ࡱ> '` EYbjbj"9"9 @S@SQ%DZ.Z.Z..|V/\@Z//"//////U@W@W@W@W@W@W@$0ChEX{@<6//<6<6{@//@;;;<6//U@;<6U@;;>>// Z.P8>U@@0@>,E89E>>&E%?0/1D;23N///{@{@:///@<6<6<6<6 &&  Anthropology of the Himalayas ANS 361/ANT 324L Unique 31615/31140 University of Texas at Austin Fall 2012 PAR 210 Tuesday and Thursday 12:30-2:00 Heather Hindman Office: WCH (Will C. Hogg) 5.103 Phone: 471-1667 E-mail: h.hindman@mail.utexas.edu (preferred contact) Office Hours: Tuesday 2:00-3:30, Thursday 11-12:30 -- Other times by appointment Course Description This course looks at the history and culture of the Himalayan region, including the northern hills of India, (briefly) sections of Pakistan and Afghanistan, Tibet but especially Nepal. Some understanding of Asian history, politics and religion will be helpful (but not necessary) as our attempt will not be a comprehensive survey of the region. The Himalayas have been the site of a great deal of anthropological attention and as such we will be simultaneously be exploring several key theoretical, historical and methodological issues within the discipline of anthropology as we learn about places and people in the region. Particular attention will be paid to the area as a site for exoticism by the Occident (the Shangri-la phenomenon), development politics, the environment, mountaineering and tourism as well as the current political tensions in the region. At the conclusion of the class, students should have a stronger idea of the important role this area has played in the political, religious and social imagination of the world and an appreciation of concepts such as ritual theory, social movements, modernity and gender studies. Texts and Readings Four books have been ordered as required reading for this class: Guha, R. 1989. The Unquiet Woods: Ecological Change and Peasant Resistance in the Himalaya. Berkeley: University of California Press. Liechty, M. 2003. Suitably Modern: Making Middle-Class Culture in a New Consumer Society. Princeton: Princeton University Press. Ortner, Sherry. 1989. High Religion: A Cultural and Political History of Sherpa Buddhism. Princeton: Princeton University Press. Thapa, Manjushree. 2005. Forget Kathmandu: An Elegy for Democracy. New York: Penguin Group. These books are available at the UT Co-op bookstore, but also via on-line booksellers. (There should be no edition problems. The Guha text was updated in 2000 and includes an Epilogue and Appendix that are helpful but not necessary. The Thapa book may be harder to find.) There are a number of important books on the topic and background materials for the class that have been put on reserve at PCL. These will be helpful for those who are concerned about their background in the region or in anthropology itself. Our other readings are from assorted journals, books and edited collections. I have provided full bibliographic information on them in the syllabus (just to get us in the habit of providing citations). These will be found in Course Documents on our class Blackboard page. Please check Blackboard regularly syllabus updates and additional information will often be posted there. You should bring the relevant text to class each day as we will be discussing the texts in class and that will be facilitated by you having something to remember the ideas. We will also be watching several films in class I consider these texts as well. I recommend you take notes on them and you should feel free to discuss them in your papers visual material is intellectual material! Readings listed for a given class day should be completed BEFORE coming to class to enable your active participation in discussion. If you are not able to do the readings, come to class anyway but I anticipate this will only happen once or twice during the semester. (If student preparation becomes a problem, I reserve the right to introduce in-class quizzes as an enforcement mechanism.) Assignments There are six components to how your performance in this class will be evaluated. NOTE: On the syllabus all assignments are listed in Bold Italics. The listed assignments must be turned in at the beginning of the noted class, on paper. (#1 & 2) Class participation in this course is highly valued. (Perhaps needless to say, but attendance is an element of this participating in class is difficult if you are not in class. Attendance is thus also a significant part of your participation grade.) Participation is more than talking a lot instead it is being an enthusiastic, prepared and considerate member of a learning community. To this end, coming to class with prepared notes and questions is often useful. Given that not everyone feels comfortable speaking in class, there are other ways