Module Code and Title:        AAS303 Ethnography of Bhutan

Programme:                         BA in Anthropology

Credit:                                  12

Module Tutor:                     New Tutor #3

General objective: This module aims to survey the key works, scholars and topics that make up the emerging field: the ethnography and anthropology of Bhutan.

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

1. Apply relevant anthropological and ethnographic concepts and methods to the Bhutanese context.
2. Discuss the emergent themes in the field of ethnography of Bhutan.
3. Evaluate key scholarly contributions in the field of Bhutanese ethnography.
4. Examine the cultural and social diversity of Bhutan using ethnography and anthropology.
5. Assess the value of Anthropology and ethnography as a ways to understand social and cultural change in contemporary Bhutan.
6. Discuss how Anthropology and ethnography can contribute to an understanding of Bhutan’s past.
7. Identify opportunities for future research and scholarship in the field of ethnography of Bhutan.

Learning and Teaching Approach:

Assessment Approach:

A. Guest lecture report : Portion of Final Mark: 5%

Over the course of the semester the tutor will arrange to have several relevant guest lecturer (practicing anthropologists, both local and expatriate) come in to talk about their work. Students will select one of these guests lecture to individually write a report of between 350- 500 words. Reports are expected to do more than simply summarize the talk, students will be expected to apply concepts and theories discussed in class and offer an evaluation of the talk’s merits.

1%       Summary (accuracy and completeness)

2%       Quality of Analysis and Evaluation (accurate and thoughtful application of concepts, well stated and original evaluation and interpretation, use of relevant and adequate support for all claims made)

1%       Organization, Language and Referencing

B. Report on recent finding : Portion of Final Mark: 5%

Students (with the assistance of the module tutor) must locate a recent academic article relevant to the ethnography of Bhutan and individually write a 350-500 word report on it. Students will be expected to write a summary of the findings as well as to analyse the significance of its findings to the ethnography of Bhutan.

0.5%    Quality of the source used

1%       Summary (accuracy and completeness)

2%       Quality of Analysis and Evaluation (accurate and thoughtful application of concepts, well stated and original evaluation and interpretation, use of relevant and adequate support for all claims made)

0.5%    Organization, Language and Referencing

C. Research proposal and presentation: Portion of Final Mark: 15%

In pairs, students will identify an opportunity for further research within the field of the ethnography of Bhutan and write a mock funding proposal to engage in this research. Students will also orally present and defend their proposal. The proposal will be 500-700 words and the presentations will be 10 minutes long.

4%       Presentation (delivery, structure and language, time management, teamwork, quality of argument)

2%       Choice and description of opportunity (completeness, relevance, originality, thoughtfulness)

5%       Quality of argument (logical, relevant and adequate supported, adherence to set criteria)

1%       Language

1%       Organization and Referencing

1%       Quality of teamwork

1%       Individual contribution (process)

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

Students will be responsible for working with one or two partners to lead a class discussion about a Bhutanese ethnography. 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 minutes of the 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 ethnography in their own words, including identifying key concepts and arguments (2) preparing discussion questions to stimulate class discussion (3) helping the class understand the significance of the ethnography in the Bhutanese context and (4) facilitating a clear and helpful discussion that will allow the class as a whole to both understand the reading and more critically engage with its main arguments. Before the discussion the discussion leaders will meet with the tutor to discuss the reading and share their strategies 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)

