School of Social Sciences

ARTS 1870 Introduction to Sociology and Anthropology

Semester 1, 2012

You can purchase your reading kit from the UNSW bookstore on campus. & You must bring this course outline and your reading kit to all lectures and tutorials

TABLE OF CONTENTS
Course Coordinator and Course EnquiriesPage 4 Lecture Time. Page 4 Course details, Summary of the Course .. Page 5 Aims of the Course and Course Objectives . Page 5 Student Learning Outcomes Page 6 Graduate Attributes . Page 6 Rational for the Inclusion of Content and Teaching Approach Page 6 Teaching strategies .. Page 7 Lecture & Tutorial ProgrammePage 8 Assessment Tasks .. Page 9-12 Submission of Assessment Tasks .. Page 13 Resources . Page 13-4 Weekly lecture programme and tutorial topics Page 15 Grading and Marks .. Page 27 Course Evaluation and Development .. Page 28 Student Conduct and Submission of Assessment TasksPage 28-9 Extensions for submission of work..... Page 30 Special Consideration .. Page 30 Review of Results ... Page 30 Occupational Health and Safety .. Page 30 Student Support Services Page 30 Further Course Reading Page 31

COURSE CONVENORS & LECTURERS Dr. Amanda Kearney & Dr. Mary Zournazi

COURSE ENQUIRIES:

Amanda Kearney Room 151, 1st floor, Morven Brown Building Phone 9385 8485 Email: a.kearney@unsw.edu.au Consultation Hours: see notice on office door Mary Zournazi Room 164, 1st floor, Morven Brown Building Phone 9385 8454 Email: m.zournazi@unsw.edu.au Consultation Hours: see notice on office door

Should you need to meet outside of these times, you can approach us during the lecture break to make an appointment at an alternative time. LECTURES There are two lectures times, however you only need to attend the one you are enrolled in. BLACKBOARD There will be a Blackboard page for this course, where you will find weekly lecture material (slides, links etc) posted weekly. The link for Blackboard is: http://telt.unsw.edu.au/

Course details Units of Credit

Six

Summary of the Course

This course offers an introduction to the disciplines of Sociology and Anthropology. Ideas to be considered will include society, power, culture, identity, modernity, family, kinship, belonging, advocacy and social justice. The course will look at the historical development of the disciplines, but more importantly will highlight contemporary applications of the disciplines in todays world. Students will engage with what sociologist and anthropologists do and will be given opportunities to reflect on the relevance of these topics to other disciplines in the social sciences. The course serves as an introduction to the key concepts underpinning Sociology and Anthropology. Throughout this course students will engage with how social groups interact with each other and negotiate change.

Aims of the Course

Course aims Encourage students to develop their own intellectual skills in a creative exchange with teachers and other students Introduce an appreciation of classic and contemporary texts in the discipline Develop the ability to apply key concepts in everyday situations Encourage an appreciation of the connections between theory and empirical work Provide a sound basis for further study in Sociology and Anthropology Provide an opportunity for students to develop their skills in research, reading, writing, analysis and collaboration with others

Course Objectives
On successful completion of this unit, students will: 1. value critical evaluation and analysis of the cultural markers we leave on the world and each other as we move through it 2. have the capacity for independent thought and research 3. have the capacity to build a learning community among students and make connections with other courses in the Social Sciences 4. have engaged in written and oral presentations which reflect these understandings as well as an awareness of the value of interdisciplinary approaches to a study of this kind.

Objectives of First Year:

Students successfully completing this course will: 1. develop the capacity to locate the University Library catalogue, appropriate social sciences databases, relevant websites and other sources 2. develop effective reading and study habits and note taking skills 3. demonstrate the ability to develop critical arguments based upon appropriate sources 4. demonstrate the ability to reference sources and to comply with bibliographic conventions 5. demonstrate an understanding of introductory Sociology and Anthropology 5

6. demonstrate an understanding of the importance of cross-cultural awareness and respect 7. demonstrate an appreciation of the multi-dimensional effects of individuals and communities 8. develop a basic understanding of the nature of representations of individuals and communities historically and in the present, and the role which major academic disciplines have played in these representations 9. develop an appreciation of social justice and human rights

Student Learning Outcomes

At the conclusion of this course students will be able to: 1. read key and classic texts and apply them in analysis of social realities 2. appreciate the perspectives central to Sociology and Anthropology 3. demonstrate a familiarity with the history of the disciplines and change over time 4. establish creative and reflexive work disciplines 5. undertake library and independent research 6. work collaboratively with other students 7. speak and present in small groups

Graduate Attributes
The students will be encouraged to develop the following Graduate Attributes by undertaking the selected activities and knowledge content. These attributes will be assessed within the prescribed assessment tasks. The skills involved in scholarly enquiry (Graduate Attribute 1). Information literacy - the skills to appropriately locate, evaluate and use relevant information (Graduate Attribute 5). An appreciation of, and respect for, diversity (Graduate Attribute 7). A respect for ethical practice and social responsibility (Graduate Attribute 11).

