Chap 16 EE

Raymond Hames Author

11/13/2017 Added

143 Plays

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Narrated Power Point for Chap 16 in Ember and Ember (14th edition)

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[00:00:01.221]Good morning to you all.
[00:00:03.113]Chapter 16 deals with
[00:00:05.572]what's sometimes called practicing anthropology
[00:00:07.865]or development and applied anthropology,
[00:00:09.915]and it has to do with the kind of work anthropologists do
[00:00:13.628]outside of academia.
[00:00:15.642]And believe me, there are plenty of employment opportunities
[00:00:20.212]for anthropologists outside of the university or college.
[00:00:26.231]And so we're gonna deal
[00:00:27.318]with the ethics of applied anthropology,
[00:00:30.044]evaluating the effects of planned change,
[00:00:33.417]difficulties in instituting planned change,
[00:00:36.531]and also environmental anthropology.
[00:00:41.309]The major areas that kind of encompass this field
[00:00:44.971]are business and organizational anthropology.
[00:00:47.782]That is the work that anthropologists do
[00:00:51.377]when they're hired by businesses
[00:00:53.056]to examine the culture of a particular organization.
[00:00:57.615]And then we're gonna turn to cultural resource management,
[00:01:00.288]or CRM, which is essentially a kind of archeology done
[00:01:05.206]to recover valuable artifacts and/or human remains
[00:01:11.640]before the development of major infrastructure,
[00:01:15.306]such as road and dams and things of that nature.
[00:01:17.749]This occurs all over the world.
[00:01:19.772]Development anthropology,
[00:01:20.881]and this is how anthropologists are typically hired
[00:01:24.611]oftentimes in the third world
[00:01:27.071]to initiate things like public health campaigns,
[00:01:33.214]movement of when people when a dam is going to be developed
[00:01:37.788]that'll flood the area.
[00:01:39.758]Environmental anthropology, again,
[00:01:42.223]dealing with source of major changes following disasters
[00:01:46.569]and how anthropologists assist in resettlement
[00:01:50.971]and kind of starting people on their way again
[00:01:53.695]to their economic livelihoods.
[00:01:55.192]Museum anthropology.
[00:01:57.592]You see a great example of museum anthropology
[00:01:59.958]here on campus at the Nebraska State Museum
[00:02:04.791]where there are archeological materials
[00:02:07.143]and cultural materials housed.
[00:02:09.725]And then forensic anthropology,
[00:02:11.207]which has to do with how anthropologists work
[00:02:16.381]with law enforcement agencies.
[00:02:18.374]And anthropologists are really important in this area,
[00:02:21.824]especially biological anthropologists
[00:02:23.555]because, for example, when a county sheriff
[00:02:28.677]finds some human remains, they typically come to us,
[00:02:32.570]and our biological anthropologists
[00:02:34.682]will try and help them out
[00:02:35.931]in terms of identifying the age, the sex,
[00:02:40.512]the potential ethnic background of the individual.
[00:02:44.490]And it's a little bit different than what you see on TV,
[00:02:48.490]which is fairly outlandish much of the time.
[00:02:53.940]So the ethics of applied anthropology.
[00:02:56.369]The anthropologist's first responsibility is
[00:02:58.460]to ensure the welfare and dignity
[00:03:02.086]of those being studied will be protected.
[00:03:04.806]And this includes, as we'll learn a little bit later on,
[00:03:07.693]even those who are deceased.
[00:03:09.315]For example, the examination of Native American graves
[00:03:12.951]are part of this process.
[00:03:16.767]Research findings should be reported openly and truthfully.
[00:03:20.585]That is, when an applied anthropologist
[00:03:24.627]does his or her work, then it's kind of put forward
[00:03:29.208]so the public can examine it, criticize it,
[00:03:32.116]and figure out how it could be used.
[00:03:34.460]And one of the questions you wanna ask is
[00:03:37.122]will the change truly benefit the target population?
[00:03:40.523]For example, when a public health campaign
[00:03:42.796]is being developed, is it structured in a proper way?
[00:03:47.046]So, for example, everybody will get vaccinations.
