Module Code and Title:        ASC303 Applied Anthropology

Programme:                         BA in Anthropology

Credit:                                  12

Module Tutor:                     Jelle J P Wouters

General objective: This module will explore the ways in with anthropological knowledge and practices are used in wide range of non-academic context. These contexts include government, public policy, the corporate world and civil society. Students will have the opportunity to see how theories, concepts and methods that have learnt throughout their programme are used in this anthropological sub-field to imagine solutions to real world challenges.

Learning outcomes – On completion of this module, students will be able to:

1. Identify fields beyond academia in which anthropological knowledge and skills are an asset.
2. Define the field of applied anthropology.
3. Recount the history of applied anthropology.
4. Evaluate applications of anthropological knowledge and skills to real-world problems..
5. Design and implement an applied anthropology project.
6. Evaluate the impact of a self-designed applied anthropology project.
7. Prepare a project report for an applied anthropology project.
8. Critically analyse ethical issues around applying anthropology in real-world settings.

Learning and Teaching Approach:

Assessment Approach:

A. Applied Project Report: Portion of Final Mark: 20%

During the course of the semester students will individually design, implement and then measure the impact of one small applied anthropology project. Students may select any area discussed during the module to work within, they are encouraged whenever possible to work with an agency, institution, community group or company so that they can maximize the real-world experience that this project is intended to provide. For example, students might work with a local CSO to design an awareness campaign or a new program. Students could also design a project that tackles an issue or concern on their campus for example an anti-smoking intervention. The final product will be a report of no more than 1500 words.

2%       Proposal (The proposal will outline the planned project, its rational as well as the planned timeline and work division. It will be evaluated based on completeness, thoughtfulness and feasibility)

8%       Project Implementation Description (This portion will be evaluated based on level of detail, completeness and how well the description addressed specified criteria and format)

6%       Project Evaluation (Students are expected to design evaluation methods to measure the impact of their project. This portion will be evaluated based on the quality of evaluative method and its ability to actually measure impact)

2%       Process (During the course of the project students will be regularly assessed based on planning, time-management and progress)

2%       Language, Organization and Referencing

B. Presentation of Applied Project: Portion of Final Marks: 5%

At the end of the semester, each student will present the results of their applied project to the class. Each presentation is expected to last no more than 15 minutes followed by up to 5 minutes of questions. Each presentation will be assessed on:

3%       Content (how well does the presentation describe the project and its outcomes, all claims relevant and supported)

1%       Organization and structure; Language use

1%       Delivery (volume, pace, efforts to engage audience) and Time management

C. Leading in-class discussion: Portion of Final Marks: 10%

Students will be responsible for working with one or two partners to lead class discussion about a particular case study in which anthropological knowledge or techniques were applied. The discussion will be expected to last most of a class period or at least 40 minutes. The tutor may take up the last ten min of class (or spend time in the next class) going over doubts, confusions or inaccuracies but will be a silent observer during the discussion. During the discussion students will be responsible for (1) summarizing the reading in their own words, including identifying and explaining key terms and concepts, (2) preparing discussion questions to stimulate class discussion (3) helping the class understand how the reading links to class concepts and (4) facilitating a clear and helpful discussion that will help them class as a whole to both understand the reading and engage more critically with its main arguments and ideas. Before the discussion, each pair will meet with the tutor to discuss the reading, clarify any doubts or questions they have about the reading and share their strategy for leading the discussion including potential discussion questions.

2%       Pre-discussion meeting (attendance and preparedness)

2%       Quality and accuracy of summary (focus should be on arguments)

3%       Thoughtfulness and effectiveness of discussion questions  

2%       Quality and effectiveness of facilitation of discussion (including balance between facilitator and class participation)

1%       Teamwork (including meaningfulness of each member’s participation)

D. Reflection Essay: Portion of Final Mark: 15%

At the end of the semester students will write a reflective essay, contemplating how a BA in Anthropology in general and this module in particular, could be used to further their career goals and their personal or professional development. Each paper will be 500-750 words and will be assessed on:

8%       Quality of reflection (evidence of thoughtfulness, originality and interest in personal growth)

4%       Accuracy and relevance of observations and arguments

3%       Language, organization and referencing

E. Class Participation and preparedness: Portion of Final Mark 5%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 2.5% of class participation and preparedness will be assessed before midterm, and the remaining 2.5% post midterm.