E. Class participation and preparedness: Portion of Final Mark: 10%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 5% of class participation and preparedness will be assessed before midterm, and the remaining 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 the Ethnography of Bhutan
   • The history of academic scholarship in Bhutan
   • The history of anthropology and ethnography in Bhutan (Penjore, Pommaret)
2. Unit II: Overview of the Major Emergent Trends in the Anthropology and Ethnography of Bhutan
   • The influence of Buddhism on dominant Bhutanese culture
   • Documenting tangible and intangible culture
   • Defining, recording and analysing folkways and folktales
   • Documenting and analysing cultural change and continuity
3. Unit III: Cultural Diversity and the Ethnography of Bhutan
   • Review of Bhutan’s geographical, linguist, ethnic and cultural diversity
   • Focus and organization of traditional village ethnography : Case study of Lhops (Deben)
   • Relationship between culture and subsistence patterns: Case study: Monpa (Chand)
4. Unit IV: Using Ethnography to Document Bhutan’s Past
   • Using ethnography to document traditional kinship and family patterns (Dorji)
   • Using ethnography to document traditional festival and ritual (Centre for Bhutan Studies)
5. Unit V: Using Ethnography to Document Continuity and Change (Phuntsho)
   • Ethnographies of cultural continuity
   • Ethnography of cultural change
   • Applications for ethnographic knowledge about Bhutan

Reading List:

