B8082 - History of Women's Anthropology (1) (LM)

Learning outcomes

By the end of the course the students will have mastered a gender-oriented approach tothe historical study of anthropology; They should be able to approach criticallythe discipline as a form of methodological, historical and gender positioning.

Course contents

Women in the history of anthropology: pioneers, teachers, intruders

The course aims to show the trajectory of women in the history of anthropology. Their role has often been marginal, unrecognised especially in academia. We will reflect on the silent reasons and striking dynamics that have contributed to this marginalisation, on the history told by women, on women's writings and on the themes that have occupied their ethnographies. Finally, we will reflect on the relationship between the history of women's anthropology and feminisms.
Specific topics will be discussed each week.

Readings/Bibliography

1. Week history of women's anthropology. Margins and women's writings. Fieldwork and women. Research topics for women.

ALL OF THE FOLLOWING ARTICLES

Lamphere L., Unofficial Histories: A Vision of Anthropology from the Margins. In American Anthropologist. Vol. 106, pp. 126-139, 2004.

Lutz, C. The Erasure of Women's Writing in Sociocultural Anthropology. In American Ethnologist Vol. 17, pp. 611-627, 2001.

Sanjek, R., The Position of Women in the Major Departments of Anthropology, 1967-76. In American Anthropologist Vol. 80(4), pp, 894-904, 1978.

Sanjek, R., The American Anthropological Association Resolution on the Employment of Women: Genesis, Implementation, Disavowal and Resurrection. In Signs: A Journal of Women in Culture and Society Vol. 7, pp. 845-86, 1982.

Fusaschi M., In-visibili etnografie. La demoetnoantropologia di fronte al genere e ai femminismi, in Matera V. ( a cura di), Storia dell’etnografia. Autori, teorie, pratiche, Roma, Carocci, 2020, pp.391-415.

 

2. Week Women in the history of North American anthropology.

ONE OF THE TWO TEXTS

Behar R., & Gordon D.A. , Women Writing Culture, Berkeley, University of California Press, 1995.

Nancy Parezo (Edited by), Hidden Scholars. Women Anthropologists and the Native American Southwest, University of New Mexico Press, Albuquerque.

 

3. Week Women in the history of South American anthropology.

https://journals.openedition.org/jsa/ [https://journals.openedition.org/jsa/23668]23668 [https://journals.openedition.org/jsa/23668]

110-2 | 2024

https [https://journals.openedition.org/jsa/22900]://journals.openedition.org/jsa/22900 [https://journals.openedition.org/jsa/22900]

110-1 | 2024

 

 

4. Week Women in the history of European anthropology: Spain, France and the United Kingdom

Readings-choose one of the contexts

Spanish context:

https://player.vimeo.com/video/677667200?h=1b6340d38c&badge=0&autopause=0&player_id=0&app_id=58479

Questo articolo [http://www.gazeta-antropologia.es/?p=5755]: http [http://www.gazeta-antropologia.es/?p=5755]://www.gazeta-antropologia.es/?p= [http://www.gazeta-antropologia.es/?p=5755]5755 [http://www.gazeta-antropologia.es/?p=5755]

Scegliere tre saggi tra questi:

https://dialnet.unirioja.es/servlet/autor?codigo=536918

 

 

British context a choice between:

Parise V., Donne fondatrici dell’antropologia sociale. Uno studio su Lucy Mair 1901-1986, Roma Cisu, 2021, and Colajanni A., Gli usignoli dell’imperatore. Lo studio dei mutamenti sociali e l’antropologia applicata nella tradizione britannica del contesto coloniale, dagli anni ’30 agli anni ’50, Rome, Cisu, 2012. CHAPTERS I-V-VIII.

Larson F., Undreamed Shores: The Hidden Heroines of British Anthropology, London, Granta Book, 2021.

French context:

F. Heritiér, Masculine/Féminin. La pensée de la différence, Paris, Editions Odile Jacob, 1996 and Course readings package.

 

5. Week: Women in the history of Italian anthropology

Course readings package and

ONE OF THE TEXTS

Tabet P., La grande beffa: sessualità delle donne e scambio sessuo-economico, Soveria Mannelli, Rubettino, 2005.

Puccini S., Nude e crudi: femminile e maschile nell’Italia di oggi, Roma, Donzelli, 2008.

Gallini C., La sonnambula meravigliosa. Magnetismo e ipnotismo nell’Ottocento italiano, Roma, L’Asino D’oro Edizioni, 2013.

