Study Center in Lisbon, Portugal

Course name: Colonialism and Post-Colonialism Course number: ANTH3001LILC Programs offering course: Lisbon Language and Culture Language of instruction: English U.S. Semester Credits: 3 Contact Hours: 50 Term: Fall 2014 Course meeting times: Mondays and Wednesdays 10:00-12:00 am

Course meeting place: Room 312, Tower A Professor: Dr. Philip J. Havik Contact Information: philip.havik@gmail.com

Course Description

The present course aims to provide a critical introduction to theory, practice and debates in the field of anthropology by focusing on the broad spectrum of Colonialism and Post-Colonialism. It highlights the connections between the colonial and post-independence periods in a global context emphasizing multi- and inter-disciplinary perspectives on a variety of key issues. The classes take the Age of Enlightenment as a starting point discussing the emergence of the social sciences and anthropology in particular from the mid nineteenth century and their development through to the present. It does so against the background of the momentous changes that occurred at a global and regional level during this period and shows how the social sciences and in particular anthropology responded to these challenges. The political transformations that occurred after WWII as a result of the end of empire and the independence of former colonies in Africa and Asia greatly intensified the debate in academia on issues such as state formation, economic development and social and cultural change. At the same time, taking into account the growing importance of the post-colony and the participation of its scholars in the ongoing debate, the course focuses on the global exchange of knowledge and experiences centered on differing notions of society and culture.

Over the past decades, the broad field of Colonialism and Post-Colonialism associated with other multidisciplinary approaches such as Cultural Studies and Area Studies, has encompassed the study of issues of culture, nation, empire, migration, race, gender, ethnicity, development, modernity and globalization, to name just a few. The course addresses these issues, providing students with insights into the academic contributions and debates associated with them, whilst maintaining a careful balance between theoretical approaches and case studies, both in readings and lectures. While focusing on a diversity of global spaces, contexts and trends, the course takes a closer look at the colonial and post-colonial experiences in the Lusophone World, from Brazil to East Timor. By means of selected readings, it touches a number of key issues, starting with a general introduction to anthropological theory and concepts, an introduction to colonial and post-colonial studies, to discourses on knowledge and power, representation and identity, religions and cosmologies, ethnicity and nationalism, gender relations, modernity, development theory, conflict studies, creolization, trans-nationalism, youth culture, etc. The course is meant to raise awareness and increased students understanding of these issues, while encouraging their contributions to the debate on them in class and in their course work.

Learning Objectives

The course aims to:

1) Bring students up to date with key reference works and the most recent trends in the social

sciences in general and anthropology in particular, while providing a broad overview of the subject of

(post-) colonialism;

2) Stimulate critical thinking on topics associated with the question of (post-) colonialism and create

awareness of the social, cultural, political and economic transformations in colonial and post-colonial

contexts;

3) Provide students with background knowledge on the societies and cultures of former Portuguese

colonies and Portugal itself, and on the post-colonial Lusophone World;

4) Encourage the use of multi-, trans-disciplinary and comparative approaches to the study of relevant

topics in order to enhance students' methodological and analytical skills.

Course Prerequisites

There are no course prerequisites.

Methods of Instruction

The course is organized on the basis of two-weekly classes, which cover general themes and specific topics listed below. The sessions are built round an interactive lecture and open seminar during which readings will be discussed with students who are expected to actively participate in discussions. Classes focus on fundamental epistemological concepts and the scholarly critique on them, while case studies are provided to demonstrate local contexts and their relevance for an understanding of the former. Power Point presentations for each week are provided through the Moodle Platform containing summaries of and background information on the themes and topics in question. Divided in sub-sections, the Power Points for each week also include a number of check questions. Complementary audio-visual means such as images and videos will be used in class in order to shed more light on particular topics and illustrate case studies.

Weekly readings are discussed in class providing additional information on epistemological and empirical aspects of the ongoing academic debate in anthropology and the social sciences in general. Additional material, including newspaper clippings, may be distributed for further discussion; students are encouraged to bring along material associated with the week’s theme. A number of texts are included below for each week under the heading ‘suggestions for further reading’. They provide additional insights into the background of the overall theme and/or further information on some of the sub-topics. These texts can also serve as possible source references for course work, presentations or the course paper. The course syllabus and master documents are available as a reading pack through the Copy Centre next to the Students Association on the ground floor of the main building.

Resources

The library of the Faculty of the Social Sciences of the Universidade Nova contains a broad selection of reference works, specialized literature, articles and essays on the issue of colonialism and post-colonialism. Most of the literature used in the present course is available through the library. CIEE students can also access some course literature at the CIEE office on the seventh floor of the main building.

