Anthropology Program Research Articles

Reading Student Writing with Anthropologists: Stance and Judgment in College Writing

This article describes how readers from a graduate program in anthropology evaluated student writing in a general education course. Readers voiced the concerns of their discipline when they focused on the stance writers assumed and how they made value judgments.

Reading Student Writing with Anthropologists: Stance and Judgment in College Writing

This article describes how readers from a graduate program in anthropology evaluated student writing in a general education course. Readers voiced the concerns of their discipline when they focused on the stance writers assumed and how they made value judgments.

Allen P. McCartney (1940-2004)

Northern studies lost one of its most esteemed practitioners on June 15, 2004, with the death of Allen P. McCartney, who had suffered from Parkinson's-related disease for several years. He was 63. For over four decades, Allen pursued an especially broad range of anthropological and archaeological research interests: he was perhaps the only recent scholar whose work spanned the North American Arctic, from the western Aleutian Islands in Alaska to the eastern Canadian Arctic. Allen was born in Fayetteville, Arkansas, on August 8, 1940 .... He graduated [from the University of Arkansas in 1958] ... with a B.A. and high honors in Sociology and Anthropology .... It was also while an undergraduate, when he studied the World War II internment of Aleuts in southeastern Alaska for a class paper, that Allen first became interested in the North. For assistance with his paper, Allen wrote to biological anthropologist William Laughlin, Professor of Anthropology at the University of Wisconsin and the foremost Aleutians scholar of the time. This led, ultimately, to Allen's entrance in 1962 to the graduate program in anthropology at Wisconsin .... In the summer before Allen's first semester at Wisconsin, Laughlin invited him to take part in the 1961-63 Aleut-Konyag Prehistory and Ecology Project. ... Allen's part in Laughlin's project - which continued during the summer of 1963, when he served as excavation supervisor - centered on excavations in the Nikolski village area of southwestern Umnak Island, which included the important sites of Chaluka and Anangula. Allen earned his M.A. in 1967 from Wisconsin, with a thesis entitled An Analysis of the Bone Industry from Amaknak Island, Alaska. ... In 1968, Allen took part in the Northwest Hudson Bay Project, which focused on the Kamarvik, Silumiut, and IgluligardJuk sites. In the following year, he served as the principal investigator for excavations at the Silumiut site, under contract to the National Museum of Man. His 1971 doctoral dissertation, Thule Eskimo Prehistory Along Northwestern Hudson Bay, was based on this fieldwork. Over the span of his graduate student years, Allen held instructor and lecturer positions at various campuses of the University of Wisconsin Center System. In 1970, he joined the faculty at the University of Arkansas in Fayetteville as an assistant professor of anthropology. He was promoted to associate professor in 1974 and to professor in 1979. He remained at Arkansas for his entire professional career, retiring because of illness in the spring of 2003. In addition to his service as chair of the anthropology department for six years, Allen was instrumental in establishing the Ph.D. program in Environmental Dynamics, an interdisciplinary specialty emphasizing the study of complex human and environmental interactions and change. He served as its first director from 1998 to 2002. ... With such an active research career and varied interests, Allen's academic output was prodigious, ranging from short notes to full, single-authored monographs. However, one of Allen's most notable strengths was his ability-and indeed great enthusiasm-for bringing together archaeologists of various theoretical and analytical approaches. ... As equally impressive as his writings was another, sometimes unrecognized contribution that Allen made that was crucial to the development of northern anthropology .... This came in the form of his editorship of the journal Arctic Anthropology in 1981-89 and 1996-2000 and his role as Associate Editor in 1989-95 and in 2001. Additionally, Allen served on the Board of Governors of the Arctic Institute of North America in 1977-79 and as Associate Editor of the Alaska Journal of Anthropology in 2001. ...