[00:03:50.910]And what are their priorities
[00:03:53.263]in terms of the needs they may have
[00:03:56.983]in dealing with the kind of health problems
[00:03:59.965]that confront people, especially in developing nations,
[00:04:03.312]but also across the United States?
[00:04:05.497]And then the evaluation of the project.
[00:04:08.131]The project is put into place and begins working.
[00:04:11.252]And then after a year or so,
[00:04:12.555]you wanna do an evaluation of the project to make sure,
[00:04:15.627]again, that the goals are being met
[00:04:17.821]and that the people that are being targeted
[00:04:20.450]are genuinely being helped
[00:04:22.222]and no kind of unexpected consequences
[00:04:25.982]that may be negative are occurring.
[00:04:30.271]Again, the ethics when physical anthropologists
[00:04:34.493]and archeologists work with skeletal
[00:04:36.146]and even fossil materials,
[00:04:37.995]the ethical considerations can become quite complex.
[00:04:41.921]For example, some skeletal collections were illegally
[00:04:47.271]obtained or obtained under kind of biased circumstances,
[00:04:51.484]and so the goal here is to make sure
[00:04:54.159]that the people who are being studied,
[00:04:58.294]their relatives have some say in the research,
[00:05:01.350]whether the research should go on.
[00:05:03.286]And what we have is a law enacted in the United States,
[00:05:07.460]the Native American Graves Protection and Repatriation Act,
[00:05:11.736]which essentially alerts Native communities if, for example,
[00:05:15.800]an archeologist would find a number of different things.
[00:05:19.377]One is skeletal remains from a burial
[00:05:22.629]or grave goods associated with a skeleton
[00:05:27.321]or items of cultural patrimony.
[00:05:29.415]Items of cultural patrimony are essentially those items
[00:05:32.945]that are sacred to the people being investigated.
[00:05:36.653]And so the goal of NAGPRA,
[00:05:39.019]and the history is pretty complex.
[00:05:41.436]I will say that the State of Nebraska
[00:05:45.192]established a law prior to NAGPRA that became a model
[00:05:49.144]that was used by NAGPRA at the federal level,
[00:05:52.581]and so we have much to be proud of
[00:05:55.856]in terms of what was done at UNL
[00:05:58.550]and the State of Nebraska through the Unicameral
[00:06:02.182]in ensuring that these unmarked graves were treated
[00:06:07.936]with dignity, with all the ethical considerations.
[00:06:14.007]Evaluating the effects of planned change.
[00:06:16.437]Even if planned change will benefit its target population,
[00:06:20.728]people might not accept it.
[00:06:22.136]That is, it may be very difficult to
[00:06:27.799]convince the people that what they're doing
[00:06:32.049]is in their best interest.
[00:06:35.055]For example, if you look at vaccination campaigns,
[00:06:38.301]some information was spread saying
[00:06:40.201]that the vaccinations were,
[00:06:42.699]this is, for example, in India and Pakistan,
[00:06:44.883]were designed to either infect the people
[00:06:47.340]or to prevent them from being pregnant,
[00:06:50.377]and so you have to understand that these changes operate
[00:06:54.380]in a political and social environment,
[00:06:58.199]and so you may find the target population
[00:07:01.186]is not really accepting of this.
[00:07:04.444]And also a lot of times the target population
[00:07:06.583]is really not consulted.
[00:07:08.612]And they should be consulted
[00:07:09.879]if you're going to have an effective kind of health campaign
[00:07:15.136]such as a vaccination campaign
[00:07:17.481]or a campaign to give people clean drinking water,
[00:07:22.347]things of that nature,
[00:07:23.502]all under the kind of auspices of development anthropology.
[00:07:30.544]Again, target population may reject
[00:07:32.610]or resist a proposed innovation
[00:07:34.444]because they're unaware of the need for change.
[00:07:37.314]They don't understand the nature of disease transmission,
[00:07:42.538]let's say through cholera
[00:07:43.725]and the importance of a clean water supply.
[00:07:47.412]So the customs may conflict with change,
[00:07:49.827]especially kind of younger-older dynamics
[00:07:53.281]and the power relationships.