The National Library (Biblioteca Nacional: www.bn.pt) which can be reached by means of the tube-metro network (exit at Entrecampos station on the yellow line) is an important source for publications on Portugal and its former colonies. Apart from books it contains an elaborate set of periodicals, academic and non-academic and a collection of digitalized resources. While most of the literature is in Portuguese, a smaller part of the library’s collection is also available in foreign languages. Check the BN catalogue at: http://catalogo.bnportugal.pt/

The Institute of Social Sciences (Instituto de Ciências Sociais, ICS: www.ics.ul.pt) which is part of the University of Lisbon, is located close to the National Library (transport: metro to Entrecampos station), is also an excellent source for books and periodicals; it provides access to a great number of on-line repositories with sources on the social sciences. The ICS library can be accessed through the following site: http://www.ics.ul.pt/biblioteca/?doc=31809978368&ln=p&mm=3&mnid=1&ctmid=5

Another library located close to the ICS with recent publications and periodicals on the social sciences pertains to the Instituto Superior de Ciências de Trabalho e da Empresa, ISCTE. Check their site at: http://biblioteca.iscte.pt/bibliopac.htm, which includes a search function in English. The ICS library is well equipped and contains a large selection of social science journals that can be freely accessed on-line as well as books (that can be read in the library, but are not on loan).

Certain useful internet repositories such as JSTOR (www.jstor.com) which contain a large number of articles and essays published in a wide selection of academic reviews can be accessed through the Faculty’s wi-fi network.

The internet also provides ample background information on the question of colonialism and post-colonialism, e.g. the following site www.usp.nus.edu.sg/post/index.html organized by Dr. George P. Landow and maintained by the University of Singapore is one of the most complete post-colonial reference sources on the net.

The two following sites organized by Dr. Richard D. Murphy at the University of Alabama www.as.ua.edu/ant/Faculty/murphy/anthros.htm and Dr. Richard Wilk at the University of Indiana www.indiana.edu/~wanthro/sociocultural_theory.html in collaboration with their students provide useful guides to anthropological theory, concepts and the history of the discipline.

The site Anthropology Resources on the Internet provides a large amount of relevant material with useful search options: http://www.anthropology-resources.net Useful information on the field of anthropology in the US can also be obtained through the website of the American Anthropological Association: www.aaanet.org. A well organized, comprehensive guide to resources on sub-Saharan Africa with search functions including countries and topics is to be found at the following link provided by Stanford University: http://www-sul.stanford.edu/depts/ssrg/africa/guide.html

The Scientific Electronic Library On-line, Scielo, provides an extensive repository of peer reviewed sources and published research in the social sciences in Portugal and Brazil: see link at: http://www.scielo.org/php/index.php?lang=en

Extra-curricular activities

The class will receive a capoeira lesson (during the month of October) from Contra-Mestre Marco António at the Centro de Desportos de Combate which forms part of the Sports Facilities of the Universidade de Lisboa. In addition, a visit to an NGO working in Portuguese speaking countries is part of the agenda for the month of November in order to discuss the question of development and international cooperation with experts active in the field. Depending on Lisbon’s cultural agenda, a visit to an exhibition or a concert could be included in the extra-curricular program.

Assessment and Final Grade

Assessment is based upon in-class performance including attendance, preparation and active participation, group project, mid-term exam and final exam.

1. Group project 30% 2. Mid-term exam 20% 3. Final exam 30% 4. Attendance and class participation: 20%

Course Requirements

Group Project

The group project consists of a joint presentation and individual papers based upon research on a topic proposed by students within the first two weeks of the course and decided upon after consultation with the professor. Students are expected to present an outline of their topic, working hypothesis and key references by the third week of the course. A list of the main resource centers in Lisbon and on-line data bases is given below. The Faculty library provides source material on anthropology and the social sciences in general, while some academic source repositories (such as JSTOR) can be accessed through the Faculty’s Wi-Fi network. Upon students’ request, further advice can be given on source material for the project assignment. The deadline for the submission of the group project is the 28th of November. During the course students will be asked to submit visual material (photos and/or videos) to the class in order to illustrate their project topics, and are encouraged to share their research experience with colleagues.

Mid-term exam The mid-term exam will cover all curricular material for the first 6 weeks of the course. Final exam The final exam will cover all curricular material.

Attendance and Class Participation

Students are required to attend all classes and you're expected to be punctual. Absences are not allowed. If you are sick, you must inform your professor and provide a doctor’s note to the Resident Director. Half a point will be subtracted from the final grade if students miss three classes; one point if they miss four classes and two points for five unjustified absences. More than five absences implies failing the course.

Weekly Schedule

Week 1 - 22/09 & 24/09 2014 Orientation Week: Introducing Anthropology

These initial sessions are meant to provide an introduction to the main concepts and methodology developed by cultural/social anthropology from its inception in the middle of the nineteenth century to the present, and their relevance for the (post-) colonial debate. Concepts of society, culture and ethnicity which have become an integral part of academic and popular debate, evolved rapidly in the context of ‘Western’ thinking in the post-contact era, i.e. after 1492. The emergence of anthropology and its shift from a bio-medical to a social science in the 1800s, spurned on above all by American, British, French and German scholars, had a considerable impact upon an understanding of ‘other’ peoples, defined as ‘tribes’, ‘native peoples’ or ‘ethnic groups’. The use of concepts such as kinship and descent and their application to the study of non-Western communities implied a significant move from the ‘armchair’ to the field, and therefore direct contact with the ‘other’ based on participative observation. The emphasis on culture in its most varied aspects produced an intense debate on scientific knowledge and practice, the main currents of which will be sketched, as well as their principal proponents and the paradigm shifts that they brought about, and how they relate to the broader changes and academic debate in the social sciences.