Pastured LandscapesCalling the Station Home: Place and Identity in New Zealands High Country. By Michle Dominy. Lanham, Md.: Rowman and Littlefield, 2001. 306 pp. $79.00 cloth, 27.95 paper

Previous articleNext article No AccessBooksPastured Landscapes Calling the Station Home: Place and Identity in New Zealands High Country. By Michle Dominy. Lanham, Md.: Rowman and Littlefield, 2001. 306 pp. $79.00 cloth, 27.95 paperVincentCrapanzanoVincentCrapanzanoPrograms in Comparative Literature and Anthropology, The Graduate Center of the City University of New York, New York, N.Y. 10016, U.S.A. ([email protected]). 25 iv 02 Search for more articles by this author Programs in Comparative Literature and Anthropology, The Graduate Center of the City University of New York, New York, N.Y. 10016, U.S.A. ([email protected]). 25 iv 02PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Current Anthropology Volume 44, Number 1February 2003 Sponsored by the Wenner-Gren Foundation for Anthropological Research Article DOIhttps://doi.org/10.1086/345692 Views: 13Total views on this site PDF download Crossref reports no articles citing this article.

Roundtable on Teaching about Advertising: Thoughts and Experiences

Roundtable on Teaching about Advertising: Thoughts and Experiences Linda Scott, (Moderator) (bio), Paula Alex (bio), Arlene Davila (bio), Robert Goldman (bio), Peggy Kreshel (bio), William M. O’Barr, Jef Richards (bio), and Susan Smuylan (bio) LS: I would like to open this discussion by asking each of us to talk about the courses on advertising offered on the campus where we teach. What is the current state of teaching about advertising at your college or university? AD: I teach at New York University in the American Studies and Anthropology programs. I can speak best about how I deal with advertising in my own work, as opposed to how it is taught elsewhere on campus. I recently taught a graduate seminar on “Culture and Consumption,” and I would say that at least a third of the course was about advertising and consumer culture - but not about advertising per se. Advertising was integrated into our study of contemporary culture, consumption, the commodification of everyday life, private spaces, and ways of thinking. The course looked at advertising as one side of a wider process of the commodification for consumer culture that affects the way we think about our daily lives. That’s my experience in teaching about advertising. SS: I’m Susan Smulyan. I teach at Brown University. We don’t have a Communications department. I teach in the American Civilization department, which is a term at Brown for what is called American Studies elsewhere. There is also a Modern Culture and Media department, and although no one teaches a course called “advertising” there, they take up advertising in some of their courses. In Cognitive Science and Linguistics they have a course on advertising - sort of a linguistic approach. And then there’s me. I should say that there are several people who teach the courses on consumption and consumer culture that have an advertising component, much in the way Arlene talked about, including the introductory course on the culture of consumption that is offered in our department for graduate students. I often teach a big lecture course called “American Advertising: History and Consequences.” I think about it the opposite way from Arlene. For me, it’s a way of talking about consumption and the culture of consumption, but I start with advertising because it is so familiar to the students. We have no business school at Brown either, but there are people who basically major in organizational behavior. I have a very large course in terms of Brown’s class sizes - about 150 students come to take this advertising course, and most of them are not humanities majors. Half are, and half are business types or political science types. But it is a very humanities-based course. I’m a historian, and it starts from history. PG: My name is Peggy Kreshel and I am at the University of Georgia. I am in the Advertising department, so we have a full curriculum in advertising. We have a pretty large program. Basically, our students are required to take core courses, and then they take five advertising courses. “Advertising and Society” is an optional course. Students can take either “Advertising and Society” or “Media Law.” I teach the “Advertising and Society” class, which has been in our curriculum only since 1992. I also teach practical courses like “Media Planning and Management.” RG: My name is Bob Goldman and I teach at Lewis and Clark College, which is a very small Liberal arts Arts institution. I teach a course called “American Advertising and the Science of Signs,” which I began at least 20 years ago as an effort to smuggle in the study of semiotics and critical theory in a way that students would respond to. My experience [with students], up to that point, had been, “I don’t want to study Adorno. And suddenly, I found that with ads, I could not only get them interested, but begin to apply these the same analytic concepts to other areas. The course I teach now begins with a broad overview of advertising and consumption in the United States, rooted in political economy, beginning about 1890. Then we move on to various theories, focusing on critical theory...

Anthropology at the University of Michigan in the late 1950s.

