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Seminar on Course Papers

Seminar on Course Papers. Requirements, Learning Outcomes, Recommendations, Suggestions, and a Few Notes on the Analytical Writing Process. Seminar on Course Papers. What makes a paper anthropological? Formal demands CAC learning outcomes Your feedback Articulating your interest(s)

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Seminar on Course Papers

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  1. Seminar on Course Papers Requirements, Learning Outcomes, Recommendations, Suggestions, and a Few Notes on the Analytical Writing Process

  2. Seminar on Course Papers • What makes a paper anthropological? • Formal demands • CAC learning outcomes • Your feedback • Articulating your interest(s) • Writing an academic course paper • A few suggestions

  3. 1. Introduction What makes a paper/argument anthropology/anthropological?

  4. What makes an argument anthropological? • Actors • Delimited field of inquiry • Contextualisation • Oriented towards the present • Understand, not explain or predict

  5. ”Anthropology has never had a distinct subject matter, and because it doesn't have a real method, there's a great deal of anxiety over what it is” Clifford Geertz

  6. ”Anthropology is philosophy with people in” Tim Ingold

  7. ”Anthropology has humanity as its object of research, but unlike other human sciences, it tries to grasp its object through its most diverse manifestations” Claude Lévi-Strauss

  8. Literature, books • Small Places, Large Issues • Thomas Hylland Eriksen (2001)[1995] • The World of the Anthropologist • Augé & Colleyn (2006) • Anthropological Locations • Gupta & Ferguson (1997)

  9. Literature, articles • ”Theory in Anthropology since the Sixties” • Sherry B. Ortner (1984) • ”Being there... and there... and there!” • Ulf Hannerz (2003)

  10. 2. Formal Demands Legal Requirements Regarding University Courses at the Basic (Undergraduate) Level

  11. University Regulations (1992:1434) Basic level education should develop the student’s • ability to carry out independent and critical assessments, • ability to independently delimit, articulate and solve problems, and • readyness to face transformations in the labour market

  12. University Regulations (1992:1434) Within the given field of study, the student should ... develop the ability to • find and assess knowledge at a scientific (academic) level, • follow the development within the given field of knowledge, and • exchange knowledge even with persons without specialised knowledge within the field

  13. 3. Culture in Armed Conflicts Learning Outcomes

  14. Learning Outcomes • Possess basic knowledge of anthropological perspectives on the study of armed conflict, which is pertinent in humanitarian aid, journalism, and conflict resolution; • Have a broadened understanding of the socio-cultural processes that characterise, precede and succeed an armed conflict • Relate local phenomena, such as changing gender roles, children and youth in war, and refugees, to global phenomena, such as media coverage, international aid politics, and arms trade; • Possess an in-depth understanding of a number of contemporary armed conflicts

  15. Learning Outcomes (à la Jesper) • Possess an in-depth knowledge of the four case studies, represented in the course literature and lectures

  16. Learning Outcomes (à la Jesper) • Have a broadened understanding of the socio-cultural processes that characterise, precede, and succeed an armed conflict

  17. Learning Outcomes (à la Jesper) • Be able to differentiate between different anthropological perspectives on the study of armed conflict, which are pertinent in humanitarian aid, journalism, and conflict resolution

  18. Learning Outcomes (à la Jesper) • Demonstrate the ability to discuss one of the four case studies, applying an anthropological analytical perspective

  19. Learning Outcomes (à la Jesper) • Relate local phenomena, such as changing gender roles, children and youth in war, and refugees, to global phenomena, such as media coverage, international aid politics, and arms trade

  20. Learning Outcomes (à la Jesper) • Articulate a problem statement that is anthropologically relevant, and explore the question using an anthropological analytical perspective in a written analysis (course paper)

  21. Examination The course grade is based on active participation and the writing of a paper (10 pages), exploring one or more of the themes of the course Active participation in the course includes the writing of a brief reflection paper (1-2 pages) on each of the four main case studies of the course The grades are pass with distinction (VG), pass (G), fail (U)

  22. 4. Your feedback ”What has been the BEST thing and the WORST thing about the course so far?”

  23. Best things • great case studies • good literature • teachers specialized in what they taught • opening up new perspectives • freedom to think outside the square • the “newness”, “recentness” of the conflict anthropology approach and our case studies • emphasis on ethnographic approach to conflict

  24. Worst things • no (personal) comments to the papers which were handed in • too big topic in few hours • Lectures are too short […] to really grasp the theme • discussing the theories more would give me a better understanding of the case studies • course could use more structure, i.e. concept overview or introduction

  25. Worst things (cont’d) • what I would have liked was a stronger emphasis on discussions of concepts/theories (for undergraduates) • no where near enough time for group discussion on the often complex issues • There should be structured seminars for this course, so we can have a lot of time to discuss issues and explore ideas • The wrap up. Better wrap up at the end (even if we are running out of time ) because it seems to be “in suspension”

  26. And then the Logistics… • Time of the class • Size of the room • Limited use of Power Point • Lack of instructions (reflection papers and course essays)

  27. Jan’s response Get a copy after class

  28. 5. Articulating your interest(s) Exploring the themes and cases of the course so far

  29. Exercise ”In a nutshell, I want to write about…” [Listener writes down 2-5 keywords]

  30. Empirical Examples Brainstorming the course contents

  31. Thematical perspectives In the lectures and the course literature

  32. Paper IdeasversusThemes and Cases in the course (literature)

  33. 6. Writing an Academic Course Paper The Analytical Cycle

  34. The Analytical Cycle

  35. The Analytical Cycle, applied to writing a course paper

  36. Structuring your argument • Title • Introduction • Empirical case • Analysis • Conclusion

  37. Introduction • Theoretical reflections • Analytical perspective • Problem statement

  38. Empirical case • Based on course literature • Discussion – open-ended

  39. Analysis • Applying the analytical perspective to the case • ”Speculative”; pointing to important questions

  40. Conclusion • Summarize • Refer back to introduction

  41. Remember the law: Be ”independent and critical”!

  42. 7. A few suggestions • A good title is a good starting point • Revisit problem statement if the analysis takes you in a different direction • See this as an exercise in the craft of writing • etc…

  43. Discussion

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