Introduction to anthropological theories, concepts and practices Thomas Hylland Eriksen (2004) The Key Concepts &Theories, in: T.H. Eriksen, What is Anthropology?, London, Pluto Press: 19-41 & 61-81. Suggestions for further reading Robert Parkin (1997) Kinship: an introduction to the basic concepts, Oxford: Blackwell. Han F. Vermeulen (1995) Origins and institutionalization of ethnography and ethnology in Europe and the USA, 1771-1845, in: H.F. Vermeulen & A. Alvarez Roldán (eds.) Fieldwork and Footnotes; studies in the history of European anthropology, London & New York; Routledge: 39-59. Thomas Hylland Eriksen & Finn Sivert Nielsen (2001) A History of Anthropology, London: Pluto Press. M. Natarangui, D. Mills & M. Babiker (2006) African Anthropologies: history, critique and practice, London: Zed Books. Mariza Peirano (2008) Brazil: otherness in context, in: D. Poole (ed.) A Companion to Latin American Anthropology, Malden, MA/Oxford: Blackwell Publishing: 56-71. http://www.marizapeirano.com.br/capitulos/a_companion_to_latin_american_anthropology.pdf

Week 2 - 29/09 & 01/10 2014 Anthropology and Colonialism The position of anthropology in relation to colonial contexts will be sketched within the wider context of modern colonialism as it expanded and established itself across the globe during the 1800s. The ‘discovery’ and occupation of new territories led scientists of different academic backgrounds to travel to, carry out fieldwork and report on their research and experiences with and amongst hitherto unknown populations. Initially ethnology and ethnography grew out of different strands of academic discourse, and found their application first in the USA and soon after in Europe and other regions, being integrated into academia in the early 1900s. The relation between anthropologists and colonial governments was often tense but also cooperative, as they trained future administrators and worked within the context of colonial rule. The link between the profession and colonial rule is discussed here as well as the influence they had on each other. The use of concepts such as race, ethnicity and culture as keywords in colonial reporting, and the emphasis of anthropology on ‘tradition’ while working within ‘modern’ colonial states illustrates the extent to which they were entangled. Together with other actors which were (in) directly involved in expeditions, conquest and settlement and the broader colonial ‘civilizing mission’, their interaction with colonial subjects - and their overlords - also provided important testimonies of local situations, people and cultures. At the same time, the dislocation and diffusion of anthropology beyond metropolitan centers to the colonial ‘periphery’ also bore implications for the profession’s outlook and its practice, with implications for post-colonial environments- Introduction to the Anthropology of Colonialism Andrew Apter (1999) Africa, Empire and Anthropology: a philological exploration of anthropology's heart of darkness, in: Annual Review of Anthropology, 28: 577-598. Suggestions for further reading Peter Pels (1997) The Anthropology of Colonialism: culture, history and the emergence of Western governmentality, in: Annual Review of Anthropology, 26: 163-182.

http://www.jstor.org/stable/2952519 Diane Lewis (1973) Anthropology and Colonialism, in: Current Anthropology, 14, 5: 581-602. http://www.unc.edu/~aparicio/WAN/LewisAnthropologyandcolon.pdf T. Asad (1973) Anthropology and the Colonial Encounter, London: Ithaca Press. J. Goody (1995) The Expansive Moment: the rise of social anthropology in Britain and Africa, 1918-1970, Cambridge: Cambridge University Press. Ania Loomba (2005) Colonialism/Postcolononialism, London & New York: Routledge.

Week 3 - 06 & 08/10 2014 Colonial Rule and Imperial Contexts

As imperialism moved into a new phase with the scramble for Africa after the Berlin Conference (1884-5), it employed scientific innovations in order to extend colonial rule to hitherto unknown regions and peoples. The direct involvement of science in imperial expansion was coupled with another phenomenon, i.e. the role of the recently emerged nation state in a project that was to have a profound impact upon global political and economic changes during a large part of the twentieth century. While colonial expansion and the making of empire left deep imprints on these territories’ populations, history, economy and culture, it also left a deep mark on metropolitan societies. As colonial rule and culture came under increasing scrutiny and pressure with the winds of change following the end of WWII, the broader involvement of academics in empire came under fire. The Cold War also contributed to a bi-polar political context in which rival political systems and ideologies provided a new stage for the challenging of established notions and narratives, and a competition for the adherence of colonial audiences. The end of empire hastened the need for coming to terms with its legacy; the end of the Cold War created favorable conditions for a critical engagement with the past and perspectives for a rethinking of concepts and contexts. As ‘empire studies’ developed into an important thread over the last decades, the debate within academia at large has focused upon a reassessment of theory and practice, the role of scholars and institutions in the consolidation of disciplines and their complex relations to political power. In addition, reflections on science’s role in empire – and the history of science in general - has thrown new light on its contribution to the redrawing of the global map, the study of an enormous variety of peoples and cultures, and representations thereof. The fact that imperial tropes appear to have survived the end of empire, has contributed to an increasing awareness of the role of individual and institutional actors that ‘made empire’ in the constitution of the post-colonial present. Science, Ideology and Empire Omar Ribeiro Thomaz (2005) ‘The Good Hearted Portuguese People’: anthropology of nation, anthropology of empire, in: N. de l’Estoile, F. Neiburg & Lygia Sigaud Empires, Nations and Natives; anthropology and state-making, Durham & London: Duke University Press: 58-87. Suggestions for further reading Jorge Dias (1957) The Expansion of the Portuguese in the overseas in the light of modern anthropology, in: Junta de Investigações do Ultramar (ed.) Inquiry into Anti-colonialism, Lisbon: JIU: 237-250. Amílcar Cabral (1980) National Liberation and Culture: in: A. Cabral, Unity and Struggle, London: Heinemann: 138-54. Miguel Vale de Almeida (2008) Anthropology and Ethnography of the Portuguese Speaking Empire, in: Prem Poddar, Rajeev Patke & Lars Jensen (eds.) A Historical Companion to Post-Colonial Literature: continental Europe and its empires, Edinburgh: Edinburgh University Press: 435-9. http://site.miguelvaledealmeida.net/wp-content/uploads/historical-companion-postcolonial-literatures.pdf

