http://chronicle.com/article/Anthropologists-Consider-a-New/129857/?sid=at&utm_source=at&utm_medium=en
The field has changed dramatically, since the days of pioneer Franz Boas:
SOURCE
Some have seen service in the war on terror:
MY KIND OF COLLEGE PROFESSORS: ANTHROPOLOGISTS PUT THEIR BOOTS ON THE GROUND IN THE WAR ON TERROR
James Ottavio Castagnera
Jul. 15, 2008
Anthropology’s involvement with the U.S. military and intelligence establishments began with a 2004 pilot project, the Pat Roberts Intelligence Scholars Program. The CIA and other American agencies funded the graduate educations of students, unbeknownst to their faculty and fellows students.i
Even more controversial was the appearance of anthropologists in uniforms. The controversy was jump-started early in 2004, when investigative journalist Seymour Hersch published “The Gray Zone” in The New Yorker.ii The most sensational aspect – the news peg – of the story was the shocking interrogation techniques that took place at the Abu Ghraib Prison, photos of which would soon circulate around the worldwide web.
However, the aspect of Hersh’s scoop which ignited an academic controversy was his assertion that,
The notion that Arabs are particularly vulnerable to sexual humiliation became a talking point among pro-war Washington conservatives in the months before the March 2003, invasion of Iraq. One book that was frequently cited was “The Arab Mind,” a study of Arab culture and psychology, first published in 1973, by Raphael Patai, a cultural anthropologist who taught at, among other universities, Columbia and Princeton, and who died in 1996. The book includes a twenty-five page chapter on Arabs and sex, depicting sex as a taboo vested with shame and repression.iii
Hersh quoted from Patai’s book.
“The segregation of the sexes, the veiling of the women… and all the other minutes rules that govern and restrict contact between men and women, have the effect of making sex a prime mental preoccupation in the Arab world. [Homosexual activity] or any indication of homosexual leanings, as with all other expressions of sexuality, is never given any publicity. These are private affairs and remain private… [T]he biggest weakness of Arabs is shame and humiliation.iv
It was not long before Hersh’s article drew responses. In fact, they were almost instantaneous.
This mention of Patai’s book (on the sole authority of “an academic [who] told me”) sent journalists scurrying to read it – and denounce it. Brian Whitaker, writing in The Guardian, called it a “classic case of orientalism which, by focusing on what Edward Said called the ‘otherness’ of Arab culture, sets up barriers that can be exploited for political purposes.” He quoted an academic saying, “The best use of the volume, if any, is for a doorstop.” Ann Marlowe, in Salon.com, called it “a smear job masquerading under the merest veneer of civility.” Louis Wermer, in Al-Ahram Weekly and elsewhere, embellished Hersh’s account with a made-up detail: The Arab Mind, he wrote, “was apparently used as a field manual by U.S. Army Intelligence in Abu Ghraib prison.”… Only Lee Smith, writing in Slate.com, suggested that critics had misread Patai, whom he described as “a keen and sympathetic observer of Arab society,” a “popularizer of difficult ideas, and also a serious scholar.”v
The controversy festered, then bubbled to the surface inside the walls of academia in 2007. This time it was not a dead anthropologist’s reanimated book that set the kettle boiling. This time a news story about living anthropologists was the catalyst. On September 7, 2007, a story in The Christian Science Monitor asserted,
Evidence of how far the U.S. Army’s counterinsurgency strategy has evolved can be found in the work of a uniformed anthropologist toting a gun in the mountains of eastern Afghanistan. Part of a Human Terrain Team (HTT) – the first ever deployed - she speaks to hundreds of Afghan men and women to learn how they think and what they need.vi
This piece was followed by one a month later in the International Herald Tribune. Datelined, “Shabok Valley, Afghanistan,” it stated,”
In this isolated Taliban stronghold in eastern Afghanistan, American paratroopers are fielding what they consider a crucial new weapon in counterinsurgency operations here: a demure civilian anthropologist named Tracy.vii
The commander of the 82nd Airborne Division was quoted as claiming, “We’re looking at this from a human perspective, from a social scientist’s perspective.… We’re focused on the enemy. We’re focused on bringing governance down to the people.” He added that combat operations had been reduced by 60 per cent since the anthropologists’ arrival.viii
Yet, the article continued, “criticism is emerging in academia.ix Such criticism is not hard to find. Just two days after the Herald Tribune piece, which also appeared in the parent New York Times, Professor Marshall Sahlius posted on the blog “Savage Minds” a piece he styled “an open letter to the New York Times.”