Rationale for Inclusion of Content and for Teaching Approach

The content of this course is designed to introduce students to the fundamentals of Anthropology and Sociology. We endeavour to illustrate the dynamic nature of these disciplines and their capacity to inform not only the social sciences but our everyday lives. In other words we aim to inspire you to learn, and engage with humanity and sociality. We consider this learning environment our opportunity to transmit our passions for Anthropology, Sociology, social justice and ethics. In order to achieve this we call upon students to actively (rather than passively) engage in the learning process, introducing content that relates to everyday life experiences, personhood, identity, representation, family and overall processes of socialisation. Throughout a range of assessment tasks and in tutorial discussions you will be called upon to reflect on what you are learning, how this relates to what you already know and what questions it is raising in your quest for knowledge. Some aspects of this will be recorded in assessment items. This course is a gateway into many different disciplines within the social sciences, and while it focuses on specific aspects of Sociology and Anthropology, it will provide all students with a

firm grounding in social theory and a strong appreciation of cross-cultural engagements, humanity and personhood, cultural variation and cultural relativity all important skills for a social scientist. Whilst the learning environment is primarily geared towards large group lectures, we as a teaching team (lecturers and tutors) aim to create a learning environment that allows for individual and creative expression. You will not be lost amongst the masses, if you are prepared to engage, get into the learning environment, ask questions, interact with peers and reach out to the teaching team each of whom are passionate about what they teach! In line with all this, the learning and teaching rationale underpinning this course, is informed by the following principles: engaging students actively in their own learning building a learning environment based on cooperation and respect between students, and between students and staff, where students are appropriately challenged and activites are linked to real life, scholarship and research building on students prior knowledge and life experience built appreciation for diversity

Teaching Strategies
In this course you will participate in the following: Large group lectures A two-hour lecture/discussion will be held each week, dealing with a specific lecture topic in Anthropology or Sociology. These lectures will vary in format from week to week and will include delivery of lecture material, films, in-class exercises, problem solving exercises, question & answer time, audio and other visual recordings. These lectures will be recorded and made available for you to listen to online, via Blackboard. All lecture slides will also be available via Blackboard. Small groups tutorials (up to 20 students) The tutorials are organised around key discussion questions each week. Your tutor will direct you in these discussions and any questions you have regarding this material, should be directed to your tutor. The tutorial space is an informal environment in which you can explore, more deeply, those topics raised in lectures or in your weekly readings. Tutorials at UNSW offer a culturally and pedagocially safe place for students to learn. To ensure everyone gets the most out of our classes staff and students are expected to be respectful towards one another. In classes all students and staffs opinions will be treated with respect, however racists or sexist remarks are unacceptable. We will not tolerate any type of bullying, aggression or demeaning of fellow classmates or staff, such cases will result in requests to leave the room. In all lectures and tutorials please observe the following: 1) Always prepare by doing the weekly readings before the lecture class and come prepared to offer up discussion points in every tutorial. 2) Do not talk when lecturers or other students are talking to the class. 3) Show respect and courtesy to all class mates and members of the teaching team 4) TURN OFF MOBILE PHONES. 5) We request NO FACEBOOK or INTERNET SURFING during the lecture and tutorial times.

Lecture & Tutorial Programme

Week 1 Lecture /NO tutorial Feb 27th Lecture Theme: Introduction to Course Week 2 Lecture /Tutorial March 5th Lecture Theme: What is the Social? What is Culture? Part 1 Week 3 Lecture /Tutorial IN CLASS (LECTURE) EXERCISE March 12th Lecture Theme: What is the Social? What is Culture? Part 2 Week 4 Lecture /Tutorial IN CLASS (LECTURE) EXERCISE March 19th Lecture Theme: Relationships, Belonging and Community Part 1 Week 5 Lecture /Tutorial March 26th Lecture Theme: Relationships, Belonging and Community Part 2 Week 6 Lecture /NO Tutorial April 2nd Lecture Theme: Identity and the Everyday Part 1 Mid Semester Break Week starting 6th April Week 7 Lecture /Tutorial IN CLASS (LECTURE) EXERCISE April 16th Lecture Theme: Identity and the Everyday Part 2 Week 8 Lecture Lecture/ NO Tutorial IN CLASS (LECTURE) EXERCISE April 23rd Lecture Theme: Politics, Culture and Emotion Part 1 Week 9 Lecture /Tutorial April 30th Lecture Theme: Politics, Culture and Emotion Part 2 Week 10 Lecture /Tutorial IN CLASS (LECTURE) EXERCISE May 7th Lecture Theme: Practices in Culture Part 1 Week 11 Lecture / Tutorial May 14th Lecture Theme: Practices in Culture Part 2 Week 12 Lecture /NO Tutorial May 21st Summing Up & Feedback Week 13 NO Lecture/Feedback (NO tutorial) May 28th

ASSESSMENT
Assessment Description Part 1 In Class Exercises Tutorial Facilitation Part 2 In Class Exercises Discussion Paper Due Date Due in tutorial time Week 5 (starting 26th March) Weeks 4, 5, 7, 9 Due in tutorial time Week 11 (starting May 14th) Monday 28th May, by 4pm Mark 15% 20% 30% 35%