Frederic Cooper & Ann Laura Stoler (1997) Tensions of Empire: colonial cultures in a bourgeois world, Berkeley: University of California Press. Jezequel, Jean H. (2007) Voices of their Own? African participation in the production of colonial knowledge in French West Africa, 1910-1950, in: Helen Tilley & Robert J. Gordon (eds.) Ordering Africa: anthropology, European imperialism and the politics of knowledge, Manchester: Manchester University Press: 145-72. Week 4 - 13 & 15/10 2014 Cross-Cultural Connections By imposing legal and political boundaries on the societies under colonial rule, subjects were defined and included into certain, predefined social categories. The latter borrowed extensively from social-Darwinist concepts but also from an amalgam of imperial notions geared to the maintenance of control over societies, and their classification, stratification and mobility. Bio-medicine, education and ethnography all contributed to the emergence of these notions associated with class, race, gender and morality which were subsumed into colonial culture but often reproduced in different and unexpected ways by its local agents. Owing to the interaction between individuals and communities across boundaries, inadvertently new channels and opportunities emerged for cultural expression and social change. Evoking a mixture of old and new cultural roots, their cultural agency demonstrated to what extent power over the ‘other’ was relative or even elusive. These interactive processes led to the incorporation or trans-culturation of borrowed ideas, practices and artifacts into indigenous and diasporic cultures. Far from being deliberately promoted by authorities, these dynamics also occurred autonomously, beyond the former’s control, producing novel experiences and unexpected outcomes. The case of the Afro-Brazilian martial art, capoeira, is a fascinating example of how spaces, people and cultures are connected and evolve with time, adapting to new environments and absorbing new ideas and practices. Emerging in and beyond the context of empire, it demonstrates how traditions and practices are transformed into a novel form of expression that has since spread across the globe and in turn influenced other art forms. Narratives of Cultural Interaction Matthias Röhrig Assunção (2005) The Competing Narratives of Capoeira, in: M.R. Assunção Capoeira: the history of an Afro-Brazilian martial art, London: Routledge: 1-31. Suggestions for further reading Capoeira, Nestor (2003) The Little Capoeira Book, Berkeley: Blue Snake Books. Talmon Chvaicer, Maya (2008) The Hidden History of Capoeira: a collision of cultures in the Brazilian battle dance, Austin: Texas University Press. Gerhard Kubik (1979) Angolan Traits in Black Music, Games, and Dances of Brazil: A Study of African Cultural Extensions Overseas. Lisbon: Junta de Investigações Científicas do Ultramar. Jean François Lyotard (1984) The Postmodern Condition: a report on knowledge, Manchester: Manchester University Press.

Kerwin L. Klein (1995) In search of narrative mastery: postmodernisms and the people without history, in: History and Theory, 34. 4: 275-98. http://www.jstor.org/stable/2505403 Week 5 - 20 & 22/10 2014 Orientalism and the Post-Colony Since critical thinking on colonialist discourse and practice took off in the 1950s, both Western and non-Western scholars have taken part in a lively debate that increased in intensity in the 1990s. Edward Said’s Orientalism, published in the 1970s, is widely regarded as a starting point for discussion that affected the way the colonial past and post-colonial present was regarded. Although this reassessment began with the study of literary texts, it soon delved into the premises and representations that had guided the work of ‘colonial’ scholars. Since then a large number of scholars have closely scrutinized colonial tropes and representations, rereading and interpreting official and scholarly writing, thereby contributing to a reassessment of interaction with the ‘other’, and the redefinition of that complex relationship. In the process, they identified the contradictions and continuities between colonial and post-colonial discourse, its ambivalent character and lasting legacy with regard to 'orientalist' tropes and images still surviving in society at large. Taking a closer look at the post-colonial context, scholars have addressed the question of the centrality of power with regard to the content, use and diffusion of 'Western' tropes regarding the '(Middle) East' in order to legitimize a measure of superiority, but also as a contested space where difference is a double edged tool. The main threads of Said’s work were also applied to the study of other continents and cultures, including Africa, for a critique on widely held preconceptions on African states and societies. In recent times, popular protest movements in North Africa and the Middle East have set new challenges for an understanding of social and political changes that these ‘oriental’ societies are experiencing and for the wider implications in terms of relations between 'East' and 'West'. Rethinking the (Post)-Colony Halim Rane & Sumra Salem (2012) Social media, social movements and the diffusion of ideas in the Arab uprisings, in: The Journal of International Communication, 18, 1: 97-111. Suggestions for further reading Edward W. Said (1978) Orientalism, New York: Vintage Books.