F. Midterm Examination: Portion of Final Mark: 15%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

Pre-requisites: AFD101: Introduction to Anthropology

Subject matter:

1. Unit I: Introduction to Applied Anthropology
   • Defining applied anthropology: key features and terms
   • The history of applied anthropology: origins and influences
   • Identifying and describing real-world problems: examples and implication
   • Using anthropology to mitigate real-world problems: examples and implication
   • Other applications for anthropology (outside of academia): examples
   • Ethical considerations in applying anthropology: examples and implications
2. Unit II: Anthropology and Public Policy
   • Defining public policy: key terms and features
   • Research informed policy making: examples
   • The politics of making policy: process and implication
   • Using anthropology for policy implementation, evaluation and analysis: process and examples
3. Unit III: Cultural Preservation and Heritage
   • Preserving the past and the present: justifications and assumptions
   • The political and ethical dimension of cultural preservation: examples and implications
   • Cultural preservation within the Bhutanese context: history, examples and implications
4. Unit IV: Anthropology and the Non-profit / Voluntary Sector
   • Defining the non-profit/ voluntary sector
   • Imagining a “better society”: history, key trends and implications
   • Anthropological theory and methods in the non-profit/ voluntary sector
   • The Bhutanese CSO and voluntary organization context; description and implications
5. Unit V: Anthropology and Development
   • The tangled history of anthropology and development engagements
   • The anthropologist as observer (Aidnographies): examples and implication
   • The anthropologist as development worker: implications
6. Unit VI: Corporate Ethnography and Other Commercial Applications
   • Corporate ethnography (Cefkin): definition, example and implications
   • Anthropologists in the corporate world: examples
   • “Sell outs” - the ethical considerations of commercial application of anthropology
7. Unit VII: Public Anthropology / Engaged Anthropology
   • Defining pubic anthropology: history, key features and trends
   • Academic responsibility; definition and examples
   • Cases studies of academic engagement
   • Public anthropology in the Bhutanese context: description and implications

Reading List:

1. Essential Reading
   • Besteman, C. (2010). In and out of the academy: Policy and the case for strategic anthropology. Human Organizations, 69(4), 407-417.
   • Lassiter, L. E. (2008). Moving past public anthropology and doing collaborative research. NAPA Bulletin, 29(1), 70-86.
   • Low, S., & Merry, S.E. (2010). Engaged anthropology: Diversity and dilemmas: An introduction to supplement 2. Current Anthropology, 51(s2), 203-226.
   • Rylko-Bauer B., Singer, M., & Willigne, J.V. (2006). Reclaiming applied anthropology: Its past, present and future. American Anthropologist, 108(1).
   • Shackel, P. (2004). Introduction: Working with communities heritage development and applied archaeology. In P. Shackel & E. Chambers (Eds.), Places in Mind: Public Archaeology as Applied Anthropology (pp. 1-19). London: Routledge.
2. Additional Reading
   • Cefkin, M. (Ed). (2010). Ethnography and the corporate encounter: Reflections of research in and of corporations (Vol. 5). New York: Berghahn Books.
   • Lampher, L. (2004). The convergence of applied, practicing and public anthropology in the 21st century. Human Organization, 63(4), 431-443.
   • Nahm, S. & Rinker, C.H. (2015). Applied anthropology: Unexpected spaces, topics and methods. London:
   • Shipan, C.R., & Volden, C. (2012). Policy diffusion: Seven lessons for scholars and practitioners. Public Administration Review, 72(6), 788-796.

Date: March 15, 2018