PART ONE IN CLASS (LECTURE) EXERCISES DUE: In Tutorial Week 5

15%

This piece of assessment must be 400 words for each in-class-exercise (total 800 words). This can be handwritten or typed, it will sometimes involve you drawing things, and including visual material as well as writing. It will be a separate notebook to your lecture notes. The aim of this assessment piece is to get you to write up and reflect on the first 2 IN CLASS (LECTURE) EXERCISES which relate directly to the early themes of the course. This task will enable you to learn to write in a scholarly context and this exercise will help you develop your writing skills and build your confidence in dealing with key concepts in sociology and anthropology. Steps for writing up your in class (lecture) exercises: 1. Undertake the exercises in the lecture class. If you miss the lecture, you miss the exercise, unless you provide the course co-ordinators with a medical certificate to justify your absence. 2. Write up the exercises as instructed in the lecture. That is, you need to pay attention to the requirements for each exercise as instructed by Amanda or Mary in the lecture. Reflect on the exercise using the readings for the week and the key concepts discussed in the lecture. Make sure you cite the relevant Weekly Reading for each of your In-Class-Exercises. This is to show us that you can make connections between the weekly exercise and the weekly topic from class. (Relevant Graduate Attribute: 5) (Student Learning Outcomes Assessed: 1, 2, and 5)

TUTORIAL FACILITATION DUE: In Tutorial

15-20 minutes

20%

In small groups you will facilitate discussion of the weekly tutorial topic. Using the tutorial overview as guide for that week, you and your group members can address one question and design an activity that engages the class and promotes discussion. You will orchestrate the group discussion and direct question time around student questions. You tutor will help to summarise the weekly topics, following your facilitation. The aim of the facilitation is to generate class discussion. This is not a presentation, but this assessment task is a facilitation, and the most important aspect of this exercise is to engage your class members in interesting and dynamic ways. You can use a variety of techniques, and these will be discussed in your first tutorial classes. This is a group mark, with each member getting the same mark, so the onus is on working collaboratively as a group and your tutor will help guide you in the ethics of group work. You will be able to choose from four of the tutorial topics (Weeks 4, 5, 7, 9). This is an exercise in working in groups and working collaboratively. Students are reminded that they must support their peers in this exercise and come to each session prepared to talk, respond and actively engage. In this way, you can take responsibility in the learning process and make your tutorials interesting and satisfying! (Relevant Graduate Attribute:1) (Student Learning Outcomes Assessed: 2, 6 and 7)

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PART 2 IN CLASS (LECTURE) EXERCISES DUE: In Tutorial Week 11

SAME AS PART 1 OF THE IN CLASS (LECTURE) EXERCISES

30%

This piece of assessment must be 400-450 words for each In-Class-Exercise (total 1200-1350 words). This can be handwritten or typed, it will sometimes involve you drawing things, and including visual material as well as writing. It will be a separate notebook to your lecture notes. The aim of this assessment piece is to get you to write up and reflect on the next 3 IN CLASS (LECTURE) EXERCISES which relate directly to the early themes of the course. YOU DO NOT RESUBMIT THE FIRST 2 EXERCISES THAT HAVE BEEN MARKED! This task will enable you to learn to write in a scholarly context and this exercise will help you develop your writing skills and build your confidence in dealing with key concepts in sociology and anthropology. Steps for writing up your in class (lecture) exercises: 1. Undertake the exercises in the lecture class. If you miss the lecture, you miss the exercise, unless you provide the course co-ordinators with a medical certificate to justify your absence. 2. Write up the exercises as instructed in the lecture. That is, you need to pay attention to the requirements for each exercise as instructed by Amanda or Mary in the lecture. Reflect on the exercise using the readings for the week and the key concepts discussed in the lecture. Make sure you cite the relevant Weekly Reading for each of your In-Class-Exercises. This is to show us that you can make connections between the weekly exercise and the weekly topic from class.

(Relevant Graduate Attribute: 1, 5, 7, 11) (Student Learning Outcomes Assessed: 1, 2, 4and 5)

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DISCUSSION PAPER 35% th DUE: Monday May 28 by 4pm

(Relevant Graduate Attributes: 1, 5, 7). (Student Learning Outcomes Assessed: 1, 2, 3 and 5) In 1500 words address one of the following points: 1. Identity and Identity Politics are key themes in anthropology. Choose one aspect of identity politics and discuss its place in our social lives and within anthropological research. 2. Kinship is the most basic principle of organising individuals into social groups, roles, and categories. Discuss kinship and anthropological work on this aspect of human organisation. Use examples to support your discussion. 3. Anthropology As Advocacy: Examine the role of anthropology and anthropologists in contemporary social justice debates, use examples to support your discussion. 4. Discuss how emotions shape our everyday lives and values. Use a personal or media example to help illustrate your points (eg a newspaper article or public event). Note: Use key readings from one of the weeks on emotion and/or belonging to help support your argument. (E.g Freud, Durkheims collective effervescence, Emotional Geographies etc) 5. Discuss and evaluate Mills account of the sociological imagination. Whats your response? 6.Discuss the sociology of images drawing on Roland Barthes essay on the photographic message and give one example to illustrate your argument. 7. Discuss the relationship between technology and the social. Use one example to illustrate your argument. Note: Draw on readings from week 7 or 9. What we are looking for: Discussion paper shows a consideration of key issues related to the topic area You have appropriately referenced and acknowledged all sources e.g paper is referenced correctly (Use Harvard system, e.g Mills, 1959: 18). Shows good expression of key ideas Demonstrates a good structure and logic development of argument Contains a reference list.