Jack Goody (1996) The East in the West, Cambridge: Cambridge University Press. John M. Hobson (2004) The Eastern Origins of Western Civilization, Cambridge: Cambridge University Press. Simon Cottle (2011) Media and the Arab Uprisings of 2011: research notes, in: Journalism, 12, 5:647-59 http://timmunson.com/files/CottleMediaandtheArabUprising.pdf

Asef Bayat (2013) The Arab Spring and its surprises, in: Development and Change, 43, 3: 587-601 (Wiley On-Line Library/EBSCOHOST). Week 6 - 27/10 & 29/10 2014 Representations of ‘Others’ These sessions focus on perceptions of alterity or ‘otherness’, which grew out of the gradual expansion of Western culture and discusses the different historical stages that they underwent and the paradigms that underpinned these perspectives. The idea of the ‘savage’ which emerged from antiquity traveled far to reach the modern age and permeate concepts of identities of difference which took hold of the colonial imagination. The curiosity of the traveler facilitated the physical encounter with an unknown world, its inhabitants and landscapes which required translation. Their interaction with the ‘other’ also triggered processes of change that entailed the absorption of imported culture by colonialism’s subjects, which subsequently reinvented its diverse components into new forms and contexts. Social scientists incorporated these notions into their work, thereby establishing notions and patterns of alterity in representations of societies and communities. One of the most striking examples is photography which formed a ‘tool of empire’, used by colonizers to classify their subjects, a technique amply used by administrators as well as ethnographers. At the same time, it constituted a technique by which the (ex-) colonized managed to project their own identities and views of local realities to a wider, global audience. From the 1930s when anthropologists began to employ photography as a tool of research, visual anthropology has developed into an important sub-discipline concerned with the use of audio-visual technologies for producing ethnographies. It has provoked intense debate on the representation of observed reality and how it is projected through the eye of the lens and by anthropologists as they portray rituals, symbols, expressions and objects. The Objectification of Subjects Paul S. Landau (2002) Empires of the Visual: photography and colonial administration in Africa, in: Landau & Deborah D. Kaspin (eds.), Images and Empires: visuality in colonial and post-colonial Africa, Berkeley, University of California Press: 141-71. Suggestions for further reading Terence Ranger (2001) Colonialism, Consciousness and the Camera, in: Past and Present, 171, 1, 2001: 203-215. Shawn Davis (2006) Visual Griots of Mali: empowering youth through the art of photography, in: African Arts, 39, 1: 70-83. http://www.jstor.org/stable/20447753 Jill R. Dias (1991) Photographic Sources for the History of Portuguese Speaking Africa, 1870-1914, in: History in Africa, 18: 67-92. http://run.unl.pt/bitstream/10362/2523/1/Photographic%20Sources.pdf

Pat Aufderheide (2008) “You see the World of the Other and you look at your Own”: the evolution of the Video in the Villages project (Brazil), in: Journal of Film and Video, 60, 2: 26-34. www.muse.jhu.edu

Week 7 - 03/11 & 05/11 2014 Race and Racism The issue of race which emerged as an academic concept in 1800s, stood at the heart of the critique on the colonial project, and became part of the academic and political debate on colonialism that took place after WWII. Although it has its roots in the pre-Enlightenment era, the notion developed over time with the classification-drive in the 1700s and the rapid advances made in the bio-medical sciences in the 1800s, gaining a new impetus with the debate on human evolution. The social sciences and anthropology in particular were deeply affected by racial issues, as they attempted to explain biological and cultural differences, while establishing a critical framework for analysis. The declaration by the ‘savants’ who included anthropologist scholars and were invited by UNESCO to speak out on and against the use of racialist prejudices in society and academia was a milestone in this respect. By publicly contesting deeply ingrained ideas this statement unleashed a new wave of scientific studies of homo sapiens which resulted in the deconstruction of deeply ingrained and static categories of difference. However, a universe of representations which was deeply influenced by the association with slavery and alterity proved to be difficult to combat or erase, having been incorporated into structures of power and authority and by civil societies at large. The way in which concepts associated with race were applied to the question of social difference and equality will also be traced to the Lusophone World, to Portugal, its former colonies and definitions of the boundaries of 'otherness'. The case of Brazil which gained an important place in this respect will be given particular attention in the context of the debate on issues such as racial democracy and affirmative action policies to redress social and economic disadvantages and inequalities. Deconstructing Difference Declaration of Savants, UNESCO, 1950 (11 pp.) Sales, A. dos Santos & Obianuju C. Anja. (2006) Who is Black in Brazil? A timely or false question in Brazilian race relations in the era of affirmative action? , in: Journal of Latin American Perspectives, 33, 4, 2006: 30-48. Suggestions for further reading Statement of the American Anthropological Association on race, 1998; see link: http://www.aaanet.org/stmts/racepp.html Michael Banton (1998) Racial Theories, Cambridge: Cambridge University Press. Les Back & John Solomos (1999) Theories of Race and Racism: a reader, London: Routledge. Bernd Reiter (2005) Portugal: National Pride and Imperial Neurosis, in: Race & Class, 47, 1: 79- 91. http://rac.sagepub.com/content/47/1/79.full.pdf+html Fry, Peter (2009) A Viewpoint on the dispute among anthropologists over racially targeted policies in Brazil, in: Lusotopie, XVI, 2, 185-203

