ANTH/WS 220:  Life Histories/Self Narratives

 

Professor LeeRay M. Costa                                                      SPRING 2006
Office: 324 Pleasants Hall                                                         Hollins University
Office Hours:  T/TH 8:30-10:00 or by appointment                     Tu/Thu 10:30-12:00      

Contact Info:  x6254, lcosta@hollins.edu                                   

                                                                                                                       

Course Description:

What is a life history?  What is a self narrative?  What can they tell us about individuals and the social and cultural groups of which they are a part?  How have theories of life history evolved over time and how has theory been shaped by various academic disciplines and their intersections?  How does a researcher go about practically conducting a life history/self narrative, analyzing and presenting it?  As both a method and a window onto humanity and culture, how might life history/self narrative be applied more broadly and used more effectively by people other than scholars? 

These are just some of the questions explored in this course.  Through a critical examination of concepts of life history and self narrative, we will discuss their pros and cons, and their various applications in academic and non-academic contexts.  We will also examine life history and self narrative in relation to epistemology, difference and feminist interpretations of narrative theory.  Readings, drawn from diverse cultural and historical contexts, will expose students to a variety of ways that life history has been utilized within social science and the humanities.  We will explore how life history/self narrative might be used as one method for recording the experiences of both individuals and communities.  Thus we will look at how categories of difference (e.g. race, ethnicity, class, gender, sexuality, age, religion, geographic location) are experienced and reflected on by the narrators of life histories.

The course is aimed to acquaint students with both theory and method. Therefore a significant part of the course will focus on teaching students to use the method of life history/self narrative. Students will learn to organize and conduct life story interviews, to transcribe them and finally, to present them in written form.  As a result, the course will demand a significant time investment outside of class meetings. Please be sure that you can meet the course requirements before committing to the course. 

As part of the course final project, we will create a website where all of the narratives will be posted along with photos and comments by students. This term, our community of focus will be Hollins alumnae who have done social change and/or activist work. Your work in this course will therefore be part of a larger faculty/student collaborative project I am engaged in entitled “Hollins Women Making Change.”

NOTE: This course fulfills the Applied Research Techniques requirement and Cultural Diversities requirement under ESP.

Course Objectives:

  1. To develop an understanding of the research method known as life history/self narrative and its pros and cons in diverse social and cultural contexts.
  2. To explore theories of life history/self narrative and their application in culturally diverse settings.
  3. To use the life history/self narrative method as a way of better understanding social categories of race, ethnicity, class, age, sexuality, etc., how they are experienced, and their relevance to personal identity.
  4. To apply the life history/self-narrative method through a series of exercises.
  5. To assess the difficulties and benefits, strategies and various approaches to the life history/self narrative method.

Required Texts:

ALL READINGS MAY BE FOUND ON RESERVE AT THE WYNDHAM ROBERTSON LIBRARY.

Course Requirements

For this course to be successful and mutually beneficial to all, it requires the full participation of all members of the class.  It is essential that students come to class prepared, having completed ALL the required readings and any written assignments due.  Students should arrive ready to thoughtfully discuss, analyze and share their insights into/confusions about the material. If for any reason you believe you will be unable to fulfill these course requirements, see the professor immediately.

·         Attendance is required. Excessive absences will result in a grade reduction. Regular attendance and participation in course discussions are critical to your learning. On the first day of class we will collaboratively create an attendance policy that outlines grade reductions for number of absences.

·         Class participation is required and is part of your final grade.

·         Reading assignments are required.  Readings should be read BEFORE the class period in which they will be discussed.  Make sure to read the endnotes/footnotes as well.  Please come prepared with questions.

·         Assignments must be turned in on-time. No late assignments will be accepted.

·         Assignments and Grading:

1.  Self-narrative (student)                                                                             5%
2.  Developing a short list of questions                                                           5%
3.  Bibliography                                                                                            5%
4.  Life story, Part I                                                                                      10%
5.  Developing a longer list of questions                                                          5%
6.  Life story, Part 2                                                                                     10%
7.  Research Log                                                                                         10%
8.  Final project: one life story with a 5 page analysis                                      20%
9.  Website                                                                                                 20%
10.  Attendance & Participation                                                                     10% 

NOTE: Blackboard will be used occasionally for turning in assignments and sharing information with the class. Please make sure you can use Blackboard. A handout will be provided in class.

·         Style Guide for Written Assignments:

1.       All papers should be typed, using 12 pt font only (12 pt Times is the preferable font), double spaced, with one-inch (1”) margins on all sides.

2.       Please DO NOT USE COVER SHEETS. I consider this a waste of precious resources. Type your name, course number, paper title and any other identifying information at the top of the first page (single spaced). If you can print your paper front to back (using both sides of the paper) I and the trees will appreciate it.  STAPLE YOUR PAPER. (Please, no paperclips or folders.)