To the Editor:
The report (Oct. 11) of the killing of two Iraqi women by hired guns of the State Department whose mission was “to improve local government and democratic institutions” bears an interesting relation to the story of a few days earlier about the collaboration of anthropologists in just such imperious interventions in other people’s existence in the interest of extending American power around the world. It seems only pathetic that some anthropologists would criticize their colleagues’ participation in such adventures on grounds of their own disciplinary self-interest, complaining that they now will not be able to do fieldwork because the local people will suspect them of being spies. What about the victims of these military-backed intrusions, designed to prescribe how others should organize their lives at the constant risk of losing them? What is as incredible as it is reprehensible is that anthropologists should be engaged in such projects of cultural domination, that is, as willing collaborators in the forceful imposition of American values and governmental forms on people who have long known how to maintain and cherish their own ways of life.x
The open letter quickly drew dozens of replies. One of the more expansive and thoughtful responses came within hours of Sahlius’s posting.
This question is not simply about anthropologists who work with the military (although, of course, their intrusions put peoples [sic] lives in peril and are therefore much more likely to evoke emotion and passion from us). Some anthropologists who work for development organizations, non-military government agencies, conservation organizations, and the like transport Euro-American ideas about how people ought to live in the world and provide data that ends in cultural domination all the time. I keep wondering how these anthropologists working for the military are any different from anthropologists I know who work for conservation organizations that have as a goal the full-scale transformation of people’s socio-ecological ways of living and being in the world.xi
It was only a matter of weeks before the American Anthropology Association
weighed in with its own hefty report on the issue.
The AAA Commission’s Report
The final report of the American Anthropology Association’s cumbersomely christened Commission on the Engagement of Anthropology with the U.S. Security and Intelligence Communities was released on November 4, 2007.xii The report opened with candid recognition that “The longstanding habit in anthropology of making a divide between applied/practicing anthropological research and independent/academic anthropological research is challenged by their increasing meeting on the same grounds and research terrains.”xiii
Looking back over their shoulders, the commission members noted that the relationship between anthropologists and the military/intelligence services “varied, partly depending on the character of USA wars; World War II (a ‘good’ war) evoked patriotic service by anthropology while Vietnam (a ‘bad’ war) evoked condemnation by anthropology of service” by practitioners of the discipline.xiv Analogizing the War on Terror to the Cold War – both being periods of “low intensity but sustained conflict”xv--- the commission described Anthropology’s challenge as being “to define ethically defensible research in complex environments of collaboration.”xvi
The commission rightly spun off a Practitioner Subcommittee charged with ascertaining just what anthropologists working with military and intelligence organizations are doing. The subcommittee identified 35 potential subjects and interviewed 18 of these. Some of the report’s resulting recommendations are:
Encourage continued openness and civil discourse on the issue of engagement with security institutions, among AAA members. It is unacceptable to demonize people who have chosen career paths in the national security community, simply because of their political viewpoints, choice of employer, or other affiliation. In a professional academic society like the AAA, civil discourse and respectful exchange should be the norm, while closed minds are unacceptable. We encourage members to continue thoughtful and long-term public discussion of the ethical nuances of engagement in print fora; for example, by publishing articles in such venues as Anthropology News.
The concept of informed consent including multiple settings in which it may be compromised, undermined, or rendered impossible to obtain: In particular, develop specific language regarding work with vulnerable populations and contexts in which consent may not be free, voluntary, or non-coerced.