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Submission of Assessment Tasks

Most assessment items in this course are handed in directly in tutorials but the discussion paper is to be submitted to the School Office (rm MB159), located on the First Floor of the Morven Brown Building, usually by being placed in submission box with the appropriate course code. There will be a separate box for late submissions. Only late submissions will be stamped by the School Office with the receipt date. It is the students responsibility to check that their assignment has been received, and if not, to notify the Course Co-ordinators immediately. It is the student's responsibility to keep a copy of their work in case of loss of an assignment. Due to the nature of the assessment tasks in this course students will submit assignments either in class or to the School Office. We will explain this procedure. All assignments must be submitted with an Assignment Declaration form signed by the student (required for all assignments) and an Assignment Cover Sheet. These are available from outside the School Office, above the assignment submission boxes. Students must read the rules on Student Academic Misconduct relevant to assignment submission (further information given below). Normally assignments are returned in tutorials. For assignments with due dates from Week 10 onwards please attach a self addressed and stamped envelope if you want your assignment returned. (See pages 27-30 of this outline for further details re: submitting work)

Resources
Most of the sources required for this course are available in the UNSW Library and can also be found online. A number of books on the further reading list will be held on Reserve in the library and copies of your Reading Kit will be held. YOU WILL HAVE TO PURCHASE YOUR READING KIT FROM THE UNSW BOOKSTORE ON CAMPUS. Library Resources: The Library catalogue is accessible on line at: http://lrd.library.unsw.edu.au The Library offers you a number of Subject Guides that are excellent tools for navigating resources and research tools. Those subject guides most relevant to this course include the: Social Sciences, Anthropology, Sociology, Aboriginal and Torres Strait Islander Studies, Womens and Gender Studies. You can peruse these Subject Guides at:

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http://info.library.unsw.edu.au/sshl/guides/social.html The Library databases and e-journals are available through SIRIUS, available at: http://sirius.library.unsw.edu.au Databases contain full text versions of countless Anthropology and Sociology journals and will be an excellent source of information for all of your assessment tasks. Some of the best databases include: Social Sciences Index Informit Anthropology Plus Sociological Abstracts APAIS (Australian public Affairs Information Service) The library compulsory online training ELISE can be found at:
http://elise.library.unsw.edu.au/home/aboutpop.html

It is expected that the online ELISE training will be completed by week 5. We will follow this up in class. While the internet is not recommended as your first port of call for research, it can offer some valuable information regarding Anthropology and Sociology, social justice and human rights. However, you MUST NOT USE WIKIPEDIA as an academic reference in any of your assessment. The following are some useful websites to learn more about Sociology and Anthropology: Australian Anthropological Society: http://www.aas.asn.au/ Australian Sociological Association: http://www.tasa.org.au/home/index.php Australian Archaeological Association: http://www.australianarchaeologicalassociation.com.au/ Royal Anthropological Institute: http://www.therai.org.uk/index.html American Anthropological Association: http://www.aaanet.org/

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WEEKLY LECTURE & TUTORIAL SCHEDULE

Week 1 - Feb 27th
LECTURE: Introduction to the Course NO TUTORIAL Anthropology and Sociology are closely related social science disciplines. They study the ways in which people live together under various social and cultural conditions. By exploring the multifaceted dimensions of human societies, they seek to understand human behavior, social interactions, and institutional structures in all their diversity. Anthropology and Sociology are two fields of study that can help you better understand the human experience and condition, both in our lives and in the world-at-large. In this weeks lecture students will be introduced to several key concepts that are considered critical to understanding the disciplines of anthropology and sociology. We will also introduce the course, how things work and what you can expect in terms of lectures, tutorials and assessment. WELCOME!

NB: Ensure that you do the weekly reading before every lecture class in class (lecture) exercises and discussion points in lectures and tutorials will depend on familiarity with the weekly reading. We will not recapitulate the set readings in lecture time. The responsibility is yours to do the reading prior to class.

YOU MUST BRING THIS COURSE OUTLINE AND THE READING KIT TO ALL LECTURE AND TUTORIAL CLASSES

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Week 2 - March 5th

LECTURE: What is the Social? What is Culture? Part 1 This lecture will introduce students to the field of socio-cultural anthropology. It has often been said that the aim of anthropology is to make the apparently strange and exotic seem comprehensible, while at the same time compelling us to ask questions about behaviors we might consider to be natural or commonsensical. We will discuss this. Weekly Reading Hyland Eriksen, T. 2004. What is Anthropology, pp.19-41 The Key Concepts. London: Pluto Press.

In this weeks tutorial you will: Meet your tutor and classmates Establish your tutorial facilitation groups (In small groups) Discuss What is Anthropology? and What can it offer you?

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Week 3 - March 12th

LECTURE: What is the Social? What is Culture? Part 2 IN CLASS (LECTURE) EXERCISE YOU MUST ATTEND LECTURE TO DO THIS! Drawing on last week, we will continue to explore human behaviour and relationships through a focus on the sociological imagination. In this weeks class, we will focus on what is the social and how this links to understandings of cultural life, imagination and community Weekly Reading C.W Mills 1959, The Promise in The Sociological Imagination, New York: Oxford University Press

Tutorial 1. Reflect on the lecture class exercise. 2. Small group work: In small groups discuss what you understand by the sociological imagination and make a list of 2-3 points. 3. Last part of the class: in your tutorial facilitation group discuss your approach and activity for the facilitation.

