Week%203_Fieldwork%20and%20Representation%20Activities1.pdf

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Fieldwork & Representation – Activities Worksheet Below you will find all the lesson activities from Module 3: Fieldwork & Representation that require a written answer. Any activities that are formatted as a quiz or reflection activities are not included in this worksheet but are equally important. This word document will provide you a space to work through each of these activities. These activities are not meant to replace the content found in your textbook, the additional readings, videos, or in the modules associated with this week. Instead, their purpose is to provide you with a deeper understanding of the course content.

Learning Activity 1 Put yourself in the shoes of someone who has just stepped into Toronto’s Pearson Airport for the first time. They are arriving in Toronto in early October and the weather is about to change. School began almost four weeks ago and Ontarians are about to celebrate the Thanksgiving long weekend. In 250 words (plus minus 10% so 225-275, I won’t read above 275 words ) , create a snap-shot - a narrative-style story(s) (a first person story)- of what you think life might be like for a new family of 6 coming to live in Toronto, Ontario. When doing this exercise, think about the following questions: ● What differences might they encounter in terms of language, living habits, climate, sounds, sights, tastes, cultural attributes, etc. ● What might create an embarrassing or awkward situation? ● What societal factors might the family have to contend with in the first few weeks, for example, when might Ali begin school? How might they be affected by the long weekend? As you are reflecting on and answering these questions, you may want to draw on experiences or situations that you have encountered in the past. Trying to understand someone else’s life experiences, to ‘walk a mile in their shoes’ are some of the tools that anthropologists use as a means to explore and learn about culture, and it is what we explore next. My mother yelled directions at me as I hurried to the bus stop as I scrambled for my luggage. Since I was eager to get to school today, I held my money in my fingers. I felt underdressed and unprepared for the weather. I noticed a group of students waiting for the bus next to me, and as I turned to look at one of them, she gave me an odd smile. I reacted puzzled as I waited for the bus. As soon as the bus arrived, I entered on and gave the driver my money. He looked at the coins and shook his head, saying that only coins were accepted at the bus. I was immediately shocked with embarassment and worried that I would have to walk to school. I felt the glaze of everybody at the bus staring at me as I froze in time. As I was about to walk off the bus, the girl who gave me the odd smile generously gave me the change I needed for the bus. As I sat alone in the back of the bus, I heard all the other students happily gossiping together. I felt very out of place and lonely in such a cheerful environment, but I was too afaird to introduce myself to them. I sat on the bus until we arrived at school and I admired the modern buildings and large amount of students walking on the street.

Learning Activity 2 Who is this? Based your answer on the textbook. Respond in up to 50 words (without bibliography). Demonstrate familiarity with the textbook. Provide a citation (follow Chicago Citation Style- refer yourself to MyLS post on this topic). Malinowski is a well-known social anthropologist, traveller, ethnologist, authority on religion, sociologist, and author. He established the functionalism school, encouraged intensive fieldwork, and developed cutting-edge social theory methods. According to your textbook, recall three factors that made this researcher different from other researchers who conducted fieldwork. Respond in full sentences. Do not use bullet point structure. Malinowski was one of the first anthropologists to develop a personal relationship with the people he was studying, participated in participant observations, and was famous for all three of these things. He interacted with the Trobriand Islanders in a direct manner, unlike other fieldwork researchers, while diligently hand-writing field notes. After that, he would type out his notes and consider his arguments in further detail. These will be included in a ethnography he would develop later.

