anthropologists and ethnographers conceptualize, conduct, and analyze their research?

Franz Boas. 1932.“The Aims of Anthropological Research”In Science. New Series, Vol. 76, No. 1983 (Dec. 30, 1932), pp. 605-613.

Lesson 2 ETHNOGRAPHY AS PRACTICE
Gupta, Akhil, and James Ferguson. 1997.“Discipline and Practice: ‘The Field’ as Site, Method, and Location in Anthropology,”In Anthropological Locations: Boundaries and Grounds of a Field Science. University of California Press. Pp. 1-46.

Additional reading:
Zhang, Adela, and Elix Colón. 2021.“Denaturalizing Ethnographic Epistemology.”Cultural Anthropology, December 14.

Mini ethnographic research project: What would you need to observe? What kinds of questions would you pose?

Lesson 3 THICK DESCRIPTION/WRITING CULTURE
Geertz, Clifford. 1973.“Thick Description: Toward an Interpretive Theory of Culture,”In The Interpretation of Cultures. New York: Basic Books. Pp. 3-30.

Marcus, George. 1995.“Ethnography in/out of the World System: The Emergence of Multi-Sited Ethnography.”Annual Review of Anthropology 24: 95-117.

Mini ethnographic research project: What specific activities or interactions will be your focus, and why? What materials or documents would you need to examine, and what would be your specific objectives in doing so?

Lesson 4 DECOLONIZING METHODOLOGIES I
Audra Simpson. 2007. “On Ethnographic Refusal: Indigeneity, ‘Voice,’ and Colonial Citizenship.” In Junctures 9: 67-80.

Tuck, Eve, and Wayne. K. Yang. 2012.“Decolonization is not a Metaphor.”Decolonization: Indigeneity, Education and Society 1 (1): 1-40.

Mini ethnographic research project: What ethical considerations need to be taken into account, and how do you plan to address them? What aspects will you be seeking?

Lesson 5 DECOLONIZING METHODOLOGIES II
Pacheco-Vega, R., & Parizeau, K. 2018.“Doubly Engaged Ethnography: Opportunities and Challenges When Working with Vulnerable Communities.”International Journal of Qualitative Methods 17(1).

Allen, Jafari Sinclaire and Jobson, Ryan Cecil. 2016.“The Decolonizing Generation: (Race and) Theory in Anthropology since the Eighties.” Current Anthropology 57(2): 129-148.

Lesson 6 ETHNOGRAPHIC METHODS IN ENVIRONMENTAL ANTHROPOLOGY
West, Paige. 2005.“Translation, Value, and Space: Theorizing an Ethnographic and Engaged Environmental Anthropology.” American Anthropologist 107 (4): 632–642.

Tsing, Anna Lowenhaupt, Andrew S. Mathews, and Nils Bubandt. 2019. “Patchy Anthropocene: Landscape Structure, Multispecies History, and the Retooling of Anthropology: An Introduction to Supplement 20.” Current Anthropology 60 (S20): S186–197.

Student presentations

Lesson 7 (make-up class) MULTISPECIES ETHNOGRAPHY
Kirksey, S. Eben & Stefan Helmreich. 2010. “The Emergence of Multispecies Ethnography.”Cultural Anthropology 25 (4): 545-576.

Collard, Rosemary-Claire. 2018.“Disaster Capitalism and the Quick, Quick, Slow Unravelling of Animal Life.”Antipode 50: 910-928.

Student presentations

Text/Reference
Books,etc. to be explained during the introductory session.

PC or AV used in
Class,etc. 　

(More Details)

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review [Student Responsibilities]
1. Come to class on time, prepared to engage the readings carefully and collegially.

2. Turn in assignments when they are due. You are responsible for all materials and announcements presented in class, whether or not you were there.