1. Essential Reading
   • Centre for Bhutan Studies. (2004). Wayo, wayo: Voices from the past. Thimphu: Centre for Bhutan Studies.
   • Chand, R. (2006). Monpa of Black Mountain Forest of Bhutan: A study of socio-cultural sensibility and transition. The Himalayan Review, 37, 39-52.
   • Chand, R. (2009). Monpas of Bhutan: A study of tribal survival and development response. Bulletin of the Hiroshima University Museum, 1(6), 25-37.
   • Deben, S. (2005). Lhops (Doya) of Bhutan: An ethnographic account. New Delhi: Akansha Publishing House.
   • .Dorji, L. (2004) Sergmathang kothikin and other Bhutanese marriage practices (Monograph No. 3) Thimphu: Centre for Bhutan Studies
   • Penjore, D. (2013). The state of anthropology in Bhutan. Asian and African Area Studies. 12 (2), 147-156.
   • Phuntsho, K. (Ed). (2015). Twilight cultures: Tradition and change in four rural communities in Bhutan. Thimphu: Shejun and Helvetas.
2. Additional Reading
   • Aris, M. (1987). The ‘boneless tongue’: Alternative voices from Bhutan in the context of Lamaist societies. Past & Present,115, 131-164.
   • Barth, F. & Wikan, U. (2011). Situation of children in Bhutan: An anthropological perspective. Thimphu: Centre for Bhutan Studies.
   • Bodt, T. (2012). The new lamp clarifying the history, peoples, language and traditions of Eastern Bhutan and Eastern Mon. Wageningen: Monpasang Publications.
   • Chhoki, S. (1994). Religion in Bhutan I: The sacred and the obscene. In M. Aris & M. Hutt (Eds.), Bhutan: Aspects of Culture and Development (pp 107-122). Gartmore: Kiscadale Asia Research Series, no 5.
   • Choden, K. (2008). Chilli and cheese: Food and society in Bhutan. Bangkok, White Lotus.
   • Crins, R. (2008). Meeting the “other”- Living in the present, gender and sustainability in Bhutan. Eburon: Delft.
   • Dorji, J. (2003). Lhop: A tribal community in South Western Bhutan and its survival throught time. Paro: Jagar Dorji.
   • Dorji, K., Choden, K., & Roder, W. (2013). Diversity in food ways of Bhutanese communities brought about by ethnicity and environment. Journal of Bhutan Studies, 28, 30-46.
   • Dorji, T. (2007). Acquiring power: Becoming a paw (dpa’ bo). In J. Ardussi & F. Pommaret (Eds.), Bhutan: Traditions and Changes (pp. 65-72). Leiden: Brill.
   • Dorji, T. (2008). Flutes of Diza: Marriage customs and practices among the Brogpa of Merak and Sakten. Thimphu; Bhutan Times.
   • Dujardin, M. (2000). From living to propelling monument: The monastery- fortress (dzong) as vehicle of cultural transfer in contemporary Bhutan. Journal of Bhutan Studies, 2(2), 164-198.
   • Giri, S. (2004). The vital link-Monpas and their forests. Thimphu: Centre for Bhutan Studies.
   • Kinga, S. (2005). Speaking statues, flying rocks: Writing on Bhutanese history, myth and culture. Thimphu: DSB Publications.
   • Kinga, S. (2008). Reciprocal exchange and community vitality: The case of Gortshom Village in Eastern Bhutan. In Toward global transformation: proceedings of the third international conference on Gross National Happiness (pp31-65). Thimphu: Centre for Bhutan Studies.
   • Kowalewski, M. (1994). Religion in Bhutan II: The formation of a world-view. In Aris and M. Hutt. (Eds.), Bhutan: Aspects of culture and development (pp. 123-136). Gartmore: Kiscadale Publications.
   • Mynak, T. (1997). Religion and ritual. In C. Shicklgruber & F. Pommaret (Eds.), Bhutan mountain fortress of the gods, London: Serindia Publication.
   • Pelgen, U. (2007). Ritual and pilgrimage devoted to Aum Jo mo Re ma ri by Brog pas of Me rag of Eastern Bhutan. In J. Ardussi & F. Pommaret (Eds.), Bhutan: Traditions and Changes (pp. 121-134). Leiden: Brill.
   • Penjore, D. (2009). Love, courtship and marriage in rural Bhutan: A preliminary ethnography of Wamling Village in Zhemgang. Thimphu: Galing Printers and Publishers.
   • Phuntsho, K. (2004). Echoes of ancient ethos: Reflections on some popular Bhutanese social themes. In K. Ura & S. Kinga (Eds.),The spider and the piglet: Proceedings from the first international seminar on Bhutan studies (pp. 364-80). Thimphu: Centre for Bhutan Studies.
   • Phuntsho, K. (2015). The cultural construction of Bhutan: An unfinished story. The Druk Journal 1(1), 53-60.
   • Pommaret, F. (1994). Entrance keepers of a hidden country: Preliminary notes on the Monpa of South-Central Bhutan. The Tibet Journal, 19(3), 46-62.
   • Pommaret, F. (1997). Ethnic Mosaic: The peoples of Bhutan. In Schiklgruber and F. Pommaret (Eds.), Bhutan: Mountain-fortress of the Gods (pp 43-59). London: Serindia.
   • Pommaret, F. (2002). Recent Bhutanese scholarship in history and anthropology. Journal of Bhutan Studies, 2(2), 128-150.
   • Pommaret, F. (2003). The tradition of betel and areca in Bhutan. Journal of Bhutan Studies, 8, 12-28.
   • Pommaret, F. (2006). Dances in Bhutan: A traditional medium of information. In Media and public culture: Proceedings of the second international seminar on Bhutan studies (pp. 31-39). Thimphu: Centre for Bhutan Studies.
   • Van Driem, G. (1994). Language policy in Bhutan.In Aris and M. Hutt. (Eds.), Bhutan: Aspects of culture and development, (pp. 87-106). Gartmore: Kiscadale Publications.
   • Ura, K. (1995). The hero with a thousand eyes. Thimphu: Karma Ura
   • Wangchuk D., Dhammasaccakarn, W., Tesping, P. & Sakolnakran, T. P. N. (2013). Survival of Drogpa cultural and traditional memes and the threat of modern development. Asian Social Science 9(15), 142-155.
   • Wangchuk D., Dhammasaccakarn, W., Tesping, P. & Sakolnakran, T. P. N. (2013). The yaks: Heart and soul of the Himalayan tribes of Bhutan. Journal of Environmental Research and Management, 4(2). 189-196.
   • Whitecross, R. (2010). ‘Virtuous beings’: The concept of tha damtshig and being a moral person in contemporary Bhutanese society. Himalaya the Journal of the Association of Nepal and Himalayan Studies, 28(1), 71-82.

Date: March 15, 2018