Cultures of the World (with an emphasis on
Pacific Islanders on the US mainland)

Anthropology 125: 3 units

Spring 1999, Grossmont College

Instructor: Leilani Holmes

Department of Sociology

Grossmont College

8800 Grossmont College Drive

El Cajon, CA 92020

Tel: 619-465-1700 X7726

Email: lholmes@michele.gcccd.cc.ca.us

Course consultant: Marshall Beach

Cultures of the World: Presentation and discussion of the cultural patterns of a wide range of non-western peoples. Ethnographic field methods and analysis. Ways of gathering, organizing and critiquing ethnographic data. Our emphasis will be on Pacific-Islander lifestyles in the past, present, and future, with an emphasis on Pacific Islanders on the mainland (the Pacific Islander ''Diaspora").

Required Text: A book of readings: Ethnography and Pacific Islanders: compiled by Beach and Holmes. Available at the Bookstore (also at the library reserve desk).

Materials: Scantrons, notetaking materials. For the group project you will also need: two tape recorders and four tapes, as well as notetaking materials.

COURSE CALENDAR:

ASSIGNMENT POINT VALUES:

Total Points Possible: 500 points

A = 45O or higher, B = 400 or higher, C = 350 or higher, D = 300 or higher, Below 300 = F

Anthropology 125: "Field" Essay (25 points)

DUE LAST CLASS DAY: RETURNED TO YOU AT FINAL

Instructor: Holmes

Student Name __________________________________

Title of Event/Performance/Meeting Observed:

1. Describe the "structure" of the event you visited. Narrate what happened.

2. What processes or parts of the event in particular captured your attention. Why?

3. How did you feel about your role as a participant/observer? How in particular, do you think your own background, location, emotions, experiences affected how you "saw" this event?

4. What are the issues that arise for you in this event about Pacific Islander identity? Describe the issues using any memorable interaction that occurred at the event.

5. How do you see this event in relation to the issue of social change and diasporic communities?

6. What Is the major "learning" that this event brings forward for you, having to do with Pacific Islander lifestyles on the mainland?

PARTIAL LIST OF GROUPS HAVING REGULAR EVENTS/MEETINGS/PRACTICES

NOTE: If you intend to use an event/group not on this list, be sure to mention in class! *You may also choose to spend a bit of time "learning" a skill from a person in the community, and use this as your "event".

Te Manawa Maori 'Ahahui Kiwila Hawai'i O San Diego

Jean Kalani Dancers Foundation for Chamorro

Samoan Community Dancers Hui O Hawai'i of San Diego

The ReChuuk Ka Lahui Hawai'i: Akakawai District

Irensia Samoan Community Council of San Diego

Kaleo 'O Nalani Sons and Daughters of Guam Club, Inc.

Hui o Hawai'i Choir Tongan Community of San Diego

Samoan Youth Choir The Alliance for Pacific Islander Youth (TAPA)

Tonga Methodist Choir Hanohano Outrigger Canoe Club

Motu Nehenehe Kai Elua Outrigger Club

Pua o Nalani . Pacific Islander Outrigger Canoe Club

Tula Productions

Essay Assignment: No late essays/tests are accepted. The essay is due at the last class meeting and will be returned to you on the day of the final. It must be typewritten, double spaced, a minimum of one page per question.

TEAM PROJECT:

1. Get into teams of 3 people: one person should be associated with the mentor, relative, leader or elder who you will interview (Student A), the other student(s) (Students B and C) will be offering support to the process, observing/transcribing the interview, and doing the "second" interview with student A, which they'll then analyze.

2. Find a Pacific Islander or someone involved with Pacific Islander culture on the mainland that you can interview about their own experiences of Pacific Islander identity/culture. You may interview friends, mentors, relatives, leaders or elders in the Pacific Islander community.

3 Before the interview, define and interrogate each of your own locations vis a vis the person you are interviewing. Also formulate your own statement of what it is that you want to learn from the interviewee.

4. Develop questions on Pacific Islander identity to use, along with your own rationale for those questions. (Only a few questions are needed. ) Student A will be in charge of this stage.

5. Have Student A interview the person. Students B and C will observe and tape the interview. (Be sure to have a backup tape.) They will also handle the release forms.

6. Finally, Students B and C will tape an interview of Student A, asking him/her about his/her interview experience. How did he/she feel? What did he/she learn? What happened in terms of his/her connection (or lack of connection) to the interviewee? The students will submit tapes of both interviews. (Again, be sure to have a backup tape.)

5. Listen to and analyze the tapes: Each person must write his/her experience of both interviews. (Forms will be provided—3 pages long)

6. Pull together a packet to contain:

a. the four tapes

b quotes from the interview you thought were important

c your forms/essays

7. For the final stage, you will conduct a class presentation (20 minutes) on the experience of interviewing. Tell the class about the interview, and each of your analyses. Each of you should discuss your own location and experience.

Your team will not only "collect data" but interrogate the data, and your roles in relation to your interviewees and each other. Other students and the instructor will evaluate your contributions to the group project, and the overall group presentation. Eventually (in a year or two) your work become the central core of a book about the diaspora) and you will be credited as co-researchers. Also, if we are able to keep contact with you, you will be able to be on a team that edits our final draft.

Office hours: Feel free to drop in. I will be glad to advise you about essays, tests, and reading assignments. If possible, make an appointment ahead of time. Be sure to contact me when there are problems or issues which will affect your work in this class.

Readings/Assignments: Be sure to have chapters read before class. If you plan ahead, keep up with the reading, and complete work well ahead of time, and if you can be involved and interested: chances are you'll do well.

Class Climate: Respect for those who speak and a climate of acceptance is essential to this class. Please be attentive to and thoughtful of guest speakers in particular. Avoid derogatory ways of speaking about others.

Pet Peeves: Avoid coming into class late, leaving early without first warning the instructor, and "early packing." Don't be a compulsive babbler: embarrassment may be a consequence.

Attendance: 3 absences and you may be dropped. Contact me if you have attendance problems. Be sure if you drop the class to do so with admissions and records. Note: absences will jeopardize your grade.

STUDY HINT: Separate notebook pages in half (fold lengthwise)

1. Before we lecture on it: read, recite (aloud), and review the readings

Do the study questions carefully, reread, edit.

2. Take careful class notes: also note "signal phrases" and examples

Be active, alert and involved in class: ask and answer questions

3. After class add book notes to class notes

Reflect on the ideas that may relate to your life

Relate and use the terms in class discussion as often as possible

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