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Week 4 - March 19th

LECTURE: Relationships, Belonging and Community Part 1 IN CLASS (LECTURE) EXERCISE YOU MUST ATTEND LECTURE TO DO THIS! This lecture will focus on one fundamental theme in anthropology kinship. We will consider anthropologys engagement with notions of kinship, kin, kindred and affinity; and in doing so consider constructs of family and belonging. Kinship remains one part of the currency of life in that it is for most of us the foundation of our identity constructs.

Weekly Readings Peletz, M. 1995. Kinship studies in late Twentieth-Century Anthropology. Annual Review of Anthropology, 24:343-72. Morphy, F. 2006. 'Lost in translation? Remote Indigenous households and definitions of the family', Family Matters, 73: 23-31.

In this weeks tutorial you will 1. Begin tutorial facilitations 2. Discuss What constitutes family and kindred in your experience? What powerful normative notions of family and kindred exist within mainstream Australia and Australian politics? 3. Tutors will sight and ensure you have completed your FIRST in class exercise (from week 3). They will sign your exercise as a record of your completion. You will hand in both week 3 and week 4s exercises in week 5 tutorial time. If you have any questions regarding the exercise you can organise to meet your tutor in their consultation hour.

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Week 5 - March 26th

LECTURE: Relationships, Belonging and Community Part 2 In todays class we will continue to explore kin through psychoanalytic and sociological responses to sociality and discontent. Using Freuds understandings of civilisation and its discontents as starting point, we will discuss what makes us feel that we belong in any kind of social or familial relationship and what makes us feel unwanted and strange. We discuss different examples and cultural stories. We also touch upon Emile Durkheims idea of collective effervescence in response to civilisation and its effects on the human psyche. (Film Excerpt) Weekly Reading: Freud, Sigmund [1929] 1985 Civilization and its Discontents in Sigmund Freud, Civilization, Society and Religion, no 12 Penguin Freud Library, Penguin: London. Durkheim [1915] 1976 excerpts from Conclusion in the Elementary forms of Religious Life, London: Allen and Unwin.

Tutorial: 1. Group Facilitation 2. Feedback on Facilitation. 3. Tutorial discussion on civilisation and its discontents and/or collective effervescence. 4. Submit Part 1 of your In-Class-Exercises

N.B STUDENTS MUST HAVE COMPLETED THE LIBRARY COMPULSORY ONLINE ELISE TRAINING COURSE BY WEEK 5

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Week 6 April 2nd

LECTURE: Identity and the Everyday Part 1 NO TUTORIAL Over the next two weeks we will focus on identity and the everyday. Building from last weeks focus on the individual in the social world, we will look closely at how we define and distinguish our selves in relation to others Traditionally anthropology has worked within a framework of us and them, insider and outside, self and other. A rethink in the discipline now has us engaging with more complex notions of identity, personhood and culture. In this lecture we will explore the fascinating world of identity constructs, body politics, personhood, individuality and collective identity.

Weekly Reading: Cerulo, K. 1997. Identity construction: New issues, new directions. Annual Review of Sociology, 23:385-409.

NO Tutorial this week. You can use the time to reflect on this first part of the course.

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Week 7 April 16th

LECTURE: Identity and the Everyday Part 2 IN CLASS (LECTURE) EXERCISE YOU MUST ATTEND LECTURE TO DO THIS!

Today we will explore the relationship between individual life and everyday experience. Drawing on some classic sociological and film texts we will discuss how modern life has impacted on the individual psyche and structures of power and knowledge. Film excerpt Weekly Reading: Simmel, Georg 1950 The Metropolis and Mental Life in K. Wolff (ed), The Sociology of Georg Simmel, Free Press, New York.

Tutorial: 1. Group Facilitation and feedback. 2. Feedback on the in-class exercises 3. Discuss Simmels reflections on the modern individual and the metropolis and consider contemporary examples of our relationship with technology and the urban space.

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Week 8 April 23rd

LECTURE: Politics, Culture and Emotion Part 1 NO TUTORIAL IN CLASS [LECTURE] EXERCISE YOU MUST ATTEND LECTURE TO DO THIS In these next two weeks, we will look at the politics of culture and emotion in different cultural contexts and spaces. We will discuss the social, ethical and political consequences of our relationships to home and place. This lecture focuses on the politics of place and the emotional connections we have with place. Places, landscapes and seascapes - real or imagined - encode and express identity. They are also locations for conflict and contestation. Weekly Reading Kearney, A. 2009. Homeland Emotion: An emotional geography of heritage and homeland. International Journal of Heritage Studies (Special Issue) Vol.15(2-3):209-222.

NO TUTORIAL THIS WEEK: 1. THERE IS NO TUTORIAL THIS WEEK, HOWEVER YOU NEED TO WORK ON YOUR IN-CLASS EXERCISE FOR THIS WEEK.

