Professional Documents
Culture Documents
Semester 1, 2011
You can purchase your reading kit from the UNSW bookstore on campus. You will also need ready access to the The First Year Experience, by A. Game and A. Metcalfe (Federation Press, Sydney 2003), which you can also buy at the UNSW bookstore. & 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 Assessment .. Page 9 Marking Criteria .. Page 13 Submission of Assignments and Extensions .. Page 13 Academic Honesty and Plagiarism .. Page 11 Resources . Page 14 Weekly lecture programme and tutorial topics Page 15 Grading and Marks .. Page 28 Course Evaluation and Development .. Page 29 Attendance .. Page 29 Submission of Assignments and Extensions ... Page 30 Special Consideration .. Page 30 Review of Results ... Page 31 Occupational Health and Safety .. Page 32 Student Support Services Page 32 Further Course Reading Page 33
COURSE CONVENORS & LECTURERS Dr . Amanda Kear ney & Pr of. Andr ew Metcalfe
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 Andrew Metcalfe Room 168, 1st floor, Morven Brown Building Phone 9385 2410 Email: a.metcalfe@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, there will also be a blog/discussion board for you to engage with your class mates on the weekly topics, assessment and other course related issues. The link for Blackboard is: http://telt.unsw.edu.au/
Cour se 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 Fir st 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
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
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
ASSESSMENT
Assessment Descr iption Part 1 In Class Exercises Tutorial Facilitation Part 2 In Class Exercises Discussion Paper Due Date Due in tutorial time Week 5 (starting 28th March) Weeks 4, 5, 6, 7 Due in tutorial time Week 12 (starting May 23rd) 4pm Friday 27th May Mar k 20% 20% 25% 35%
20%
This piece of assessment must be 800 words minimum in length. 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 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. Reflect on the exercise using the readings for the week and the key concepts discussed in the lecture. Important: Use at least two in text references from the weekly readings/study kit to help support your overall discussion points. (Relevant Graduate Attribute: 5) (Student Learning Outcomes Assessed: 1, 2, and 5)
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 pr esentation, 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, 6, 7). 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. The onus is on you to make your tutorials interesting and satisfying! (Relevant Graduate Attribute:1) (Student Learning Outcomes Assessed: 2, 6 and 7)
10
25%
This piece of assessment must be a minimum of 1500 words in length 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 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. Reflect on the exercises using the readings for the week and the key concepts discussed in the lecture. Important: Use at least three text reference from the weekly readings/study kit to help support your overall discussion points.
11
35%
(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. Discuss anthropological approaches to either family and kinship or gender and sexuality. 2. Is Anthropology advocacy? Respond to the question by examining the role of anthropology and anthropologists in contemporary social justice debates, use examples to illustrate your argument. 3. 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. 4. Drawing on a close reading of passages in Durkheim, Foucault or Simmel, analyse a particular experience youve had of university life. 5. Foucault and the article Learning as devotional practice present very different accounts of the time, space and ontology of discipline. Draw out these differences, and the assumptions upon which they rely. 6. Thinking of the different situations discussed by Frank and Foucault, discuss the difference between witness, on the one hand, and observation, judgement and examination, on the other hand.
12
Resour ces
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. YOU WILL ALSO NEED READY ACCESS TO THE
13
14
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 waste class time recapitulating what you are already supposed to have read.
YOU MUST BRING THIS COURSE OUTLINE AND THE READING KIT TO ALL LECTURE AND TUTORIAL CLASSES
15
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?
16
Weekly Reading J. Berger, 1991, extract from And Our Faces, My Heart, Brief as Photos. New York: Vintage. A.W. Frank 1995, from Testimony in The Wounded Storyteller , Chicago: University of Chicago Press
Tutor ial 1. Reflect on the in class exercise. 2. Small group work: Frank says that Communion is not instrumental and not conditional, and so administrative systems have no place for it. (p 145). What does he mean by this? Why, nonetheless, is communion so important? 3. Last 20 minutes of class, in your tutorial facilitation group, discuss your approach and activity for the facilitation.
17
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 Bonvillain, N. 2010. Cultural Anthropology. Chapter Eight: Kinship and Descent. Pp. 181-206. Prentice Hall: Boston. 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?