Work transparently: Everyone involved needs to know who you are, what you are doing, what your goals are, and who will have access and when to the information you are given (and what form this information will be in). Do not participate in funding programs that will not publicly disclose sources of funding.
Do no harm: Take the actions you need to take to make sure your work harms no one directly and, to the extent possible, indirectly.
Be clear about your responsibilities: Work through and communicate to all involved to whom you are primarily responsible, and for what.
Publish your work: Make sure to share the results of your work publicly to the extent possible.
SOURCE
Monday, November 21, 2011
NAFSA e-learning courses on offer
Grow Professionally with NAFSA e-Learning Courses.
Register Now!
NAFSA's online training provides "just-in-time" practical overviews of key job responsibilities and best practices so you can participate in training when you want, where you want. Quickly build job skills and enhance your performance without incurring travel expenses or taking valuable time away from the office.
The easy-to-follow, self-paced courses are offered in rolling sessions, scheduled twice a month for six weeks. Courses are divided into convenient learning modules, each taking about 20 minutes to complete. Self quizzes help you assess your comprehension. Learn at your own pace.
Introduction to Education Abroad Advising
Learn the basics of education abroad advising, including understanding common program models and advising students on their study abroad options, navigating the education abroad administrative process, and guidelines for making appropriate decisions for you, your students,
office, and institution.
Course Fee:
NAFSA Member $349
Nonmember $499
Who Should Attend:
New education abroad advisers.
Introduction to Armchair International Student Recruitment
Learn the basics of international student recruitment that can be conducted from your office, methods to grow international student enrollment, and how to create a recruitment checklist to ensure a successful recruitment process. Develop the ability to assess your results.
Course Fee:
NAFSA Member $349 Nonmember $499
Who Should Attend:
New international student recruitment and admissions professionals.
Introduction to F-1 Student Advising
Gain a strong understanding of basic student advising, from general responsibilities to F-1 immigration issues. Learn how to keep F-1 students on status maintenance, and explore other critical Designated School Official's responsibilities.
BONUS:
Receive FREE access to the NAFSA Adviser's Manual 2.0 for the duration of this course!
Course Fee:
NAFSA Member $399 Nonmember $549
Who Should Attend:
New international student advisers and those who would like an introduction to the basic immigration concepts that apply to F-1 students.
Register Now!
NAFSA's online training provides "just-in-time" practical overviews of key job responsibilities and best practices so you can participate in training when you want, where you want. Quickly build job skills and enhance your performance without incurring travel expenses or taking valuable time away from the office.
The easy-to-follow, self-paced courses are offered in rolling sessions, scheduled twice a month for six weeks. Courses are divided into convenient learning modules, each taking about 20 minutes to complete. Self quizzes help you assess your comprehension. Learn at your own pace.
Introduction to Education Abroad Advising
Learn the basics of education abroad advising, including understanding common program models and advising students on their study abroad options, navigating the education abroad administrative process, and guidelines for making appropriate decisions for you, your students,
office, and institution.
Course Fee:
NAFSA Member $349
Nonmember $499
Who Should Attend:
New education abroad advisers.
Introduction to Armchair International Student Recruitment
Learn the basics of international student recruitment that can be conducted from your office, methods to grow international student enrollment, and how to create a recruitment checklist to ensure a successful recruitment process. Develop the ability to assess your results.
Course Fee:
NAFSA Member $349 Nonmember $499
Who Should Attend:
New international student recruitment and admissions professionals.
Introduction to F-1 Student Advising
Gain a strong understanding of basic student advising, from general responsibilities to F-1 immigration issues. Learn how to keep F-1 students on status maintenance, and explore other critical Designated School Official's responsibilities.
BONUS:
Receive FREE access to the NAFSA Adviser's Manual 2.0 for the duration of this course!