http://docserver.ingentaconnect.com/deliver/connect/brill/12570273/v16n2/s15.pdf?expires=1348444793&id=70583979&titleid=75000163&accname=Guest+User&checksum=81F6B4EE86D1062F407F08AD7786AAEF

Week 8 - 10 & 12/11 2014 Gender Relations Emerging from social tensions in the Western world in the 1970s, gender since gained its place as a neutral concept in the social sciences. Anthropology became one the principal vehicles for its application to social realities, both at home and elsewhere. It opened up new avenues for research and encouraged interdisciplinary approaches. However, the implementation of this new analytical tool was not without its teething troubles, demanding a profound shift in methodologies and theories that were regarded as outdated. The new terrain was also contested by female scholars from societies that were the actual objects of study, who questioned implicit ethnocentric and (post-) colonialist biases. As the study of gender relations evolved, the way in which women and men interacted in societies came to be seen in terms of processes of ongoing bargaining over resources and sentiments, rather than as static situations with a predefined outcome. In a similar vein, post-colonial studies provided examples of the redefinition of gendered identities and hierarchies which while rooted in social and economic changes of societies in constant flux, also illustrated the relevance of gender and power for the daily lives of women and men. The ongoing debate on development and its gendered aspects, in which national and international agencies and NGOs are involved, generally focus on women’s roles within society, the strategies for their inclusion in the development process and their subsequent empowerment and autonomy. In the 1970s alternative perspectives emerged from Africa, the Americas and Asia which centered on the study of informal networks and served as the basis for the access to microcredit as a way of improving women and men’s livelihoods while raising awareness of mutual aid and support for social mobility and political representation. Challenging Biases, Changing Outcomes Oyeronké Oyewumí (2005) Colonizing Bodies and Minds: gender and colonialism, in: Gaurav Desai & Supriya Nair (eds.) Postcolonialisms: an anthology of cultural theory and criticism, Oxford: Berg: 339-61 Suggestions for further reading Frances E. Mascia Lees & Nancy Johnson Black (2000) Gender and Anthropology, Long Grove, IL: Waveland Press. Lewis, Desiree (2004) African Gender Challenges and Post-Coloniality: legacies and challenges, in: African Gender in the New Millenium, CODESRIA, Dakar, http://codesria.org/IMG/pdf/LEWIS.pdf Nyancham-Okemwa, Stella (2000) Enduring passions: the fallacies of "gender-focused" development in Kenya, in: Bulletin de l’APAD, 20: 2-25. http://apad.revues.org/255 Mills, Mary Beth (2003) Gender and inequality in the global labor force, in: Annual Review of Anthropology, 32: 41-62.

http://ipac.kacst.edu.sa/eDoc/eBook/4745.pdf Sohela Nazneen, Maheen Sultan & Noami Hossain (2010) National discourses on women's empowerment in Bangladesh enabling or constraining women's choices?, in: Development, 53 2: 239-46. http://www.palgrave-journals.com/development/journal/v53/n2/dev201011a.html

Week 9 - 17 & 19/11 2014 Debating Development The 1950s proved to be a period of profound changes in colonial power relations and the rallying point for the increasing challenges to imperial hegemony. Thus the tipping point of empire was closely associated with rising social, economic and political tensions as former colonies gained independence. With it came the critique of the impact of the civilizing mission and modernization efforts undertaken during the colonial period. Having grown in the shadow of metropolitan rule, new leaders and opinion makers professed the need for change and for the independent state’s role in furthering development. Nationalists and other contestants brought with it a heightened sense of awareness of the colonial legacy and the post-colonial perspectives of a better future. Scholars from various disciplines and continents proposed new solutions while debating the relevance of ‘Western’ and local ideas and their application to modern realities. Following the creation of multilateral organizations such as the UN, the foundations of development theory were erected by economists, popularizing notions such as modernization, dependence and world systems with regard to the ‘Third World’. Development aid became a watchword for policies aiming at closing the ‘development gap’ or ‘poverty gap’. In the post-Cold War era, the effectiveness and utility of aid for ‘developing countries’ is being widely questioned, thus provoking a global debate within policy making institutions, academia and civil society and setting new challenges for research in the field. Anthropology and Development James Ferguson (1997) Anthropology and Its Evil Twin: ‘development’ in the constitution of a discipline, in: Frederick Cooper & Randall Packard (eds.) International Development and the Social Sciences: essay on the history and politics of knowledge, Berkeley: University of California Press: 150-75. Suggestions for further reading Frederick Cooper (2005) The Rise, Fall and Rise of Colonial Studies, 1951-2001, in: Cooper, Colonialism in Question: theory, knowledge, history, University of California Press, Berkeley: 33-58. Green, Maia (2009) Doing development and writing culture: exploring knowledge practices in international development and anthropology, in: Anthropological Theory, 9: 395-417. http://ant.sagepub.com/content/9/4/395.pdf J. Briggs (2005) The use of indigenous knowledge in development: problems and challenges, in: Progress in Development Studies, 5 2: 99-114. http://eprints.gla.ac.uk/1094/1/JBriggs_eprint1094.pdf

