Communication Conventions in
Anthropology
Effective communication in anthropology involves learning five sets of skills. Interested majors may opt to master a sixth skill (presenting anthropological research in visual form):
1. Learning the key concepts, major theoretical schools, and the principal figures within the discipline of anthropology
2. Understanding and evaluating scholarly work, which involves comprehending the connection between theoretical frameworks, data, and analysis
3. Designing an original ethnographic research project, communicating effectively and professionally with human subjects and stake-holders, and presenting research results
4. Presenting anthropological ideas in written form through the construction of critical arguments supported with ethnographic and archaeological data
5. Presenting anthropological ideas in an orderly and clear oral form
6. Presenting anthropological research visually in a culturally sensitive way
* * *
1.
Learning
the key concepts, major theoretical
schools, and the principal figures within the discipline of
anthropology:
Students are introduced to the key concepts, the major theoretical schools, and the principal figures within the discipline of anthropology. This begins in ANTH 103 “Introduction to Cultural Anthropology” and ANTH 106 “Introduction to Archaeology and Physical Anthropology,” where students learn about the four sub-fields of the discipline. They deepen their understanding of key concepts, major theoretical schools, and principal figures as they take a series of 200- and 300-level topical and regional courses. In upper-level anthropology courses, particularly ANTH 300 “History of Anthropological Theory” and ANTH 400 “Capstone Experience,” students synthesize and augment their prior knowledge by systematically examining the history of ideas within the discipline and the contemporary conceptual problems that anthropologists examine through their research. They emerge able to talk about culture, humanity, diversity, and social change in a proficient and well-rounded manner.
2.
Understanding and evaluating scholarly
work, which involves comprehending the connection between
theoretical frameworks, data, and analysis:
Anthropology students are
expected to understand and evaluate how anthropologists construct
arguments and use data to support those arguments. We
also aim to elucidate the connection between theoretical frameworks, data,
and analysis. In all ANTH 103 and 106 sections, students read
original anthropological works including scholarly articles and full-length
ethnographies or archaeological monographs. Faculty use a variety of
techniques to guide them in their reading of such
works, including lectures,
thought questions, class discussion, group work, reaction papers, and “posts” to
Blackboard. The 200-level courses expand this knowledge in relation to specific
topics and regions. In 200-level classes students learn the structure of a
research paper, and in ANTH 323 “Field Methods in Anthropological Research”
students learn the architecture of a research proposal and of an ethnographic
paper. Students engage in their most sophisticated analysis of written scholarly
work in ANTH 300 “History of Anthropological
Theory” and ANTH 400 “Capstone Experience.” In these classes students become
familiar with a) the format and construction of the various genres of
anthropological writing including journal articles, books, and
journalistic/popular pieces; b) the ways that authors craft anthropological
texts (students’ are taught to analyze authorial style,
representation of non-Western people, underlying political agenda, etc.); and c)
the theoretical grounding of these texts, which students are required to analyze
and critique.
3.
Designing an
original ethnographic research project, communicating
effectively and professionally with human subjects and stake-holders, and presenting research
results:
In ANTH 103
“Introduction to Cultural Anthropology,” students are introduced to the
methodology and importance of qualitative research, particularly
participant-observation. They examine the dialogic nature of fieldwork, the
nature of relationships with collaborators in the field, and the potential for
cross-cultural mis-communication. Some sections of ANTH 103 involve a
mini-ethnography in which students conduct interviews and engage in
participant-observation. In ANTH 106 students are introduced to
archaeological methods, research design, sampling, comparative and quantitative
analyses, and interpretation through exercises based on a simulated
archaeological dataset as well as readings, discussion, and writing. Many 200-level courses
require students to write research paper that uses published materials to
address an analytical, comparative, or historical question. In the
process they are given practice in identifying
appropriate scholarly resources through bibliographic instruction and exercises.
Students are trained in proper citation
techniques using conventions of the American
Anthropological Association. In some courses, including
ANTH 323, they also learn to use Procite, a
bibliographic database, that automatically formats cited materials. In addition
to learning how to communicate effectively during fieldwork, students learn to
access anthropological works through library databases and keep records of these
works through the bibliographic program Procite. Anthropology
students are assisted in this endeavor by the hyper-linked guide, “Basic
Strategy for Background Research in Anthropology,” which is available online
(through the department webpage and through the library anthropology
webpage).
Students hone the communication skills necessary for anthropological research in ANTH 323 “Field Methods in Cultural Anthropology.” In this class they conduct anthropological fieldwork and write up a final ethnography. They learn how to construct a research proposal, how to design a set of coherent interview questions, how to obtain informed consent for subjects’ inclusion in a research project, how to conduct semi-structured interviews, how to record such interviews on a minidisk recorder, how to transcribe interviews, how to code and analyze fieldnotes and interviews, and how to write an ethnographic research paper.
4.
Presenting anthropological ideas in
written form through the construction of critical arguments supported with
ethnographic and archaeological data:
All courses in anthropology require extensive writing, and students are encouraged to view writing not simply as a method through which professors assess their learning but as an exercise through which they can synthesize ideas and think creatively. ANTH 103 and 106 include a variety of writing assignments such as formal essays, reaction papers, informal “posts” to threaded discussion groups, and in-class free-writing. All 200-level courses also include writing assignments, often in the form of analytical essays or research papers, that argue and support original ideas and that involve critical thinking. Students must demonstrate an understanding of scholarly citation practices and use bibliographic formats common to the discipline. Students receive considerable feedback on their writing efforts, often in the form of comments on first drafts. In the 300- and 400-level courses, students learn a more professional style of writing, which includes a research proposal and a professional research report in ANTH 323 (as discussed above).
5.
Presenting anthropological ideas in an
orderly and clear oral form:
Students in anthropology learn to orally present ideas in a clear, focused manner, and are given numerous formal and informal opportunities to improve their presentation skills. All courses include a significant emphasis on student discussion, requiring students to articulate anthropological ideas “on their feet.” Pedagogical techniques that draw students into the oral articulation of ideas include full class discussion (often conducted in a circle if room shape and class size permit), small group discussion, and class debate. In some 200- and 300-level courses students are responsible for in-class presentations and for leading class discussion. In other classes students work together in groups to prepare and present a topic to the class, which fosters collaboration and team-work. In ANTH 323 “Field Methods in Anthropological Research,” students formally present their own ethnographic fieldwork, and in ANTH 400, students present the results of their semester-long research project.
6.
Presenting anthropological research
visually in a culturally sensitive way
Because anthropology examines
peoples, contemporary and past cultures, and archaeological remains in many
different parts of the world, visual presentation is a very important
communication strategy within the discipline.