18
In todays class we will explore our themes through the analysis of congregation and communion offered in Durkheims account of religious ritual in Australian Aboriginal society. Durkheim, who is one of the founders of sociology, insists that congregation is not simply additive: that it changes the state of being of the people involved, so that they no longer recognise either themselves or their mundane senses of time and space. To bring this close to home, we will also consider the role at university of these rituals and experiences of communion.
Weekly Reading: E. Durkheim [1915] 1976 from Conclusion in The Elementary Forms of the Religious Life, London: Allen & Unwin. A. Game and A. Metcalfe (2003) The First Year Experience, Sydney: Federation Press chapters on Interest, Students, Teachers, Taking It Easy. Tutorial: 1. Group Facilitation 2. Feedback on Facilitation. 3. Tutorial discussion of The Elementary Forms of the Religious Life.
19
Over the next two weeks we will focus on identity and the everyday. Today we will explore the relationship between subjection and subjectivity, looking at the way objectification and subjectivity come together in the production of identity. Our guide will be Michel Foucault, who studied the way in which power and knowledge work in the production and self-recognition of subjects in everyday life. He provides a counterpoint to Frank on witnessing. To bring this close to home, we will also consider how the disciplinary practices of surveillance, normalising judgement and examination operate at university.
Weekly Readings: M. Foucault (1979) The means of correct training in Discipline and Punish, Ringwood: Penguin. A. Game and A. Metcalfe (2003) The First Year Experience, Sydney: Federation Press chapter on Assessment. Tutorial: 1. Group Facilitation and feedback. 2. Discuss Foucaults analysis of the production of subjectivity through power and knowledge. Discuss how identity is formed and how your identity has been formed, and ask whether your identity is the basis of your uniqueness.
20
Weekly Reading: Gottlieb, A. 2002. Interpreting gender and sexuality: Approaches from cultural anthropology. In Exotic No More: Anthropology on the front lines. Edited by J, MacClancy, pp.167-189. Chicago and London: University of Chicago Press.
In this weeks tutorial you will: Have a tutorial facilitation Address the following 1. Consider your subject position and reflect on how this impacts on what you know, what you think you know and how you engage with the world. 2. What ethical, and political issues emerge with the construction of us them or self other categories?
21
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 week we will explore Simmels analysis of the reduced emotional range found in urban life. Simmel is another of the founders of sociology. Because of the threats the metropolis poses to the acknowledgement of peoples uniqueness, the city is characterised, Simmel says, by defensiveness and alienation, and the qualities of anxiety, reserve, cold-heartedness and blas attitude. These characteristics of not-belonging overlay and defend against acknowledgement of the fundamental emotions of fear, jealousy, aversion and repulsion. (Please note: Our emphasis in the class is not on an urban/rural divide per se, but on the emotional qualities of alienation.) We will also look at the defensive role of emotional defences at university.
Weekly Reading: Simmel, Georg 1950 The Metropolis and Mental Life in K. Wolff (ed), The Sociology of Georg Simmel, Free Press, New York. A. Game and A. Metcalfe (2003) The First Year Experience, Sydney: Federation Press chapters Arriving, Procrastination.
There will be no tutorial this week. You will use the time to work on your in class exercise.
22
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. We will also discuss essay writing in the lecture.
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.
There will be no tutorial this week. You will use the time to work on your in class exercise.
23
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.
In this weeks tutorial you will: 1. Discuss the weekly topic and reflect on the nature of some of your own personal ethics and your views/thoughts on social justice, advocacy and human rights. 2. Group Facilitation.
24
Over the final weeks, we look at the ways anthropology and sociology is applied in the world. We will discuss how we apply our research to different cultural analyses and political practices. This week connects the themes weve explored in Frank, Durkheim, Foucault and Simmel, bringing them to bear on the practices of a lively classroom and on the methodological practices suitable for researching such a situation.
Weekly Reading Metcalfe, A. and Game, A. (forthcoming, 2011) Learning as devotional practice: the role of the teacher in C. Day (ed) International Handbook on Teacher and School Development. Maidenhead: Open University Press.
Tutorial: 1. Discuss: Using examples from lectures in Weeks 10 & 11, discuss what you understand as the ethics involved in sociology and anthropology
25
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.