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Week 9 April 30th

LECTURE: Politics, Emotion and Culture Part 2 This week we will look at ideas of power on the body and cultural habits. We will explore the work of Michel Foucault and his idea of disciplinary modes of power and docile bodies as well as some classic writings on technologies of the body and culture and how these produce certain understandings of space, culture and emotion.

Weekly Reading: Foucault, Michel (1979) The means of correct training, Ringwood: Penguin. Additional reading: Deleuze Gilles (1990) Post script on the Societies of Control. This reading will be available on Blackboard.

Tutorial: 1. Group Facilitation 2. Discuss bodies, power and/or technologies.

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Week 10 May 7th

LECTURE: Practices in Culture Part 1 IN CLASS (LECTURE) EXERCISE YOU MUST ATTEND LECTURE TO DO THIS! Todays lecture will reflect on anthropological methods, anthropology in practice and applied anthropology. We will learn about the role of anthropology and anthropologists in various social justice debates and in the quest for human rights, Indigenous rights, land rights, sea rights and resource rights. Weekly Reading Begley, L. 2009. The other side of fieldwork: Experiences and challenges of conducting research in the border area of Rwanda/eastern Congo. Anthropology Matters Vol.11(2):1-11. Tutorial 1. Reflect on the anthropological debates. 2. Discuss in class lecture exercise and the submission of the assessment task for next week.

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Week 11 May 14th

LECTURE: Practices in Culture Part 2 Today we will continue to discuss how we apply our research to different cultural analyses and political practices. This weeks focus is on the sociology of images and the ethics of image production.

Weekly Reading Barthes, Roland 1977 The Photographic Message in Image, Music, Text, trans. Stephen Heath, Fontana Press, London.

Tutorial: 1. Discuss: The sociology of images, Barthes and the social. 2. Discussion paper/questions

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Week 12 May 21st

Summing UP Lecture NO TUTORIAL What have we learnt? & Where to from here? In this lecture we will reflect on the themes covered throughout the course. It is an opportunity for students to ask questions, flag points of interest. This will be treated as an open discussion.

THERE WILL BE NO TUTORIAL THIS WEEK. You will use the time to work on your final essay papers. The Course Convenors will be available to meet with you should you have any question or require feedback.

Week 13 May 28th

NO LECTURE NO TUTORIAL There will be no lecture or tutorial this week. The Course Convenors will be available to meet with you should you have any question or require feedback.

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Grading and Marks

High Distinction 85-100% The work demonstrates Sophisticated expression of ideas and grasp of theoretical concepts Outstanding structure and logical development of original arguments A critical articulation of the students subject position which is threaded through the writing Evidence of extensive research involving a range of texts/sources relevant to the topic including, where relevant, primary sources Sophisticated application of material gained from research in developing the students own arguments The ability to produce work that contains no referencing, bibliographic, spelling, grammatical, typing and/or punctuation errors

Distinction 75-84% The work demonstrates Advanced expression of ideas and grasp of theoretical concepts Well developed ability to structure the essay and present a logical argument Research of a reasonable number and range of texts/sources relevant to the topic including where relevant/primary sources Advanced application of material gained from research in developing the students own arguments A reasonable articulation of the students subject position A sound level of presentation, but attention needs to be paid to referencing, bibliographic, spelling, grammatical, typing and/or punctuation matters

Credit 65-74% The work demonstrates General competence in expressing ideas and grasp of theoretical concepts Competence in structuring the essay and presenting a logical argument Research that indicates reference to more than the essential or basic sources Competence in applying material gained from research in developing the students own arguments Some evidence of awareness of the students subject position Competent presentation, but more attention is needed to referencing, bibliographic, spelling, grammatical, typing and/or punctuation matters

Pass 50-64% The work demonstrates Adequacy in expressing ideas and grasp of theoretical concepts An attempt at structuring the essay and presenting a logical argument 27

Some reference to basic or essential sources Descriptive or narrative approach to applying material gained from research rather than critical or analytical engagement with it Limited understanding of the students subject position Overall presentation requiring considerably more care with referencing, bibliography, spelling, grammar, typing and/or punctuation

Fail 0 49% The work demonstrates Inadequate grasp of ideas and grasp of theoretical concepts Inability to structure the essay or present a logical argument Minimal research and/or inappropriate or irrelevant texts consulted Insufficient or no evidence of understanding of the students subject position Unacceptable presentation, including inadequate attention to bibliography, referencing and, spelling, grammar, typing and/or punctuation

Course Evaluation and Development

Student evaluative feedback is gathered periodically using, among other means, UNSW's course and Teaching Evaluation and Improvement (CATEI) process. Informal feedback and classgenerated feedback are also important. Student feedback is taken seriously, and continual improvements are made to the course based in part on such feedback. Significant changes to the course will be communicated to subsequent cohorts of students taking the course. Submission of Assessment Tasks. Most assessment items in this course are handed in directly in tutorials but the discussion paper is to be submitted to the School Office (rm MB159), located on the First Floor of the Morven Brown Building, usually by being placed in submission box with the appropriate course code. There will be a separate box for late submissions. Only late submissions will be stamped by the School Office with the receipt date. It is the students responsibility to check that their assignment has been received, and if not, to notify the Course Co-ordinators immediately. It is the student's responsibility to keep a copy of their work in case of loss of an assignment. Due to the nature of the assessment tasks in this course students will submit assignments either in class or to the School Office. We will explain this procedure. All assignments must be submitted with an Assignment Declaration form signed by the student (required for all assignments) and an Assignment Cover Sheet. These are available from outside the School Office, above the assignment submission boxes. Students must read the rules on Student Academic Misconduct relevant to assignment submission (further information given below). 28