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The researcher that you identified in the first photo did research in the Trobriand Islands. List three things the researcher found out while conducting research with these people. Respond in full sentences. Do not use bullet point structure. Malinowski recognised the need of fieldwork and the advantages of fully integrating into a society and culture in order to further comprehend it. He also saw that culture was a sophisticated system of customs that evolved in response to the particular issues that each society faced. Ultimately, he came to see that participant observation required a careful balancing act between the observer and the occupant. Avoid getting too involved in one because it might cause bias, and avoid keeping too far away since that might prevent you from knowing the culture fully. Learning Activity 3 Using the previous scenario where an ethnographer wants to understand what life is like as a student of Wilfrid Laurier University, think about who could represent a key participant, that they could observe and interview, then think about a key event they could attend in order to gain deeper insight to everyday student life. In no less than 200 words (that means 200 or more, plus minus 10% that is between 180-200 words; I won’t read responses above 2220 words ) , identify at least one key participant and one key event and explain why you chose them. You are not to use the example of an Orientation Week as has already been used in our course notes posted on MyLS. A Canada’s Wonderland worker that is in charge of scaring people during haunt season can create a compelling story and insight into their life. As a worker during haunt, they are to paint

their faces as monsters and charged to scream and scare people walking around the park. As we observe and interview them, we can further understand why they chose this path of a job and their enjoyment while doing so. Certain people in this job field genuinely enjoy scaring people and chasing them around, an ethnographer can ask them a series of questions as to why they enjoy it. This can relate back to childhood experiences, sense of humour and personality. Further observation of a haunt worker can show their preferred methods of scaring people and the extent they are willing to go with the job. As a key participant, we can question why they found interest in a job that revolves around scaring people and why they seem to be a great fit. It is interesting to think that this worker has a completely opposite personality outside of the job and they feel like they are in a different reality for them when they go to work. Learning Activity 4 Below is a list of potential topics for anthropological investigation. Associate at least one of the tools above with each of the topics below. As you assign specific tools to topics, consider the additional information you could possibly investigate by adding another tool. Ask yourself: ● What kind of information do you think you could gather? ● You also need to think about the population you would be researching and ask yourself, who would benefit from this investigation and why? As you’ll read in our text, anthropologists seek to conduct research beyond their usefulness to academia; instead, anthropologists often consider the benefit their research might have for the population which they are studying. Here is an example of the potential tools that an ethnographer might use if conducting research on border-crossing in Morocco (number 1 in the list of potential titles).

From the title, we can guess that the researcher might be interested in understanding how different generations of family members might experience crossing borders in and outside of Morocco. Therefore, an ethnographer might choose to collect life histories using interviews or focus groups to better understand how experiences of crossing borders have changed over time or experienced differently from one generation to the next. If a researcher was interested in how, where, when and through what means their participants crossed borders, they might choose to ask their participants to draw a map of the border and perhaps provide nuanced understanding of official border maps. These maps would give the researcher nuanced understandings of border crossing places and provide insight into the meanings and significance of these spaces, for that particular individual or generation. It is important to note that there is no one right tool to use, or not use, when conducting an investigation; however, the tool an ethnographer choses will affect the kind of information an ethnographer collects. It is mandatory to refer to tools mentioned in our course notes. Answer in 50 words for both “Chosen Tool” and “Rationale for choice” section Title of Research Project Tool & Rationale Migration Trajectories: Experiences of border-crossing across generations in Morocco Chosen tool : Life histories Rationale for choice: To gather information on the experiences of border-crossing across generations in Morocco, an ethnographer may choose to collect life histories from multiple generations of people to better understand how border-crossing has changed over time. Interviews or focus groups are an effective way to get this information out of people who have experienced border crossing in Morocco. The newer generation or outsiders can gain further insight

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A Topography of Dignity: The making of safe spaces in Northern Ireland Chosen tool: Visual documentation ● Rationale for choice: Sound, video recording and photography pictures are ways that an ethnographer can utilize to create a topography of safe spaces in Northern Ireland. These techniques can help ethnographers determine the physical features, foundation and elevation that are needed to create a topography. This research can benefit people are find topographies useful such as campers, hikers and city planners. The Presence of the Past: A historical ethnography of a Spanish village Chosen tool: Social network analysis Rationale for choice: An ethnographer may use a social network analysis technique to research the historical ethnography of a Spanish village. Ethnographers may survey people of the village about their relationships with other people in the village to figure the social structure and interdependencies of the village. Camouflaged Identities and Army Wives: Narratives of Self and Place on the Margins of Chosen tool: Survey