26
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
Cr edit 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
Attendance
Students are expected to attend all tutorials/seminars. A satisfactory attendance record of at least 80% of scheduled classes must be met to pass the course. 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. If illness or misadventure causes you to miss a tutorial, you should try to attend an alternative tutorial group during that week. It is your responsibility to inform your regular tutor of this by completing the Alternative Workshop/Tutorial Attendance Form, available at the School Office. The form must be signed by the host tutor and given to your regular tutor the following week. No more than two such forms will be accepted per semester, and the host tutor is free to refuse such permission.
28
If illness or misadventure will cause you to miss an excessive number of tutorials (usually 3 or more), you MAY apply for Discontinuation Without Failure from the course by filling out the appropriate form available at the Faculty of Arts and Social Sciences Office. For more details about the Universitys policy on attendance, please consult: https://my.unsw.edu.au/student/atoz/AttendanceAbsence.html
29
Depending on the circumstances, the University may take action to allow you to overcome the disadvantage, e.g. give you an additional assessment or extend a deadline.Merely submitting a request for Special Consideration does not automatically mean that you will be granted an additional assessment, nor that you will be awarded an amended result. For example, if you have a poor record of attendance or performance throughout a session/year in a course you may be failed regardless of illness or other reason affecting a final examination in that course. It sometimes happens that a student may encounter a situation that is so significant or personal they do not want to use the Special Consideration procedures. In a case like this you may prefer to contact the University Health Service, the Counselling Service, an academic adviser in your program office or the Manager, Student Administration and Records. Remember that it is always important to let the University know if there is anything that may affect your ability to continue your studies. Details of the university policy and procedures on Special Consideration can be found at: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html Work or family commitments, religious holidays, or work due in other courses are not acceptable reasons for special consideration since the possibility of such events are supposed to be taken into account when managing your time, nor are short illnesses suffered within a week of the due date since your assignment is assumed to be almost finished by that point. Evidence of significant progress in the assessment task will have to be demonstrated when asking for extension due to an emergency or illness close to the submission date. You must lodge the application for SC, or notify or have a friend/family member notify UNSW Student Central, within 3 days of the event for which you are seeking SC. If SC is granted, this may take the form of a removal of part or all of a late penalty, or an adjustment to the raw grade, or an alternative form of assessment, at the discretion of the Course Coordinator.
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. The first step is for the student to talk to the marker to obtain an explanation or justification of the given mark. Revision of the original mark may or may not be made after this. If the student is not satisfied, an appeal can be made to the Course Coordinator. This appeal must be in writing and lodged within two weeks of the date on which assignments were returned. If a re-mark is requested, the Course Coordinator will review the assignment to ascertain whether it warrants a re-mark. If it does, the student will be made aware that a re-mark does not guarantee a higher mark. The student will be advised of the outcome of this review within two weeks of the date of the appeal. If the student is dissatisfied with the outcome of the review an appeal may be made to the School Grievance Officer (Professor Ralph Hall). This appeal must be in writing specifying the grounds for the appeal and must be lodged within one week of receipt of the outcome of the review by the Course Coordinator. The Grievance Officer will conduct a review of the mark and submit a report to the Head of School who will advise the student of the outcome of this review within three weeks of the date of submission of the appeal.
30
Please read the University policy on Review of Results for additional information: https://my.unsw.edu.au/student/atoz/ReviewResults.html
31
32
Identity and the Everyday 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. Fesl, E. 1985. The Language of Difference, in Difference: Writings by Women. Compiled by S, Hawthorne. Fitzroy. Game, A. and Metcalfe, A. 1996, School in Passionate Sociology. London: Sage. Herzfeld, M. 2001. Anthropology: Theoretical practice in culture and society. Oxford: Blackwell. Chapter 6, pp.133-151. Borders/Nodes/Groupings. Hyland-Erickson, T. 2004. What is Anthropology. Chapter 9 Identification, pp. 156-173. London: Pluto Press. 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. Smith, L, T. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: University of Otago Press. Politics, Cultur e and Emotion Bachelard, G. 1969. The poetics of space. Boston: Beacon Press. 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. 33
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 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. Metcalfe, A. and Game, A. 2006. Teachers Who Change Lives, Melbourne: Melbourne University Press. 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.
34