you can participate. If you wish to contribute, but feel more comfortable writing, please feel free to send me an email with your thoughts on recent reading or to post a note on Blackboard in our Discussion Board. I also encourage you to discuss in class events happening in the Himalayan region or issues raised by the course material that relates to other classes, but also rememberThis is a situation where more is not better quality over quantity. In this class we will be talking about divisive, controversial and important issues sex, religion, race, etc. I expect students to show respect to themselves and other members of the learning community in these discussions. Please be considerate of one another. All opinions are welcome in this course if presented with civility and scholarly rigor. As a part of our discussions, we may have quizzes or in-class writing exercises if this becomes useful or necessary. (#3) There are thirteen classes throughout the term that will be lead by student presentation teams. These take place during the reading of the major texts of the class and in those days two or more students will be responsible for introducing the reading for the day and beginning class discussion. The formal oral presentation should not take more than 15-20 minutes. You should not summarize the material, but perhaps provide a few signposts to refresh participants memories. Your main contribution should be to provide some context for the reading (although faculty lectures will be doing this as well and thus coordination of the presentation between faculty and student team is necessary), relate the material to other ideas in the class, highlight key concepts and raise critical questions of the text that can lead to discussion. The team should also be prepared to guide discussion throughout the class. It sounds like a lot but this sort of preparation should be what most students are doing for most class periods. The main expectation is that the student team be the most prepared students that day. (#4) There are four short papers throughout the class. The length for these should be between 3-4 pages (1,000+ words) and hopefully the later papers will be longer than the earlier ones. These papers may require some outside research, using both popular and scholarly sources, although the main material will be drawn from the class. (Any material, including wikipedia, newpapers or commercial websites that you consult MUST be cited!) These short papers should discuss one narrow area, topic, theory, period, etc. from the reading for the section and explore it in more detail. These should be formally written papers but can include your opinion and reflections as well as any additional scholarly research you have done. I will provide topics - or if you have a particular area of interest you may select your own topic WITH PRIOR APPROVAL. (#5) There will be an exam but it will be short and minor. This is a class about concepts and ideas nonetheless, you should leave the class with a better idea about the history, geography and politics of the Himalayan region as well as a new mastery of anthropological concepts such as liminality, practice/praxis, power, social movements, etc. I anticipate (and dearly hope) that the average grade for this final exam will be over 95% and that it is an easy way to gain points. This is merely an attempt to be sure the class conveys some grasp of the region as a whole and that students can find Kashmir on a map at the end of the class. (#6) The Final Paper is, well a final paper, but need not be a final statement or a proclamation of total knowledge. One (recommended) pathway is to take one of the short papers written during the class and expand and revise this as your final paper. This is not necessary, but anticipates that students may become interested in particular topics during the short papers they wish to explore in more detail. Keep this requirement in mind as you write your short papers and do the readings. I encourage you to write about areas of interest, but they must also be relevant to the class and of some scholarly rigor. The best final papers are ones that in some way begin within the first two weeks of the class and are something students continue to reflect on after the class is over. The numbers Participation/Attendance 15% Student Presentations 10% Short papers (10 each) 40% Exam 10% Final Paper 25% An insight into the mind of your professor I dislike the grading aspect of teaching and am far more enthusiastic about talking about how you are doing in the course than arguing over letters and numbers. Having a conversation before an assignment is due about the learning process and how