3.       Remember to always KEEP A COPY of your paper in case of an emergency!

4.       Please NUMBER ALL PAGES and using the footer, place your name at the bottom of every page.

5.       USE THE SPELL CHECKER ON YOUR COMPUTER.  Excessive and needless misspelling will result in a reduction of your paper grade.

6.       For citing material in your paper and in the references, please use Turabian. Guidelines are available at the campus writing center.If you have any questions re: this style, please ask!

Class Policies & Expectations

By enrolling in this course, you agree to adhere to the following policies and expectations in addition to those cited above and those outlined in the Hollins Honor Code.

  1. You will participate in the course in a manner that is open, honest and respectful of other people’s opinions, ideas and beliefs.  This means allowing others the space to assert their views. Although you may not always agree, there is much to learn by listening to and considering viewpoints different from your own. 
  2. Issues and personal experiences discussed in the course may be personal.  Therefore, you agree to respect your classmates’ privacy and to keep discussions confidential.
  3. There is no such thing as a “stupid” or “silly” question.  All questions and ideas will be addressed thoughtfully and respectfully.
  4. The syllabus is subject to change.  Thus, if you choose to be absent from class it is your responsibility to find out if any changes have been made.
  5. Your suggestions and interests are valued.  Therefore, if you have any ideas for videos, readings or specific authors you would like to see included in the class, please discuss them with me during office hours and we will consider adding them to the course materials.
  6. Cheating and plagiarism--including the use of work submitted to another course at Hollins without the consent of both instructors, the use of work by another person, or the use of someone else's words, ideas, or arrangement of ideas without giving proper reference to the author--is a severe violation of the Hollins Honor Code. This applies to all electronic sources found on the Internet (including term papers for purchase), to all on-line databases, and to all other published materials. Cheating or plagiarism will result in automatic failure of the course. Thus, please be very careful about your research and citation practices.  If you are ever in doubt, please ask!
  7. If you have any special learning needs, please notify the professor immediately. It is your responsibility to discuss special learning needs with the professor. Every attempt will be made to address your needs accordingly and all discussions will remain confidential.  You should discuss your needs with the professor no later than the first two weeks of class.
  8. If you are having any problems in the course, please come and discuss them with the professor after class, during office hours or by making an appointment. Problems should be addressed right away, and not put off until after exams or until the end of the semester.

Cell Phones, Text Messaging, etc…

All cell phones should be turned off or on vibrate during class time.  I consider the use of cell phones for any purpose during class time to be disrespectful and offensive. If I discover you using your cell phone during class time I will ask you to leave the class and it will be counted as an absence.  If you have some emergency situation for which you must have your cell phone on during class time, please come and discuss this with me before the class period.

 

Schedule of Classes, Topics and Readings:

2/2                                Introduction: course objectives, important concepts.
Ø       Discuss project, website, blackboard, life history samples

PART 1:  “Life History”: Historical Perspectives, Theoretical Approaches and Methodologies

 

2/7                                “Life History” in Anthropology: Why use the narrative method?
Costa & Matzner, ch. 1 & 3; Langness & Frank p. 9-29                               

2/9                                “Life History” in Anthropology: narrating “self” & culture
                                       Riessman: preface & introduction; Peacock & Holland: p. 367-377, life history samples                                

2/14                              Life History and Narrative Method as a Feminist Project
                                    Geiger p. 399-410, Sangster p. 5-28 (WW), Personal Narratives Group p. 261-264

2/16                              Life History and Narrative Method as a Feminist Project

                                    Etter-Lewis p. 43-58 (WW), Hale p. 121-136 (WW), life history samples

Ø       DUE: Assignment 1, Your own self-narrative (post to Blackboard)

2/21                              Ehical Issues in Narrative Methodology

                                    Patai p. p. 137-153 (WW), Cotterill p. 593-606, review Sangster (WW)

Ø       Select Interviewees

2/23                              Doing Narrative Research

                                    Riessman Ch. 1, 3

Ø       Kevin Unrath: Research Logs

2/28                              Workshop 1: Developing Questions, Establishing Rapport, Recording &

Transcribing Interviews

Gluck (1977) p. 110-118; review US Holocaust Museum Oral History Guidelines

Ø       DUE: Assignment 2, Short question list

Ø       Greg Henderson: Digital Voice Recording

Part 2: Critical Issues in Narrative Methodology and Analysis

 

3/2                                Representing Experience: Form and Content

Anderson & Jack (WW) p. 11-26; Linde: p. xi-xiv;

MARCH 2                      FOUNDER’S DAY: DR. BRINTON LYKES  4:30 pm

 

3/7                                Representing Experience: Form and Content

Video: N!ai: Story of a Kung Woman (watch before class)

                                    Life history samples

Ø       Kevin Unrath: web, audio, video, texts                            

3/9                                Workshop 2: Researching the Community, Locating Resources