Course Fee:
NAFSA Member $399 Nonmember $549
Who Should Attend:
New international student advisers and those who would like an introduction to the basic immigration concepts that apply to F-1 students.
Guest Article: 15 Businessmen Who Refused to Retire
Hi Jim,
I work with Onlinemba.com. We recently published an article that you may be interested in entitled, “15 Incredible Businessmen Who Refused to Retire" .I thought perhaps you'd be interested in sharing this article with your readers? After having followed your blog for a while, I feel that this one article would align well with your blog's subject matter. If interested, here's the link for your convenience: (http://www.onlinemba.com/blog/15-incredible-businessmen-who-refused-to-retire/).
Either way, I hope you continue putting out great content through your blog. It has been a sincere pleasure to read. Thanks for your time!
Regards,
Liz Nutt
I work with Onlinemba.com. We recently published an article that you may be interested in entitled, “15 Incredible Businessmen Who Refused to Retire" .I thought perhaps you'd be interested in sharing this article with your readers? After having followed your blog for a while, I feel that this one article would align well with your blog's subject matter. If interested, here's the link for your convenience: (http://www.onlinemba.com/blog/15-incredible-businessmen-who-refused-to-retire/).
Either way, I hope you continue putting out great content through your blog. It has been a sincere pleasure to read. Thanks for your time!
Regards,
Liz Nutt
Sunday, November 20, 2011
If you like this Blog, you might also like my books...
Are the humanities in deep doo-doo?
SOURCE
http://www.insidehighered.com/news/2011/11/18/study-says-colleges-pay-price-humanities-support
The view of the National Endowment for the Humanities:
Because democracy demands wisdom, the National Endowment for the Humanities serves and strengthens our Republic by promoting excellence in the humanities and conveying the lessons of history to all Americans. The Endowment accomplishes this mission by providing grants for high-quality humanities projects in four funding areas: preserving and providing access to cultural resources, education, research, and public programs.
NEH grants typically go to cultural institutions, such as museums, archives, libraries, colleges, universities, public television, and radio stations, and to individual scholars. The grants:
-strengthen teaching and learning in the humanities in schools and colleges across the nation
-facilitate research and original scholarship
-provide opportunities for lifelong learning
-preserve and provide access to cultural and educational resources
-strengthen the institutional base of the humanities
http://www.neh.gov/whoweare/overview.html
My own view:
The humanities are vital to the creation of well-educated citizens.
But, they are no longer viable majors. In my day --- the sixties and seventies --- a liberal education was the ticket to a good job. Somebody would hire and train you to do something that merited a decent paycheck. In 2011, it's enough to get you a job as a salesperson, a retail clerk, or an unpaid internship. And, for the majority of such grads, that's just about it.
The Department of Education is right to focus on gainful employment. The accrediting agencies should be forced to do the same. And so should every college in the country... not merely "career colleges."
This doesn't preclude a sound foundation in the humanities. It demands that practical skills be layered on top of that foundation.
http://www.insidehighered.com/news/2011/11/18/study-says-colleges-pay-price-humanities-support
The view of the National Endowment for the Humanities:
Because democracy demands wisdom, the National Endowment for the Humanities serves and strengthens our Republic by promoting excellence in the humanities and conveying the lessons of history to all Americans. The Endowment accomplishes this mission by providing grants for high-quality humanities projects in four funding areas: preserving and providing access to cultural resources, education, research, and public programs.
NEH grants typically go to cultural institutions, such as museums, archives, libraries, colleges, universities, public television, and radio stations, and to individual scholars. The grants:
-strengthen teaching and learning in the humanities in schools and colleges across the nation
-facilitate research and original scholarship
-provide opportunities for lifelong learning
-preserve and provide access to cultural and educational resources
-strengthen the institutional base of the humanities
http://www.neh.gov/whoweare/overview.html
My own view:
The humanities are vital to the creation of well-educated citizens.