By 1958, the Anthropology Department at the University of Michigan had emerged as a major center in the discipline. Its excellence derived from a strong faculty, commitment to an integrated view of the field, and broader support from a rising national tide of scholarship. While many new intellectual currents developed, among the strongest was biological-behavioral theory--somewhat ironically flourishing in a biological anthropology program that viewed itself as a nexus of population genetics. The biological anthropology faculty thought like anthropologists. From this environment, Frank Livingstone not only drew intellectual support, but also became a key player in demonstrating the importance of historical and cultural factors to shaping biological patterns. A biocultural perspective is evident in Michigan research to this day.

Costa Rican Social Anthropology in the Central American Context at the End of the Twentieth Century

This article is the synthesis of a series of short essays given to the students of the course I taught in conjunction with Dr. María Eugenia Bozzoli. It was entitled Theory and Praxis of Central American Sociocultural Anthropology, offered in the graduate program in anthropology at the University of Costa Rica, during the second semester of the year 2001.

The First Boasian: Alfred Kroeber and Franz Boas, 1896-1905

This article reviews the interplay of the personal, institutional, and intellectual factors in the relationship between Franz Boas and Alfred Kroeber, his first important student. It focuses on their first decade, 1896-1905, a critical transitional period in the formation of American anthropology. After a consideration of their personal and familial contexts, it reviews Boas's role as a graduate professor to Kroeber, the beginning of an academic anthropology program at the University of California, Boas and Kroeber's collaborative and competitive relationship as museum curators, their diverging ethnographic strategies, Boas's editing of Kroeber's professional writings, and their disagreements over the organization of national professional societies (primarily the American Anthropological Association and the American Folklore Society). This article is a case study of the construction of anthropological traditions. [Keywords: Franz Boas, Alfred Kroeber, history of anthropology]

Training for Research and Practice: The Rewards of Applying Anthropology in an Undergraduate Context

Two recent articles in Practicing Anthropology described undergraduate anthropology programs that stress community-based learning (J. Simonelli and B. Roberts, Connecting Classroom with Community: Service and Professional Socialization in Applied Programs for Undergraduates, PA 20(4):45-49. 1998; and V. Rohrl, Yes, In Our Backyard, PA 22(2):33-37. 2000). In this article, we describe the various ways in which student research and experiential-learning are incorporated into the undergraduate anthropology curriculum at Santa Clara University in Santa Clara, California. We focus on our Special Emphasis Program in Applied Anthropology by highlighting the community research conducted by students in our Fall 2001 Applied Anthropology course.

Mandibular fossa of Homo erectus: A response to Durband

KEN MOWBRAY,* SAMUEL MARQUEZ, AND ERIC DELSON Division of Anthropology, American Museum of Natural History, New York, New York Department of Anthropology, Rutgers University, New Brunswick, New Jersey Center of Anatomy and Functional Morphology, Mount Sinai School of Medicine, New York, New York Department of Anthropology, Lehman College/CUNY, Bronx, New York Ph.D. Program in Anthropology, CUNY Graduate Center, New York, New York New York Consortium in Evolutionary Primatology, City University of New York, New York, New York Division of Paleontology, American Museum of Natural History, New York, New York

HIGHLIGHTING THE SUCCESS OF MINORITIES: Applied Anthropology Program at the U of South Florida

HIGHLIGHTING THE SUCCESS OF MINORITIES: Applied Anthropology Program at the U of South Florida

East Asia Section

Anthropology NewsVolume 42, Issue 1 p. 52-53 East Asia Section Eriberto P Lozada Jr., Eriberto P Lozada Jr. Contributing Editor Please send comments or contributions to this column to Eriberto Lozada, Anthropology Program, Butler U, 4600 Sunset Avenue, Indianapolis, IN 46208; elozada@butler.eduSearch for more papers by this authorJohn McCreery, John McCreery Contributing Editor Please send comments or contributions to this column to Eriberto Lozada, Anthropology Program, Butler U, 4600 Sunset Avenue, Indianapolis, IN 46208; elozada@butler.eduSearch for more papers by this author Eriberto P Lozada Jr., Eriberto P Lozada Jr. Contributing Editor Please send comments or contributions to this column to Eriberto Lozada, Anthropology Program, Butler U, 4600 Sunset Avenue, Indianapolis, IN 46208; elozada@butler.eduSearch for more papers by this authorJohn McCreery, John McCreery Contributing Editor Please send comments or contributions to this column to Eriberto Lozada, Anthropology Program, Butler U, 4600 Sunset Avenue, Indianapolis, IN 46208; elozada@butler.eduSearch for more papers by this author First published: 07 July 2009 https://doi.org/10.1111/an.2001.42.1.52.2 AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume42, Issue1January 2001Pages 52-53 RelatedInformation