[00:07:54.571]A lot of times when change is instituted,
[00:07:58.314]young people are the ones kind of at the head
[00:08:01.456]of instituting the change
[00:08:03.636]because they're more educated than the older population.
[00:08:06.582]And it's not so much
[00:08:07.570]that the older population is necessarily against it,
[00:08:10.654]but they see their kind of rights
[00:08:12.583]as power brokers being broken up by this change.
[00:08:18.191]And some of the change has to do with loss of identity.
[00:08:22.958]And take a look at page 375 on female farmers in Malawi.
[00:08:29.967]The assumption that a lot of people in USAID made
[00:08:33.367]when they were instituting agricultural change
[00:08:36.007]was that the men were farmers.
[00:08:37.347]In fact, women are the farmers in many places across Africa,
[00:08:43.125]say in the majority of places,
[00:08:46.687]and so the aim was a bit crooked
[00:08:49.842]in that it focused on males being head of households
[00:08:53.503]and running the farms, when in fact females did it,
[00:08:55.881]so that little insight there on page 375 is useful to read.
[00:09:02.129]Some more of the difficulties in instituting planned change,
[00:09:04.811]overcoming resistance,
[00:09:06.985]discovering and utilizing local channels of influences.
[00:09:10.150]This is very important.
[00:09:11.684]For example, if you wanted
[00:09:12.996]to do some kind of cropping changes,
[00:09:14.912]you'd focus on what we model farmers
[00:09:17.358]and these farmers who are highly regarded
[00:09:19.625]in the community as being experts, these men and women.
[00:09:24.222]Then you try to induce them to initiate the change.
[00:09:29.802]They're smart and able.
[00:09:31.727]The change in terms of let, let's say,
[00:09:33.386]a new kind of seed is successful,
[00:09:36.002]and then it can trickle down to the rest of the population.
[00:09:39.491]And also, again, the need for collaboration
[00:09:42.605]is really important in applied anthropology,
[00:09:46.132]in that the people who are gonna be the subjects
[00:09:49.483]or objects of change need to get onboard.
[00:09:52.838]You need to kind of take their advice.
[00:09:55.113]They may give you some hidden insights
[00:09:56.944]in terms of what are effective ways of instituting change,
[00:10:01.170]whatever kind of change that you might want to institute.
[00:10:07.296]Applied anthropologists are increasingly asked
[00:10:09.565]to work on behalf of indigenous grassroots organizations.
[00:10:14.184]And that is a lot of indigenous peoples
[00:10:17.221]are getting politically organized,
[00:10:19.589]therefore they have a voice in government planning
[00:10:23.748]and oftentimes with their own funds or sometimes...
[00:10:29.956]In other means, they essentially bring anthropologists
[00:10:32.587]into a project to evaluate it,
[00:10:35.620]to look at the kind of policy that's being formulated
[00:10:38.394]by a government for change.
[00:10:41.861]And so we work essentially alongside the people
[00:10:45.871]that previously we'd studied,
[00:10:48.512]but now we're working hand-in-hand with them
[00:10:52.950]to make sure that any type of planned change
[00:10:55.805]will essentially benefit them
[00:10:57.802]in terms of increasing their chances of survival,
[00:11:01.713]reproduction, quality of life, health, income,
[00:11:06.119]and all of those things that are really important.
[00:11:09.526]Here's an example of on page 378,
[00:11:14.334]a group of Native South Americans protest
[00:11:16.679]against the construction of a dam,
[00:11:20.313]and simply a demand that if they're gonna be displaced
[00:11:24.407]by the dam or affected by the dam,
[00:11:26.518]now wanting to have prior consultations
[00:11:28.797]with the government to fully understand and appreciate
[00:11:32.978]how their lands are going to be affected.
[00:11:35.581]Will they be able to finish anymore?
[00:11:36.871]Will they lose some river edge rich land
[00:11:40.458]that will be flooded that they normally crop?
[00:11:43.324]These sorts of things are really important.
[00:11:47.135]And, again, anthropologists assist in this process
[00:11:51.037]by doing prior studies
[00:11:52.262]and beginning to collaborate with these Native peoples.