But, they are no longer viable majors. In my day --- the sixties and seventies --- a liberal education was the ticket to a good job. Somebody would hire and train you to do something that merited a decent paycheck. In 2011, it's enough to get you a job as a salesperson, a retail clerk, or an unpaid internship. And, for the majority of such grads, that's just about it.
The Department of Education is right to focus on gainful employment. The accrediting agencies should be forced to do the same. And so should every college in the country... not merely "career colleges."
This doesn't preclude a sound foundation in the humanities. It demands that practical skills be layered on top of that foundation.
Accreditation (Redux): Western Association Announces Some Changes (In my view, they don't go far enough.)
Commission Approves Resolution on Accreditation Redesign - November 3, 2011
Printer-friendly version
Following a public hearing and extensive discussion at the Commission meeting, the Commission has approved the first stage of the accreditation redesign process. Click here to read the full text of the resolution.
At its November 3, 2011 meeting, the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC) approved an accreditation redesign resolution that takes significant steps to enhance its role as an agent of quality assurance and public accountability. In doing so, WASC will give greater attention to student success and student learning in the accreditation process. The proposed changes respond to the public demand to ensure a quality education from accredited institutions while also balancing pressures from institutions for the process to be efficient and effective.
Highlights of the redesign include:
Enhancing transparency by making Commission action letters and team reports publicly available on the WASC website effective June 2012
Increasing accountability of institutions to graduate students by externally reviewing and validating retention and graduation rates
Requiring institutions to demonstrate proficiency of their graduates in 5 key areas: written communication, oral communication, quantitative skills, critical thinking and information literacy
In addition to these changes, WASC is launching a voluntary pilot of the Degree Qualifications Profile (DQP) developed by the Lumina Foundation to gather information on its usefulness as a framework in assessing the meaning and quality of the degree. The results of the pilot will help determine what uses of the DQP are appropriate for quality assurance in the accreditation process.
Linda Johnsrud, chair of the Commission and Executive Vice President for Academic Affairs and Provost of the University of Hawai’i system, stated, “We have been measuring student learning outcomes and using the data to improve programs, but now it is time to look at those outcomes and ask, ‘Are they good enough? Are the degrees awarded by the institutions we accredit sufficient in quality and rigor?’”
WASC undertook an extensive accreditation redesign in 2001 to become outcomes focused, followed by an update to the Handbook of Accreditation in 2008. The current redesign is intended to build on and accelerate the institutional work to date of increasing educational effectiveness. Anna DiStefano, chair of the Redesign Steering Committee, a member of the Commission and Faculty at Fielding Graduate University, explains, “Throughout this twelve month process, WASC has taken seriously its responsibilities both to the public and to our member institutions. The proposed changes to the accreditation process were generated from the work of five Task Forces and a Steering Committee with widespread institutional representation. Feedback gathered at regional meetings, webinars and a public hearing have enhanced the Commission’s final resolution. This resolution moves WASC forward in significant ways.”
The higher education landscape has changed drastically in the last 10 years including an increase in for-profit and non-traditional institutions seeking accreditation. With the amount of federal financial aid rising to $150 billion annually, a debate has ensued about the ability of regional accreditors to adequately monitor academic quality of accredited institutions. New numbers showing that student loan debt has outpaced credit card debt has also increased scrutiny of higher education institutions and accreditation. WASC is committed to working with the region to address the real issues that students face today. Tim White, member of the Commission and Chancellor of UC Riverside, explains, “The new options in the toolbox of assessment promise to hold every accredited institution to a high standard, while at the same time allowing the wide and diverse range of institutions to thrive.”
http://www.wascsenior.org/redesign/novemberpressrelease
Printer-friendly version
Following a public hearing and extensive discussion at the Commission meeting, the Commission has approved the first stage of the accreditation redesign process. Click here to read the full text of the resolution.
At its November 3, 2011 meeting, the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC) approved an accreditation redesign resolution that takes significant steps to enhance its role as an agent of quality assurance and public accountability. In doing so, WASC will give greater attention to student success and student learning in the accreditation process. The proposed changes respond to the public demand to ensure a quality education from accredited institutions while also balancing pressures from institutions for the process to be efficient and effective.