the U.S. Military Family Rationale for choice: a systematic inquiry of people who have their identities camouflaged and army wives will provide a good grasp of the narrative of self and place on the margins of the U.S. military family. Delhi in the Electrical Age: Technologies of rule and the rites of power in India's Capital Chosen tool: surveys Rationale for choice: asking locals about their analysis on the technologies and rites of power in India’s Capital can give us data on how they think it’s changed over time By gathering this infomation, there will be a large group of opinions that can all lead to one idea. Religion, Nationalism, and Ethnicity in Israel: Fostering belonging among the Karaite Jewish community Chosen tool:life histories Rationale for choice:We can ask people in Israel about their stories on religion, nationalism and ethnicity among the Karaite Jewish community. From life histories, we can also have a takeaway on how the societies differ in different generations. The Anastenaria: A study in Greek ritual therapy Chosen tool:event analysis Rationale for choice: there can be a research group focused on understanding the Greek

ritual therapy process. The participants of the therapy can then comment and share thoughts about their experience in therapy. This could be interesting and relevant information for people who are considering Greek therapy. Making Modern Muslims: Embodied politics, piety, and language in Urban Java, Indonesia Chosen tool: learn the language Rationale for choice: an ethnographer may decide to learn the language, politics and piety in Urban Java, Indonesia to come up with the framework of what modern Muslims are taught growing up. This research is relevant to people who want to understand what modern day muslims are taught. New Markets, New Bodies: An ethnography of Brazil's beauty industry Chosen tool: survey Rationale for choice: to have a deeper understanding of brazils beauty industry, we can conduct surveys of people who are in the industry. We can ask them questions about the customs, standards and what it’s like to work in the beauty industry in Brazil. Anybody who wants to work there could find this information useful so they know what to expect before entering the industry.

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Sovereignty Abroad: The U.S. Air Force in Manta, Ecuador Chosen tool: life histories Rationale for choice: collecting lie histories of participants in the U.S airforce in Manta, Ecuador will show the standard of living and how it’s changed over a duration of time. This can reflect on the training methods, transitions and social aspect the culture in the airforce. Learning Activity 5 Visit the following link from the AAA Ethics Blog: http://ethics.americananthro.org/medical- volunteering-abroad/ Here you will find a short description of an ethics issue related to anthropology that is appearing in the news and other online media, accompanied by links to original source material. The following is an excerpt of their very first post from March 27 th , 2016. Read through the post and answer the questions found at the end. Answer the following questions using what you read in your textbook this week and through your course notes. Your answers should be two to three sentences long for each question. 1. What are the ethical dilemmas surrounding American medical residents’ internships abroad? Respond in at least 50 words The ethical dilemma surrounding American medical residents' internships aboard is that sending volunteers may not be as ethical as perceived. While there will be more helpers given the little access to health care, they may be more of a liability than a help to the licensed professionals. Sending in a large number of unqualified helpers will divert the licensed staff's attention away from caring for local patients, and student volunteers tend to only focus on the procedures and skills that they want to learn, not what is needed in the community. 2. Who are the stakeholders in this scenario? Respond in at least 25 words

The stakeholders in this scenario are the international volunteers that come to learn new procedures and skills, and the community, staff and patients that are in the designated country. 3. Who stands to gain the most from the whole exchange? Respond in at least 25 words The international volunteers stand to gain the most from the whole exchange because they are the ones that are focused on their personal benefit of learning new procedures that they may not be able to perform in the United States. Although developing countries are receiving more helpers, their current staff have to dedicate time away from patients to accommodate and teach the interns. 4. What ethical codes of conduct would you apply to this scenario? Respond in at least 50 words I would apply the weigh competing ethical obligations text to this scenario. This means that ethical obligations to help out the community in an underdeveloped country should not be disregarded and should be one of the primary focuses. The community is the people vulnerable and in need, which is why they need to be prioritized as the main focus.

Week%203_Fieldwork%20and%20Representation%20Activities1.pdf

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