Normally assignments are returned in tutorials. For assignments with due dates from Week 10 onwards please attach a self addressed and stamped envelope if you want your assignment returned.
Student conduct and integrity in academic work UNSW has a Student Conduct Policy (2009) that provides a framework for the standard of conduct expected of students of the University with respect to their academic and personal conduct. It outlines the primary obligations of students, and directs staff and students to the code and procedures which specify student obligations and University responsibilities. This policy promotes integrity and ethical behaviour and guides students dealings with fellow students, staff, the University, and the national and international community. (UNSW Student Conduct Policy, page 1). All students must read this policy at: https://my.unsw.edu.au/student/academiclife/assessment/StudentConductPolicy.html A related document is the UNSW Student Misconduct Procedures (2009): https://my.unsw.edu.au/student/academiclife/assessment/StudentMisconduct.html Integrity in academic work is one of the main expectations of all students and staff. It is the students responsibility to understand and achieve this. There are several resources to help them: The Student Conduct Policy and the Student Misconduct Procedures. The Learning Centre is the central UNSW resource on academic integrity and understanding and avoiding plagiarism (http://www.lc.unsw.edu.au/plagiarism/). The Elise Study Skills tutorial which familiarises students with academic writing, research and using information responsibly is mandatory for all commencing undergraduate students and the quiz must be completed by the end of Week 5 of their first semester at UNSW. All postgraduate coursework students are encouraged to take the tutorial (http://elise.library.unsw.edu.au/home/aboutpop.html) It is expected you will have undertaken this tutorial by Week 5. We ask you in the first few weeks of class about your tutorial progress. Information provided in class.

Plagiarism is a form of cheating which constitutes student academic misconduct. Repeated or serious plagiarism often results in penalties to grades, suspension or exclusion from the University. This and other types of academic misconduct must be avoided. These are outlined in the Student Conduct Policy and the Student Misconduct Procedures. A new policy document, Student Academic Integrity & Managing Plagiarism: Guidelines for Staff will soon be released; and a leaflet for students will be distributed during the semester. Class attendance and communication Students are expected to attend tutorials/seminars. A satisfactory attendance record of at least 80% is expected. Tutors will keep attendance records for their classes. Students are expected to be punctual; lateness of more than 15 minutes will be considered absence, and students must attend the whole duration of the tutorial to be considered present. Email and relevant Blackboard functionalities are considered official means of communication between staff and students. Teaching staff will communicate with students through their UNSW email address. It is the students responsibility to check their UNSW email regularly.

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Extension for submission of work All assignments must be submitted by the due date unless an extension of time has been granted. The penalty for late submission without permission is 3% (of the perfect mark, that is /100) per day late, including weekends. This means if an assignment is allocated a mark of 70% and is 1 day late the mark given will be 67%. Late work will not be accepted once the marked assignments have been returned or after two weeks past the due date, whichever is earliest, whether an extension has been granted or not.

Special consideration The UNSW Special ConsiderationIllness and Misadventure Policy (2008) that states The purpose of special Consideration is to enable the University to assess and address the impact on students of short term events, beyond the control of the student, that affect performance in a specific assessment task or tasks. Details of the policy and procedures on Special Consideration can be found at: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html Students with a disability, and those with ongoing medical conditions, who require consideration of their circumstances and support, are advised to register with the Equity and Diversity Unit. Registration is advisable but not obligatory. (Special Consideration Policy, page 1) All applications for special consideration are lodged with the UNSW Student Central. Please read the policy to understand when such application is warranted, and about the possible outcomes of an application. Review of results Where a student believes the mark awarded for an assignment or any assessable task does not adequately reflect the quality of the assignment, the student may request a review of the mark. Please read the University policy on Review of Results for additional information: https://my.unsw.edu.au/student/academiclife/assessment/ReviewofResults.pdf Occupational health and safety UNSW has an Occupational Health and Safety Policy (2010) that staff and students are expected to comply with. Please refer for details to: http://www.gs.unsw.edu.au/policy/documents/ohspolicy.pdf Student support services The Learning Centre is available for individual consultation and workshops on academic skills. Find out more at http://www.lc.unsw.edu.au/ Student equity and diversity and disabilities issues are addressed and supported via the Student Equity and Disabilities Unit. Find out more at www.studentequity.unsw.edu.au/