[00:11:58.010]Environmental anthropology focuses on the interaction
[00:12:00.924]of humans with the environment,
[00:12:02.433]particularly focusing on how to understand
[00:12:04.338]and alleviate the degradation of the environment.
[00:12:07.526]As populations grow, then the need for conservation
[00:12:10.754]becomes really more and more important
[00:12:14.570]because, well, the population can grow
[00:12:18.095]and use the environment
[00:12:19.817]Over the long term, the environment will be degraded.
[00:12:22.642]And there's a section in the book that talks
[00:12:25.535]about timber use among the Maasai in government-owned land
[00:12:31.659]versus Maasai-owned land.
[00:12:33.205]And, again, this is a task for,
[00:12:36.114]in this case applied anthropology
[00:12:38.040]in the area of environmental anthropology.
[00:12:41.572]So, importantly, when an environmental anthropologist
[00:12:47.330]begins his or her work,
[00:12:48.714]they wanna know how people interact with the environment
[00:12:51.490]and their view of the environment, also to understand
[00:12:55.647]what we call Traditional Ecological Knowledge, or TEK.
[00:12:59.171]And this is really important
[00:13:00.225]because these indigenous peoples have been living
[00:13:03.176]on the land for a long period of time
[00:13:05.440]and they've been engaged in a variety
[00:13:07.376]of extractive activities,
[00:13:08.922]whether it's hunting, gathering, fishing,
[00:13:10.572]foraging, agriculture, et cetera, et cetera.
[00:13:13.529]And they have understanding of resource depletion
[00:13:17.820]and the kind of biotic interrelationships
[00:13:20.857]that affect the whole ecological system,
[00:13:23.355]and so understanding their Traditional Ecological Knowledge
[00:13:27.818]is really important.
[00:13:29.291]And, again, as I mentioned before,
[00:13:30.920]example of conservation and ownership issues
[00:13:33.098]in Kenya in relation to timber ownership
[00:13:36.083]was one of the examples given in the text,
[00:13:38.521]so take a look at it.
[00:13:40.318]And also one of the things they wanna do is,
[00:13:42.584]again, study the social impact from planned change.
[00:13:47.019]If you are going to, for example,
[00:13:49.178]open up government land for timber use, who's gonna benefit?
[00:13:55.435]Will the community be able to benefit,
[00:13:57.327]or will interlopers who maybe have better equipment
[00:14:01.839]rush into the area and destroy the resources
[00:14:05.037]that are essentially designed for native peoples to use?
[00:14:08.088]These are just some of the complexities,
[00:14:10.105]and a lot of these things are unexpected
[00:14:12.246]when you're developing social policy.
[00:14:14.994]You need to really cover the bases to make sure
[00:14:16.979]that what you're allowing is very narrow and specific
[00:14:21.237]and well-tailored for the people
[00:14:23.561]who are likely to be affected.
[00:14:26.193]Business and organizational anthropology looks
[00:14:28.912]at the larger culture in which organizations are situated,
[00:14:32.983]the culture and subcultures of the organization,
[00:14:35.896]and the perspectives of different groups.
[00:14:39.248]Again, on page 361,
[00:14:41.177]a number of anthropologists have worked for General Motors
[00:14:43.806]on their culture and found that there's more competition
[00:14:46.330]than cooperation between different units,
[00:14:49.057]even though there was this kind of stated position
[00:14:52.988]that we're all cooperative and working together
[00:14:55.398]for the betterment of General Motors.
[00:14:57.588]You find out there's a lot of infighting going on.
[00:15:00.362]And anthropologists tried to look
[00:15:03.661]at this one dimension of the culture and kind of change it
[00:15:07.668]so that the company overall is more profitable,
[00:15:13.376]more effective, and the people who are working there
[00:15:16.650]are essentially more satisfied with their roles.
[00:15:22.044]Culture resource management,
[00:15:23.694]this is a kind of actually archeology, CRM.
[00:15:27.234]Recovering and preserving the archeological record
[00:15:29.714]before programs of planned change disturb or destroy it.