each individual can improve has proven more useful for students seeking to do well in the course than looking at A, B or C at the top of your paper. My Policies ABSENCES I expect students to come to class regularly, on time and prepared. If you do not do this, not only will your grade be negatively affected, but it disrupts the learning process of your fellow students as well as showing a lack of respect for the course. This is admittedly one of my pet peeves. If you must miss a class, make arrangements with your fellow students to make up the material. There are no free absences in the class outside of legitimate and documented needs. Attending class means showing up on time, prepared and ready to learn. If you are not prepared which I dont anticipate will ever happen come to class anyway. ACADEMIC HONESTY Similarly, I expect student to conduct their research and writing honestly and to correctly reference any sources consulted. Plagiarism is theft and a particular heinous crime to those whose life is writing and research. Any dishonest academic practice will be referred to the administration for investigation. I encourage collaboration among students, which is different from copying or paper trading. One can never be accused of academic dishonesty if you acknowledge where your ideas came from. Learning how to master a combination of direct citation, paraphrase and idea acknowledgement takes time and practice. In the meantime, CITE EVERYTHING. If in doubt about the ethics of a situation, contact me do not guess. COMMUNICATION I enjoy meeting with students in office hours and exchanging email with students. YET, I do not check email every 10 minutes. I am very eager to answer student questions by email, discuss points of the reading or relevant outside materials, but please think before you write. Show respect in your communication with me and with one another. I rarely use my office phone, you are more likely to get a response from me by email. MISCELLANEOUS - Turn off your cell phone when you get to class. - I RELUCTANTLY allow laptops in class. If I find they are being used for texting, games or web-surfing rather than taking notes, then I will revoke this privilege FOR THE ENTIRE CLASS. THIS HAS BEEN A PROBLEM AT UT PLEASE DO NOT ABUSE THIS PRIVILEGE. - You may eat and drink in class, if it is subtle and not distracting to you or other students. A cup of coffee great a roast chicken dinner wait until after class. University Notices and Policies Global Cultures This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present. University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Use of E-Mail for Official Correspondence to Students Email is recognized as an official mode of university correspondence; therefore, you are responsible for reading your email for university and course-related information and announcements. You are responsible to keep the university informed about changes to your e-mail address. You should check your e- mail regularly and frequently to stay current with university-related communications, some of which may be time-critical. You can find UT Austins policies and instructions for updating your e-mail address at http://www.utexas.edu/its/policies/emailnotify.php. Documented Disability Statement The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. If you require special accommodations, you will need to obtain a letter that documents your disability from Services for Studies with Disabilities. Present the letter to me at the beginning of the semester so we can discuss the accommodations you need. No later than five business days before an exam, you should remind me of any testing accommodations you will need. For more information, contact Services for Students with Disabilities at 471-6259 (voice) or 232-2937 (video phone) or www.utexas.edu/diversity/ddce/ssd. Religious Holidays By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, I will give you an opportunity to complete the missed work within a reasonable time after the absence. Behavior Concerns Advice Line (BCAL) If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individuals behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal. Emergency Evacuation Policy Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation: Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. If you require assistance to evacuate, inform me in writing during the first week of class. In the event of an evacuation, follow my instructions or those of class instructors. Do not re-enter a building unless youre given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office SYLLABUS POLICY SUMMARY If in doubt, ask! I am much happier discussing