David Mosse & David Lewis (2006) Theoretical Approaches to Brokerage and Translation in development, in: D. Mosse & D. Lewis Development Brokers and Translators: an ethnography of aid and agencies, Bloomfield, CT: Kumarian Press: 1-26. De Boeck, Filip (2001) Garimpeiro Worlds: digging, dying & 'hunting' for Diamonds in Angola, in: Review of African Political Economy, 28, 90: 549-62. https://lirias.kuleuven.be/bitstream/123456789/135351/1/roapetextdeboeck.pdf Week 10 - 24 & 26/12 2014 Nation, Ethnicity & Social Change The question of ethnicity which was already one of the principal concerns of anthropology has in recent times become an issue of broad public debate. States, international organizations, academic institutions as well as the media have become deeply involved in the production and diffusion of knowledge regarding ‘ethnic’ issues as they emerge. The complexity of ‘ethnic’ concepts that gained a prominent role in the classification of ‘others’ following Western expansion, has over the last decades been overshadowed by an often highly politicized exchange of views on ‘minorities’. Although commonly used by scientists and non-academics, rather than constituting neutral categories, ‘ethnic’ and ‘tribal’ labels carry the stigma of history and invention. As a result, not only the premises of ethnography came under attack, but official discourse and policies, and the competing interests that underpinned the use of these notions. In a period of great turmoil as countries fought for or gained independence, ‘ethnicities also became political instruments for mobilization and resistance. The interplay between ethnicity and nationalism produced powerful imagery, against colonial powers, for example in the long drawn out struggles of nationalist movements in Lusophone Africa. But also in the post-colony, ethnicities play an important role in the political arena where they decisively contribute to the shaping of notions regarding people’s cultural heritage and community membership. However, inherited notions of ethnic identities have played centre stage in the emergence of violent conflicts, such as in Rwanda, where they took a severe toll on populations and left deep marks on their present and future. Post-Colonial Nationalisms Jason Sumich (2012) 'An imaginary nation': nationalism, ideology and the Mozambican national elite, in: Eric Morier-Genoud (ed.) Sure Road? Nationalism in Angola, Guinea-Bissau and Mozambique, Leiden: Brill: 127-47. Suggestions for further reading John Lonsdale (1994) Moral Ethnicity and Political Tribalism, in: Preben Kaarsholm & Jan Hultin (eds.), Inventions and Boundaries: historical and anthropological approaches to the study of ethnicity and nationalism, Roskilde: Roskilde University: 131-50. Mahmood Mamdani (2002) Making Sense of Political violence in post-colonial Africa, in: Identity, Culture and Politics, 3, 2: 1-24. Bruce Berman (2010) Ethnicity and Democracy in Africa, JICA-Research Institute Working Paper, 22: http://repository.ri.jica.go.jp/dspace/bitstream/10685/42/1/Ethnicity+and+Democracy+in+Africa+.pdf

Susanne Buckley-Zistel (2006) Remembering to Forget: chosen amnesia as a strategy for local coexistence in post-genocide Rwanda, in: Africa, 76, 2: 131-50. http://muse.jhu.edu Week 11 - 01 & 03/12 2014 Of Magic and Modernity The question of ‘tradition vs. modern’ has acquired considerable significance over the last decades with respect to changing belief systems and ritualized discourse and practice in societies regarded as ‘under- or less-developed’. The growing influence of religious movements as well as the central role of spiritual forces such as witchcraft has become a major focus of anthropological fieldwork, above all in Africa, since the 1930s. The extent to which these new cosmological phenomena creatively express social tensions has led to the recognition of their centrality in popular perceptions of nature and culture. Field research has shown how relations between the occult and the tangible have forged new notions of the impact of the ‘unseen’ on people’s daily lives, which penetrate into the farthest reaches of societies’ fabric. The heightened attention given to events and narratives which link social change to spirituality, have unearthed hitherto hidden voices that uncover the existence of strategies employing ‘old’ or ‘new’ rituals in order to redefine the boundaries of personal autonomy, power and economic opportunities. The impact of the changes brought forth by a ‘modern’ epidemic, AIDS, which owing to its high incidence in Africa has elicited a great variety of reactions from society and government, thereby illustrating the great complexities of diagnosis, treatment and prevention in the light of indigenous, political and medical perceptions of disease and its causes. While government programs and local activists pursue different strategies, the tensions between bio-medical discourse and local perspectives associated with occult forces surface and become part of the negotiation over the meanings of illness and healing. Modernity, Illness and Healing Ashforth, Adam (2002) An Epidemic of Witchcraft? The Implications of AIDS for the Post-Apartheid State, in: African Studies, 61, 1: 121-43. http://users.polisci.wisc.edu/schatzberg/ps657/Ashforth2002.pdf Suggestions for further reading Peter L. Geschiere (1997) The Modernity of Witchcraft: politics and the occult in post-colonial Africa, Charlottesville & London: University of Virginia Press.