Ashley Montagu (1905-1999)

also concerned that the emphasis on my people should not override the concern for social justice for all. One of the intellectual gifts Jones left the discipline was his careful and insightful work as a supervisor of student research. Jones taught for three years at the University of Colorado, Boulder (1967-70), before coming, in 1971, to the Doctoral Program in Anthropology at the Graduate Center of the City University of New York (CUNY). He remained at CUNY for the next 26 years, becoming professor emeritus in 1997. In the 1980s, with Joan Montbach and Joan Turner, two doctoral students at CUNY, he conducted research on issues of the social reproduction of neighborhoods and the destruction of poor communities (1992). His critical comments always managed at the same time to encourage both students and colleagues to take the next step in their analyses. Over the course of his professional career, Jones published over 30 articles, many of which clearly delineated key and pressing issues and were reprinted more than once, as well as numerous book reviews and commentaries. He

Developing a Consortium of Applied and Practicing Anthropology Programs: A Status Report

Developing a Consortium of Applied and Practicing Anthropology Programs: A Status Report

Broadening the Cultural Understanding of an Interpreted Landscape

While searching for graduate schools, the applied anthropology program at the University of Maryland caught my eye. What piqued my curiosity was the program's lack of a traditional Master's thesis, and instead a program revolving around an internship. As my search continued, I found myself returning to the University of Maryland's applied anthropology program. I began to feel that this type of program might benefit me more than other traditional anthropology programs. The program's goal of getting its graduate students to apply anthropology skills and knowledge gained through the classroom to real world situations made sense to me. I felt I could learn more through applying my knowledge instead of writing about it as I would in other programs. It would also force me to analyze how I applied anthropology, or in my case archaeology, to the real world.

Pedagogical Reflections on Practitioner Training Programs

The advent of career-oriented applied anthropology programs, devoted at least in part to preparing students for employment outside academia, is still a relatively recent development. It was not until the eighties that practitioners training programs began to be examined and observations shared with peer groups (Hyland and Kirkpatrick 1989; Trotter 1988; Kushner 1994). As we enter the new millennium, these training programs have demonstrated the positive value of a practicum or internship experience (Kushner and Wolfe 1993; Smith, Wolfe and Chambers 1981) for producing academically trained practitioners of applied anthropology. In some respects, the experiences of those programs that have developed at the master's level are of particular interest, simply because the discipline has had so little prior experience regarding masters as a professional level degree.

An Ethnographic Field School: What Students Do and Learn

This brief essay describes the structure of one anthropology field program and discusses some of what students learn. Every other year since 1983, Union College's Anthropology Department has offered an ethnographic field school in Barbados.1 The Barbados program is much like other field schools except that it is offered during the academic year as a term abroad rather than during the summer and is offered only to undergraduates.

On Becoming an Anthropologist

Anthropology of Work ReviewVolume 19, Issue 4 p. 9-15 On Becoming an Anthropologist John Mazzeo, John Mazzeo Anthropology program at the University of Arizona in Tuscon.Search for more papers by this author John Mazzeo, John Mazzeo Anthropology program at the University of Arizona in Tuscon.Search for more papers by this author First published: 28 June 2008 https://doi.org/10.1525/awr.1999.19.4.9AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume19, Issue4June 1999Pages 9-15 RelatedInformation

Empowered by Wolf

During the AAA annual meeting in Philadelphia, the PhD Program in anthropology of the City U of New Your, together with the U of California Press, hosted a reception to celebrate publication of Eric R Wolf's new book. Hermann Rebel, Professor of History at the U of Arizona, and author of several works at the intersection of anthropology and history, presented his review of the book (Focal Journal for Anthropology, March 1999), excerpts of which are reprinted here.

Academic Elite in Anthropology, 1982–1995

The most highly rated doctoral programs in anthropology in 1982 maintained their highly rated positions in 1995. These “elite” groups showed little or no change in hiring faculty from among their own and one another's graduates, which might account in part for the stability of their reputations.