potential problems and concerns than dealing with events in the past or problems that have been allowed to grow over time. Assignments Readings are subject to change! August 30 Introduction to the class and policies Ridiculously superficial introduction to geography and religion in the region September 4 Forget Kathmandu - Reading Nepal (1-6) and The History Exhibit (51-79) SKIM - Selection from A History of Nepal by John Whelpton. Cambridge: Cambridge University Press, 2005. (1-34) September 6 Forget Kathmandu - The Wind, The Haze (83-120) SKIM - A History of Nepal. (34-85) 11 Selections from film and text Himalaya by Michael Palin. London: Weidenfeld & Nicolson, 2004. Lopez, Donald. "Introduction," in Prisoners of Shangri-La: Tibetan Buddhism and the West. Chicago: University of Chicago Press, 1998. PP. 1-13. Sherpas, Rituals and Trekkings Transformation 13 High Religion (1-58) Student Presentation 18 High Religion (59-123) Student Presentation 20 High Religion (124-192) Optional - Conclusion (193-202) - on Ortners theory Student Presentation 25 Selection from Sherpas through their Rituals by Sherry Ortner. Cambridge: Cambridge University Press, 1978. Student Presentation 27 Sherpa Culture and the Tourist Torrent by James Fisher. In Tourists and Tourism: A Reader ed. S. Gmelch. Long Grove, IL: Waveland Press, 2004. PP. 373-388. Trekking on Tradition (Film) DUE Paper on Section 1 Environment, Subaltern Studies, Social Protest and Uttarakhand October 2 Sudesha (Film) On Some Aspects of the Historiography of Colonial India by Ranajit Guha. In Selected Subaltern Studies, Guha and Spivak eds. PP. 37-44. SKIM Subaltern Studies: Deconstructing Historiography by Gayatri Chakravorty Spivak. In Selected Subaltern Studies, Guha and Spivak eds. PP. 3-31. 4 The Unquiet Woods Chapters 1-3 Student Presentation October 9 The Unquiet Woods Chapters 4, 5 Student Presentation 11 The Unquiet Woods Chapters 6-8 Student Presentation 16 Natures Discontent in Nepal by Ben Campbell. In Conservation and Society 3:2, 2005. PP. 323-353. When is Housing an Environmental Problem by Anne Rademacher. In Current Anthropology 50:4, 2009. PP. 513-533. DUE Paper on Section 2 Class, Modernity and the Real Kathmandu 18 Forget Kathmandu The Coup That Did Not Happen (9-47) 23 Forget Kathmandu The Postmodern Democracy (123-168) 25 Suitably Modern Chapters 1-3 Student Presentation 30 Suitably Modern Chapters 4-6 Student Presentation November 1 Suitably Modern Chapters 7-9 Student Presentation November 6 Suitably Modern Chapter 10 8 Social Categories through Place: Social Representations and Development in Nepal by Stacy Pigg. In Comparative Studies in Society and History 34: 3, 1992. PP. 491-513. Development Odyssey of a Colonized Mind In In the Name of Development by Nanda Shrestha. Kathmandu: Educational Enterprises, 1997. PP. 37-74. DUE Paper on Section 3 13 Introduction: Monarchy, Democracy and Maoism in Nepal by M. Hutt. In Himalayan Peoples War, M. Hutt ed. Bloomington: Indiana University Press, 2004. PP. 1-19 Democracy and Duplicity: The Maoists and their Interlocutors in Nepal by P. Onta. In Himalayan Peoples War, M. Hutt ed. Bloomington: Indiana University Press, 2004. PP. 136-151. Women and the Maobaadi: Ideology and agency in Nepals Maoist Movement by J. Pettigrew and S. Shneiderman. In Himal South Asia 17(1): 19-29. Sari Soldiers (Film) 15 Visit to Blanton Museum for Tibetan Art Exhibit Ethnicity, Politics and the (un)Governable Himalayas 20 Zomia versus the Nation-State Selection from The Art of Not Being Governed by James Scott. New Haven: Yale University Press, 2009. Are the Central Himalayas in Zomia? Some Scholarly and Political Considerations Across Time and Space by Sara Shneiderman. In The Journal of Global History 5 (2): 289-312. Student Presentation 22 (THANKSGIVING) 27 Diasporic Politics in and out of the Himalayas Truth, Fear, and Lies: Exile Politics and Arrested Histories of the Tibetan Resistance by Carole McGranahan. In Cultural Anthropology 20(4): 570- 600. The Emergence of a Mongol Race in Nepal by Susan Hangen. In Anthropology News February 2006: 12. Susan Hangen manuscript (unpublished) on Nepali Diaspora in New York. Student Presentation 29 Why must the Nation be? Caste, Ethnicity and Inequality in Nepal by David Gellner. In Economic and Political Weekly 42(20): 1823-1828 TBA Student Presentation December 4 States Making Culture Across the interface of state ethnography by Townsend Middleton. In American Ethnologist 38(2): 249-266. Modernization, the State, and the Construction of a Tharu Identity in Nepal by Arjun Guneratne. In The Journal of Asian Studies 57(3): 749- 773. 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