3. 6 short reading responses papers (400 words, 2 double-spaced pages)
Ensure that these are placed in the designated folder on Moodle by 9 am on Mondays preceding our class. Your responses should showcase a thorough understanding of the assigned texts but avoid treating them merely as summaries. Instead, use this opportunity to initiate the formulation of meaningful questions about the readings and connect them to our ongoing discussions.

4. Final paper (2,000 words, 2 double-spaced pages)
Include in-depth readings provided in this course, analyze findings related to your field exercises, and write a fieldwork proposal.

5. 45-minute class discussion.

Requirements

Grading Method [Course Evaluation]
Response papers: 40%
Attendance and participation: 20%
Presentation and responses: 20%
Final paper: 20%

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message [Expected Outcomes]
- Develop a critical understanding of ethnographic research encompassing both theories and methodologies.
- Explain the scope of ethnographic research to both lay and professional audiences.
- Investigate the connection between anthropological theories and its practical implementation in contemporary ethnographic writing.
- Acquire practical, hands-on experience in observing, participating, collecting, and analyzing data using a wide array of ethnographic techniques.
- Produce an original ethnographic work.

Other [Names and Pronouns]
Students are expected to refer to their classmates by their stated names and pronouns. If you go by a different name or gender pronoun than the one that appears on the official course roster, please let me know.

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Humanities and Social Sciences International Peace and Co-existence Program
Lecture Code	WMG03701	Subject Classification	Specialized Education
Subject Name	Ethnographic Theory
Subject Name （Katakana）
Subject Name in English	Ethnographic Theory
Instructor	YOSHIDA MARIKO
Instructor (Katakana)	ヨシダ　マリコ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 2Term
Days, Periods, and Classrooms	(2T) Mon5-8：IDEC 206
Lesson Style	Lecture	Lesson Style (More Details)