[00:15:33.588]That's what CRM is all about.
[00:15:35.126]For example, if you look
[00:15:37.015]at the Nebraska State Historic Society,
[00:15:38.922]they have a Highway Commission,
[00:15:40.666]and any time a new road is put in, a new bridge is put in,
[00:15:44.208]there has to be an examination to see
[00:15:45.776]if there are any important archeological remains
[00:15:48.881]that should be preserved.
[00:15:50.612]Most of the time there aren't any,
[00:15:53.285]but when there are some,
[00:15:55.761]then they try to figure out how important,
[00:15:58.741]how rich the site is,
[00:16:00.354]and whether it should be excavated and preserved
[00:16:03.100]before the roadwork begins.
[00:16:07.612]And much of the funding for CRM,
[00:16:10.299]about $1 billion a year as of 2017,
[00:16:14.316]comes from the National Historic Preservation Act,
[00:16:17.045]which is a federal entity
[00:16:19.558]that essentially helps fund the CRM work
[00:16:22.863]at the state and local level.
[00:16:25.090]And, again, the Nebraska State Historic Society
[00:16:27.799]is the place where this is done.
[00:16:30.297]Also in town here is the Midwest Archeological Center,
[00:16:33.407]which is a federal agency that deals with CRM issues
[00:16:38.233]for a seven state region, all housed here in Lincoln,
[00:16:44.297]and we have very good relationships.
[00:16:46.620]A lot of our graduate students
[00:16:49.138]and some of our undergraduate students are trained
[00:16:50.885]over there through internships and actually jobs
[00:16:55.427]to kind of, again, do this kind of work.
[00:17:00.475]Here's an example from the book on page 382,
[00:17:04.642]commuters looking at the fourth century ruins uncovered
[00:17:07.920]as part of a larger scale CRM project
[00:17:10.310]associated with the construction of the Athens metro system.
[00:17:13.941]So the point here too is that CRM work occurs
[00:17:17.515]all over the world, just not in the United States,
[00:17:20.400]even though I gave you United State examples
[00:17:22.863]with the Nebraska State Historic Society,
[00:17:26.022]the archeological division.
[00:17:27.636]But people are interested in the past.
[00:17:29.091]They want the past to be preserved.
[00:17:30.454]They want it to be handed down to their children.
[00:17:34.609]And here they kind of stuck this museum-like display
[00:17:38.878]in the subway system because it ran through an area
[00:17:41.960]that had archeological remains.
[00:17:44.252]They excavated those remains
[00:17:45.843]and put them in a subway display.
[00:17:50.063]And, again, that makes us turn to museum anthropology.
[00:17:54.050]Anthropologists typically hold one
[00:17:55.603]of three positions in museums.
[00:17:57.903]Either they're curators who are responsible
[00:17:59.595]for the overall content and use of collections.
[00:18:02.339]And these collections are housed in the museum,
[00:18:05.181]for example in Morrill Hall,
[00:18:07.268]and those collections are there for other people to examine
[00:18:13.469]if they wanna know a bit about Nebraska prehistory.
[00:18:16.700]Collection manager ensures
[00:18:17.989]that the museum collections are preserved.
[00:18:19.877]And, again, the collection managers are the people
[00:18:22.686]who do the nitty-gritty job of intaking collections
[00:18:30.072]and making sure that they're well-preserved,
[00:18:32.222]they're accurately described, and things of that nature.
[00:18:35.394]And then museum educators teach the public
[00:18:37.411]about the peoples and cultures represented
[00:18:39.830]in the museum's collections.
[00:18:41.111]For example, if you look at the Nebraska State Museum,
[00:18:45.782]about 2% of all of their collections,
[00:18:49.260]whether they're animals, minerals,
[00:18:50.765]or archeological materials, are displayed at any one time.
[00:18:54.859]About 98% of those things that are held by the museum
[00:19:00.093]are actually in the collections.
[00:19:02.173]And then people can go into the basements and attics
[00:19:06.022]that we have where these collections are housed
[00:19:09.152]so they can look at the materials
[00:19:11.135]so they can do research.