Highlights of the redesign include:
Enhancing transparency by making Commission action letters and team reports publicly available on the WASC website effective June 2012
Increasing accountability of institutions to graduate students by externally reviewing and validating retention and graduation rates
Requiring institutions to demonstrate proficiency of their graduates in 5 key areas: written communication, oral communication, quantitative skills, critical thinking and information literacy
In addition to these changes, WASC is launching a voluntary pilot of the Degree Qualifications Profile (DQP) developed by the Lumina Foundation to gather information on its usefulness as a framework in assessing the meaning and quality of the degree. The results of the pilot will help determine what uses of the DQP are appropriate for quality assurance in the accreditation process.
Linda Johnsrud, chair of the Commission and Executive Vice President for Academic Affairs and Provost of the University of Hawai’i system, stated, “We have been measuring student learning outcomes and using the data to improve programs, but now it is time to look at those outcomes and ask, ‘Are they good enough? Are the degrees awarded by the institutions we accredit sufficient in quality and rigor?’”
WASC undertook an extensive accreditation redesign in 2001 to become outcomes focused, followed by an update to the Handbook of Accreditation in 2008. The current redesign is intended to build on and accelerate the institutional work to date of increasing educational effectiveness. Anna DiStefano, chair of the Redesign Steering Committee, a member of the Commission and Faculty at Fielding Graduate University, explains, “Throughout this twelve month process, WASC has taken seriously its responsibilities both to the public and to our member institutions. The proposed changes to the accreditation process were generated from the work of five Task Forces and a Steering Committee with widespread institutional representation. Feedback gathered at regional meetings, webinars and a public hearing have enhanced the Commission’s final resolution. This resolution moves WASC forward in significant ways.”
The higher education landscape has changed drastically in the last 10 years including an increase in for-profit and non-traditional institutions seeking accreditation. With the amount of federal financial aid rising to $150 billion annually, a debate has ensued about the ability of regional accreditors to adequately monitor academic quality of accredited institutions. New numbers showing that student loan debt has outpaced credit card debt has also increased scrutiny of higher education institutions and accreditation. WASC is committed to working with the region to address the real issues that students face today. Tim White, member of the Commission and Chancellor of UC Riverside, explains, “The new options in the toolbox of assessment promise to hold every accredited institution to a high standard, while at the same time allowing the wide and diverse range of institutions to thrive.”
http://www.wascsenior.org/redesign/novemberpressrelease
What is a hero?
Image: nokhoog_buchachon / FreeDigitalPhotos.net
This is in response to: http://www.aahea.org/bulletins/articles/heroes.htm
First, you listed 2 options for heroes based on response and noted one
as objective and the other as subjective. They are both subjective.
There is no scale of measuring courageousness, or any other human act.
Without definable units of measure, it is by definition subjective.
Really annoyed me to see that word used in this context by someone in
a teaching position.
Next, all of the "heroes" and "villains" listed by your students seem
to be based on popular media or popular stereotypes. It kind of
surprises me that you didn't admonish your students, for example, for
looking to Saddam as a villain - esp. as one near the top of the list.
He held a sovereign nation TOGETHER - how are we doing leading them?
Is there less death and destruction? More to the point, contrast him
with some of the other world leaders. Mugabe? Kim Jong-Il? How about
our own president? How many people are dying and suffering every day
at the hands of our global military presence? Have you seen pictures
of Kabul before we got involved? How about of Kabul now? How about
shipping people off to be tortured in Kazakhstan, the abuse of Private
Manning, or other actions which are commonly held to only occur in
"bad" countries?
I do not expect a response from you, other than a cheeky "piss off"
clothed in politeness. But I beg you, as a fellow man, to start
thinking deeper about such topics. And to pass that quality on to your
students.
Best,
Zach
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