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Further Course Reading

What is the Social? What is Culture? Durkheim, Emile 1982 What is a Social Fact in The Rules of the Sociological Method, trans. W.D. Halls, New York: Free Press. Herzfeld, M. 2001. Anthropology: Theoretical Practice in Culture and Society. Chapter 1 Orientations: Anthropology as a practice of theory, pp.1-20. Chapter 2 Epistemologies pp.2154. Oxford: Blackwell. Hyland Eriksen, T. 2004. What is Anthropology. London: Pluto Press. Layton, R. 1997. An Introduction to Theory in Anthropology. Chapter 1 The idea of a social system, pp.1-26, Chapter 7 Postmodernism and anthropology, pp.184-215. Cambridge: Cambridge University Press. Peters-Golden, H. 2008. Thinking holistically. In Thinking Anthropologically. Edited by P, Slazman and P, Rice, pp.15-25. New Jersey: Pearson Prentice Hall. Relationships, Belonging and Community Brumann, C. 2003. All the flesh kindred that ever I see: A reconsideration of family and kinship in utopian communes. Society for Comparative Study of Society and History. Vol. 45:395-421. Decker, S. and B, VanWinkle. 1996. Life in the Gang: Family, friends and violence. Chapter 1, pp.1-26. Hage, Ghassan (2003) A concluding fable: the gift of care, or the ethics of pedestrian crossings in Against Paranoid Nationalism, Sydney: Pluto Press. Haebich, A. 2000. Broken circles: Fragmenting indigenous families 1800-2000, Fremantle Arts Centre Press, Fremantle. Herzfeld, M. 2007. Introduction: Global kinship Anthropology and the politics of knowing. Anthropological Quarterly Vol 80(2): 313-323. Leslie, G, R. and S, Korman. 1989. The Family in Social Context. Oxford: Oxford University Press. Chapter 1, pp.3-23. The nature of the family. Levine, N. 2008. Alternative kinship, marriage and reproduction. Annual Review of Anthropology. Vol. 37:375-389. Identity and the Everyday

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Butler, J. 1997. Excitable Speech: A politics of performance. New York, London: Routledge. Introduction, pp.1-44. Certeau, Michel 1984, The Practice of Everyday Life, Berkekey, University of California Press. Hyland-Erickson, T. 2004. What is Anthropology. Chapter 9 Identification, pp. 156-173. London: Pluto Press. Fesl, E. 1985. The Language of Difference, in Difference: Writings by Women. Compiled by S, Hawthorne. Fitzroy. Smith, L, T. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: University of Otago Press. Herzfeld, M. 2001. Anthropology: Theoretical practice in culture and society. Oxford: Blackwell. Chapter 6, pp.133-151. Borders/Nodes/Groupings. Morris, B. 2003. Anthropology and the state: The ties that bind. Social Analysis.Vol. 47(1): 137144. Parker, R. 2007. Culture, Society and Sexuality: A Reader. Taylor and Francis: Hoboken. Politics, Culture and Emotion Cloke, P., P. Crang and M. Goodwin. 2005. Introducing Human Geographies. Hodder Arnold: London. Davidson, J., L. Bondi and M. Smith (eds.) (2005). Emotional Geographies. Aldershot: Ashgate, 2005. Durkheim, Emile The Elementary Forms of Religious Life, trans. Carol Cosman, Oxford: Oxford University Press Feld, S and D, Basso. (eds) 1996. Senses of Place. School of American Research Press: Santa Fe. Giddens, Anthony 1992 The Transformation of Intimacy, London, Polity Press. Gosden, C. 1994. Social Being and Time. Blackwell: Oxford. Hirsch, E and M, O'Hanlon. 1995. "Introduction". In The Anthropology of Landscape: Perspectives on place and space. Edited by E, Hirsch and M, O'Hanlon, pp.1-30. Oxford University Press: Oxford and New York. Low, S. and Lawrence-Zunigais, D. 2003. The Anthropology of Space and Place: Locating Culture. Blackwell Readers in Anthropology. Lutz, C and G, White. 1986. The anthropology of emotions. Annual Review of Anthropology 15:405-436 32

Mitchell, D. 2000. Cultural Geography: A critical introduction. Blackwell Publishers: Malden, Massachusetts. Practices in Culture Agar, M. 1996. The Professional Stranger: An informal introduction to ethnography. San Diego: Academic Press. Ahmed, A and C, Shore (eds). 1995. The Future of Anthropology: Its relevance to the contemporary world. Athlone: Atlantic Highlands, NJ. Bell, D., P, Caplan and W, Jahan Karim (eds). 1993. Gendered Fields: Women, men and ethnography. Introduction 1 The context, pp.1-17, and Chapter 1 Yes Virginia, there is a feminist ethnography, pp.28-43. London and New York: Routledge. Butler, Judith 2008 Frames of War, London, Verso. Crick, M. and B, Geddes. 1993. Research Methods in the Field: Ten anthropological accounts. Geelong: Deakin University Press. De Waal, A. 2002. Anthropology and the aid encounter. In Exotic No More: Anthropology on the front lines. Edited by J, MacClancy, pp.251-269. Fassin, D. and W, Stoczkowski. 2008. Introduction: Should anthropology be moral? A debate. Anthropological Theory. Vol. 8(4): 331-332. Nolan, R. W. 2003. Anthropology in Practice: Building a career outside the academy. Colorado: Lynne Rienner. Chapter 2, pp.33-65. Preparation for the field. Sontag S (2004) Regarding the Torture of Others In The New York Times, May 23, 2004. Tilley, C. 2001. Anthropology confronts inequality. Anthropological Theory. Vol.1(3): 299-306. Van Maanen, J. 1995. The End to Innocence: The Ethnography of Ethnography. In Representation in Ethnography. Edited by J, Van Maanen, pp.1-35. London: Sage Publications.

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