C. Bawa Yamba (1997) Cosmologies in Turmoil: witchfinding and AIDS in Chiawa, Zambia, in: Africa, 67, 2: 200-23.

Lidell, C., Barrett, L. & Bydawell, M. (2005) Indigenous representations of illness and AIDS in Sub-Saharan Africa, in: Social Science & Medicine, 60: 691–700. http://alumni.kit-ipp.org/drupal-6.14/sites/alumni.kit-ipp.org/files/Lidell%20et%20al.pdf

Schoepf, Brooke G. (2010) Assessing AIDS Research in Africa: twenty five years later, in: African Studies Review, 53, 1: 105-142. http://muse.jhu.edu HansJörg Dilger and Ute Luig (eds.) (2013) Morality, Hope and Grief: anthropologies of AIDS in Africa, New York/Oxford: Berghahn. Week 12 - 10 & 15/12 – 2013 Migrations, Diaspora and Hybrid Identities Global migrations which accelerated with European expansion from the fifteenth century gave rise to multiple cross-cultural encounters which fostered the formation of diasporas across the globe. Popular and academic approaches to these phenomena are associated with deep-seated biological and cultural notions regarding human interaction that struggle to encompass the perceived ambivalence of unfamiliar or hybrid social categories. The intricate links between notions based upon race, gender, ethnicity, nationality and minority groups are often reflected in the tensions associated with the sharing of geographical and social spaces by «allochtonous» and «autochtonous» individuals and groups. In colonial times, legal, racial and ethnic categories served to differentiate indigenous social groups within empire which by being constantly on the move and boasting plural identities proved to be 'slippery subjects'. The notion of a ‘Black Atlantic’ as it emerged in the 1990s contributed to a heightened awareness of the interaction between different groups and cultures across protracted time frames and large distances, giving rise to studies on the complex social transformations that accompanied these dynamics in diasporic communities such as creolization. These phenomena are particularly relevant for an understanding of the colonial and post-colonial Lusophone world. From the initial rejection to the partial adoption of Lusotropicalist ideas by the Estado Novo and the post-imperial legacy of promoting the notion of 'Lusofonia' as a global community, public official discourse emphases timeless forms of cultural belonging. Thus echoes of the genealogy of 'Lusophone' history and its articulation with the present bears implications for an understanding of changing communities and entangled identities in a trans-national perspective. The cases of Brazil and the Cape Verde Islands as well as Portugal itself will serve to demonstrate the diversity of societies and cultures and the particular relevance of hybrid identities and cultural creolization. Trans-national Identities Jorgen Carling (2004) Emigration, Return and Development in Cape Verde: the impact of closing borders, in: Population, Space and Place, 10: 113-32.

Suggestions for further reading S. Vertovec (2001) Transnationalism and identity, in: Journal of Ethnic and Migration Studies, 27, 4: 573-82. www.tandonline.com

Rosa Williams (2012) Luso-African Intimacies: conceptions of national and trans-national community, in: Eric Morier-Genoud & Michel Cahen (eds.) Imperial Migrations: Colonial Communities and Diáspora in the Portuguese World, Basingstoke/New York: Palgrave-MacMillan: 265-85

Martin, Denis-Constant (2006) A Creolising South-Africa? Mixing, hybridity and creolisation: (re)imagining the South African experience, in: International Social Science Journal, 58, 187: 165-76. http://onlinelibrary.wiley.com Beatriz Padilla (2006) Brazilian Migration to Portugal: social networks and ethnic Solidarity, CIES Working Paper 12: https://repositorio.iscte.pt/bitstream/10071/175/4/CIES-WP12_Padilla_.pdf

Sessions Theme Topic

22/09 & 24/09 2014 Introducing Anthropology Introduction to Anthropological Theories,

Concepts and Practices

29/09 & 01/10 2014 Anthropology and Colonialism Introduction to the Anthropology of

Colonialism

06/10 & 08/10 2014 Colonial Rule and Imperial

Contexts Science, Ideology and Empire

13/10 & 15/10 2014 Cross-Cultural Connections Narratives of Cultural Interaction

20/10 & 22/10 2014 Orientalism and the Post-

Colony Rethinking the (Post)-Colony

27/10 & 29/10 2014 Representations of ‘Others’ The Objectification of Subjects

29/10 2014 Mid-Term Exam

03/11 & 05/11 2014 Race and Racism Deconstructing Difference

10/11 & 12/11 2014 Gender Relations Challenging Biases, Changing Outcomes

17/11 & 19/11 2014 Debating Development Anthropology and Development

24/11 & 26/11 2014 Nation, Ethnicity & Social

Change Post-Colonial Nationalisms

28/11 2014 Submission of Group Project

(Power Point and papers)

01/12 & 03/12 2014 Of Magic and Modernity Modernity, Illness and Healing

10/12 & 15/12 2014 Migrations, Diaspora and

Hybrid Identities Trans-National Identities

17/12 2014 Final Exam