 

Teaching methods

The course is based primarily on lectures. Audiovisual materials will occasionally be used to complement the lectures and to provide ethnographic examples that illustrate the topics under discussion.

Students are expected to participate actively in class by asking questions, contributing to discussions, and engaging critically with the issues explored during the course.

Assessment methods

Attending students are required to give an oral presentation on a topic chosen during the course. A date for the presentations will be set together (the presentations will be in February) on which all students will present their work. All those who have chosen this exam method must be present on the day of the presentations. In addition, students who have chosen this assessment method must prepare an agreed reading related to the presentation, which will be assessed orally according to the scheduled exam sessions.

For non-attending students, the exam is oral according to the scheduled exam. Students must study the articles proposed in the week 1. and then choose one of the contexts covered (American, South American, Spanish, English, British, Italian) and the indicated readings.

 

Assessment consists of an oral examination, with examination sessions scheduled throughout the academic year (see the section Examination sessions). Students must register for the examination through the ALMAESAMI platform and ensure that all administrative requirements have been fulfilled. To facilitate the organization of the examination schedule and the allocation of individual time slots, registration normally closes 7 days before the

During the oral examination, students are expected to demonstrate a thorough knowledge of the required readings, to present their contents clearly, and to discuss them critically in dialogue with the course lecturer.

Passing the examination requires a careful and complete reading of all the assigned texts. Reliance on summaries, lecture notes, or materials available online does not constitute adequate preparation. Only a close and independent reading of the assigned texts enables students to understand the authors' arguments, appreciate their complexity, and discuss them critically.

The oral examination is not intended as an exercise in rote memorization. Rather, it is conceived as an academic conversation in which students are invited to engage critically with the readings, establish connections among them, and develop their own informed interpretations.

Students should therefore be prepared to answer open-ended questions, propose original interpretations, identify thematic connections across the different readings, compare theoretical and methodological approaches, situate the texts within their historical context, and discuss the relationship between theoretical arguments and specific ethnographic case studies. The ability to formulate critical reflections, raise well-argued questions, or express theoretically and methodologically grounded reservations concerning the assigned readings will be particularly appreciated.

The purpose of the examination is not to reproduce information mechanically or to repeat summaries prepared by others, but rather to demonstrate an attentive, reflective, and independent engagement with the literature. Students are therefore encouraged to annotate their readings, identify passages they find particularly significant, and note questions or issues they wish to discuss during the examination. They are welcome to bring annotated copies of the texts, personal notes, or specific quotations to the oral examination.

The examination will be conducted in the language of instruction (Italian).

The oral examination consists of one question on each of the required readings.

An excellent or outstanding grade will be awarded to students who demonstrate a thorough knowledge of the required readings, discuss them using appropriate academic language, establish meaningful connections among the different authors, contextualize their theoretical and methodological approaches, and develop independent and critically grounded arguments.

A good or satisfactory grade will be awarded to students who demonstrate an adequate understanding of the required readings, present their main arguments clearly and accurately, and are able to summarize their principal themes using appropriate language.

An unsatisfactory grade will be assigned if students fail to demonstrate the knowledge and competencies specified in the intended learning outcomes of the course, use inappropriate academic language, or are unable to discuss the assigned readings in a critical and informed manner.

In any case, the examination cannot be passed if the candidate fails to answer even one of the questions relating to the required readings.

Students with specific learning needs or disabilities are encouraged to contact the course lecturer at the beginning of the course, or well in advance of the examination, in order to discuss appropriate assessment arrangements.

Examination sessions are scheduled during the following months:

• September
• October
• November
• February
• March
• June

The dates of each examination session will be published on AlmaEsami at least one or two months in advance. Registration normally closes 7–10 days before the examination date. Depending on the number of registered students, an examination session may continue over the following days.

Up-to-date information on examination dates and registration procedures is available through the AlmaEsami platform:

https://www.unibo.it/it/didattica/servizi-agli-studenti/almaesami

NOTE on the Use of Generative Artificial Intelligence

AI can be a useful tool to support independent study by providing in-depth analysis, summaries, and self-assessment exercises. However, with regard to assessment, the use of AI is prohibited during exams. Any use constitutes a violation of academic integrity.

 

Teaching tools

Lectures are supported throughout the course by PowerPoint presentations. Following each class, the presentation slides will be made available to students in the "Teaching Materials" section of the course on the VIRTUALE e-learning platform.

Students with learning disorders and/or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Office hours

See the website of Zelda Alice Franceschi