[00:19:14.303]Forensic anthropology is a really interesting field,
[00:19:17.317]is especially an anthropology that is devoted
[00:19:19.818]to solving crimes and how they occur.
[00:19:22.229]As I mentioned earlier, any time a body is discovered
[00:19:26.829]by the state or local police, they come to us.
[00:19:30.953]The state crime lab doesn't have the kind of expertise
[00:19:33.441]that we have in the area of what we call skeletal biology
[00:19:36.866]to try and identify the sex, the age,
[00:19:40.252]and maybe the ethnicity of a skeleton they've found
[00:19:44.123]that may be 100 years old, 200, 300, 400 years old.
[00:19:47.951]Is it Native American, is it a pioneer,
[00:19:50.001]or is it a recent burial of someone who just happened to die
[00:19:55.584]and wasn't discovered until it was uncovered?
[00:20:00.537]And so it's very much interested in crime enforcement.
[00:20:06.013]Also, you can click on this link here,
[00:20:08.652]the story Dozier's Boys Home featuring Erin Kimmerle.
[00:20:13.447]She was one of my former students.
[00:20:15.410]She works in the Florida State University system.
[00:20:20.717]And essentially it was a cemetery and a boys' home.
[00:20:25.390]The boys were treated really harshly.
[00:20:27.458]This boys' home were essentially
[00:20:28.832]for boys who lost their parents, they were abandoned,
[00:20:32.174]they were put in this really kinda horrible place.
[00:20:34.730]And then when they died,
[00:20:36.182]they were just kind of buried secretly outside
[00:20:38.986]as you read in the article.
[00:20:40.982]And Erin's goal was to essentially identify these kids
[00:20:45.996]and to let their nearest relatives know what became of them
[00:20:49.822]and how they would like to give them the remains,
[00:20:53.541]perhaps they wanna put them in a family burial plot,
[00:20:56.645]things of that nature.
[00:20:58.644]Erin and other of my students have also worked
[00:21:02.049]all over the world looking at massacres in Iraq,
[00:21:08.729]in Vukovar, in Serbia, and other places,
[00:21:13.054]and their specialization happened to be
[00:21:14.813]on the identification of war crimes.
[00:21:18.353]And, again, the idea is to excavate the bodies,
[00:21:23.554]identify them, and then let their closest kin know
[00:21:28.274]where they are and what became of them
[00:21:30.631]to kinda give them some kind of closure
[00:21:33.391]for this sort of sad state of affairs.
[00:21:36.635]And here is an example of
[00:21:40.839]a skeleton being excavated at a massacre site in Argentina
[00:21:45.727]that occurred between 1976 and 1983,
[00:21:50.106]the desaparecidos, the disappeared ones in Argentina
[00:21:54.072]that were essentially killed
[00:21:56.163]by a dictatorial military kind of government organization
[00:22:01.805]during the period when it ruled Argentina.
[00:22:04.879]They began an attempt to document the extent,
[00:22:08.810]perhaps establish who are the guilty parties,
[00:22:11.868]but most of all to kinda give some kind of closure
[00:22:14.132]to the closest kin.
[00:22:17.922]Some terms and concepts.
[00:22:19.579]They're pretty straightforward.
[00:22:20.548]You should know all the different forms
[00:22:22.402]of applied anthropology, forensic, CRM,
[00:22:26.593]et cetera, et cetera.
[00:22:27.894]Some of the ethical considerations,
[00:22:29.947]no harm and honest and open reporting.
[00:22:32.466]That is, when you do this kind of research,
[00:22:35.492]you wanna make sure that you are not harming the population
[00:22:38.757]that you're kinda working with.
[00:22:41.416]Some of the difficulties in working for change
[00:22:43.887]is illustrated in the book.
[00:22:45.207]And also, again, NAGPRA, which specifically applies
[00:22:48.584]to essentially archeological kind of research
[00:22:52.991]and has to do with the ethical treatment
[00:22:55.408]of human remains of unknown providence.
[00:23:00.503]So understand those kinda basic areas
[00:23:03.968]which applied anthropology covers.

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Chap 16 EE

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