Credits	2.0	Class Hours/Week		Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	23 : Arts and Humanities
Course Area（Discipline）	11 : Cultural Anthropology
Eligible Students	Master students
Keywords	cultural anthropology; ethnography; multisited fieldwork; fieldwork methods in the Anthropocene
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	This course provides practical instruction in ethnographic methodologies while delving into the epistemological and political aspects of fieldwork. It is designed for students who are eager to actively engage in focused, hands-on training covering both the theoretical and practical aspects of ethnography. To make the most of this seminar, it is strongly recommended that you come prepared with a preliminary fieldwork plan. This plan should be something you are ready to explore directly in the field or through field exercises within a few weeks. Throughout the course, we will critically examine various facets and approaches related to the execution and documentation of ethnographic work. Class sessions are structured to include readings, student-led discussions, and the design of a mini ethnographic research project. Due to the limited duration of our meetings and the small class size, active participation in student-led discussions will play a crucial role in our sessions.
Class Schedule	Lesson 1 COURSE INTRODUCTION What is the aim of ethnographic writing? How do anthropologists and ethnographers conceptualize, conduct, and analyze their research? Franz Boas. 1932.“The Aims of Anthropological Research”In Science. New Series, Vol. 76, No. 1983 (Dec. 30, 1932), pp. 605-613. Lesson 2 ETHNOGRAPHY AS PRACTICE Gupta, Akhil, and James Ferguson. 1997.“Discipline and Practice: ‘The Field’ as Site, Method, and Location in Anthropology,”In Anthropological Locations: Boundaries and Grounds of a Field Science. University of California Press. Pp. 1-46. Additional reading: Zhang, Adela, and Elix Colón. 2021.“Denaturalizing Ethnographic Epistemology.”Cultural Anthropology, December 14. Mini ethnographic research project: What would you need to observe? What kinds of questions would you pose? Lesson 3 THICK DESCRIPTION/WRITING CULTURE Geertz, Clifford. 1973.“Thick Description: Toward an Interpretive Theory of Culture,”In The Interpretation of Cultures. New York: Basic Books. Pp. 3-30. Marcus, George. 1995.“Ethnography in/out of the World System: The Emergence of Multi-Sited Ethnography.”Annual Review of Anthropology 24: 95-117. Mini ethnographic research project: What specific activities or interactions will be your focus, and why? What materials or documents would you need to examine, and what would be your specific objectives in doing so? Lesson 4 DECOLONIZING METHODOLOGIES I Audra Simpson. 2007. “On Ethnographic Refusal: Indigeneity, ‘Voice,’ and Colonial Citizenship.” In Junctures 9: 67-80. Tuck, Eve, and Wayne. K. Yang. 2012.“Decolonization is not a Metaphor.”Decolonization: Indigeneity, Education and Society 1 (1): 1-40. Mini ethnographic research project: What ethical considerations need to be taken into account, and how do you plan to address them? What aspects will you be seeking? Lesson 5 DECOLONIZING METHODOLOGIES II Pacheco-Vega, R., & Parizeau, K. 2018.“Doubly Engaged Ethnography: Opportunities and Challenges When Working with Vulnerable Communities.”International Journal of Qualitative Methods 17(1). Allen, Jafari Sinclaire and Jobson, Ryan Cecil. 2016.“The Decolonizing Generation: (Race and) Theory in Anthropology since the Eighties.” Current Anthropology 57(2): 129-148. Lesson 6 ETHNOGRAPHIC METHODS IN ENVIRONMENTAL ANTHROPOLOGY West, Paige. 2005.“Translation, Value, and Space: Theorizing an Ethnographic and Engaged Environmental Anthropology.” American Anthropologist 107 (4): 632–642. Tsing, Anna Lowenhaupt, Andrew S. Mathews, and Nils Bubandt. 2019. “Patchy Anthropocene: Landscape Structure, Multispecies History, and the Retooling of Anthropology: An Introduction to Supplement 20.” Current Anthropology 60 (S20): S186–197. Student presentations Lesson 7 (make-up class) MULTISPECIES ETHNOGRAPHY Kirksey, S. Eben & Stefan Helmreich. 2010. “The Emergence of Multispecies Ethnography.”Cultural Anthropology 25 (4): 545-576. Collard, Rosemary-Claire. 2018.“Disaster Capitalism and the Quick, Quick, Slow Unravelling of Animal Life.”Antipode 50: 910-928. Student presentations
Text/Reference Books,etc.	to be explained during the introductory session.
PC or AV used in Class,etc.
(More Details)
Learning techniques to be incorporated
Suggestions on Preparation and Review	[Student Responsibilities] 1. Come to class on time, prepared to engage the readings carefully and collegially. 2. Turn in assignments when they are due. You are responsible for all materials and announcements presented in class, whether or not you were there. 3. 6 short reading responses papers (400 words, 2 double-spaced pages) Ensure that these are placed in the designated folder on Moodle by 9 am on Mondays preceding our class. Your responses should showcase a thorough understanding of the assigned texts but avoid treating them merely as summaries. Instead, use this opportunity to initiate the formulation of meaningful questions about the readings and connect them to our ongoing discussions. 4. Final paper (2,000 words, 2 double-spaced pages) Include in-depth readings provided in this course, analyze findings related to your field exercises, and write a fieldwork proposal. 5. 45-minute class discussion.
Requirements
Grading Method	[Course Evaluation] Response papers: 40% Attendance and participation: 20% Presentation and responses: 20% Final paper: 20%
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	[Expected Outcomes] - Develop a critical understanding of ethnographic research encompassing both theories and methodologies. - Explain the scope of ethnographic research to both lay and professional audiences. - Investigate the connection between anthropological theories and its practical implementation in contemporary ethnographic writing. - Acquire practical, hands-on experience in observing, participating, collecting, and analyzing data using a wide array of ethnographic techniques. - Produce an original ethnographic work.
Other	[Names and Pronouns] Students are expected to refer to their classmates by their stated names and pronouns. If you go by a different name or gender pronoun than the one that appears on the official course roster, please let me know.
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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