Ø       Beth Harris: Research, Special Collections

MARCH 10-11               WOMEN’S LEADERSHIP & SOCIAL CHANGE CONFERENCE

3/14                              NO CLASS, work on assignments                                                                  

3/16                              Narrating “self” and identity

                                                Ochs & Capps: p. 19-37; Linde: p. 12-19; Costa & Matzner ch. 5 p. 158-166

Ø       DUE: Assignment 3, Bibliography

3/20-3/24                       NO CLASS, spring break

3/28                              Workshop 3: Website Skills Training (room TBA)

Ø       DUE: Assignment 4, Short life story

3/30                              Workshop 4: Asking Questions & Conducting the interview

Ø       DUE: Assignment 5, Long question list

review Holocaust Museum Oral History Guidelines

 

4/4                                Self-Narratives for understanding and social change

                                    Benmayor p. 159-174 (WW), Costa & Matzner ch. 5  p. 186-189 

                                    Guest Speaker: Andrew Matzner 

4/6                                Life Stories as Advocacy and Memorial

Gluck (WW, 1991): p. 205-219; view US Holocaust Memorial Museum website

www.ushmm.org

4/11                              Self-Narratives: Encounter, Process & Dialogue

Personal Narratives Group: p. 201-203; Behar: p. xi-xii, 1-52         

4/13                              NO CLASS, Work on assignments

Behar: p. 53-155

                                    Part 3: Life Stories & Self-Narratives: Presentation and Reflection

 

4/18                              Workshop 5: Presenting the self-narratives & life stories

                                    Behar: p. 156-222

Work on interviews & websites

4/20                              Self-Narratives: Encounter, Process & Dialogue

                                    Behar : p. 225-302                                 

4/25                              Reflexivity and the Narrative Process

                                    Behar: p. 303-342; Crapanzano: p. 953-959

4/27                              Workshop 6: How to analyze self-narratives & life stories

                                    Riessman: ch 2, 25-53; Cuadraz &  Uttal p. 156-186; Costa & Matzner, rest of ch. 5

Ø       DUE: Assignment 6, Long life story

5/2                                NO CLASS, Work on Websites

5/4                                NO CLASS, Work on Websites

May 5                           Faculty Lunch Presentation on Life History course/ Hollins Women Making Change project

5/9                                What have we learned? Why use the narrative method?

Discuss student webpages and experiences in class

DUE: Assignment 7, 8 & 9, Final Paper, Life Story and Research Log       

 

References of additional reading in order assigned:

Costa, LeeRay and Andrew Matzner. Forthcoming. Ch. 1: Introduction and Ch 3: Narrative Methodologies. In Male Bodies, Women’s Souls: Personal Narratives of Thailand’s Transgendered Youth. Binghamton: Haworth.

Langness, L.L. & Gelya Frank. 1985. Historical Review. In Lives: An Anthropological Approach to Biography. Pp. 9-29. Novato, CA: Chandler and Sharp Publishers, Inc.

Peacock, James L. & Dorothy C. Holland. 1993. The Narrated Self: Life Stories in Process. Ethos 21(4):367-383.

Geiger, Susan. 2004. “What’s so Feminist about Women’s Oral History?” In Feminist Perspectives on Social Research, Sharlene Nagy Hesse-Biber and Michelle L. Yaiser, eds. Oxford: Oxford U Press.

Personal Narratives Group, ed. 1989. Truths. In Interpreting Women’s Lives: Feminist Theory and Personal Narratives. Pp. 261-264.Bloomington: Indiana University Press.

Sangster, Joan. 1994. “Telling Our Stories: Feminist debates and the use of oral  history.” Women’s History Review 3(1):5-28.

Cotterill, Pamela. 1992. “Interviewing Women: Issues of Friendship, Vulnerability, and Power.” Women’s Studies International Forum 15(5-6): 593-606.

Gluck, Sherna. 1977. Topical Guide for Oral History Interviews with Women. Frontiers 2:110-118.

US Holocaust Memorial Museum. 1998. Oral History Interview Guidelines. Washington DC: US Holocaust Memorial Museum. http://www.ushmm.org/archives/oralhist.pdf

Linde, Charlotte. 1993. A Note on Transcription. In Life Stories: The Creation of Coherence. Pp. xi-xiv. New York: Oxford University Press.

Ochs, Elinor & Lisa Capps. 1996. Narrating the Self. Annual Review of Anthropology 25:19-43.

Linde, Charlotte. 1993. What Is Coherence? In Life Stories: The Creation of Coherence. Pp. 12-19. New York: Oxford University Press.

Costa, LeeRay and Andrew Matzner. Forthcoming. Ch. 5:Analyzing Sao Braphet Song Narratives. In Male Bodies, Women’s Souls: Personal Narratives of Thailand’s Transgendered Youth. Binghamton: Haworth.

Matzner, Andrew. 2001. Introduction. ‘O Au No Keia: Voices from Hawai’i’s Mahu and Transgendered Communities. Xlibris, p. 13-20.

Personal Narratives Group, ed. 1989. Whose Voice? In Interpreting Women’s Lives: Feminist Theory and Personal Narratives. Pp. 201-203. Bloomington: Indiana University Press.

Crapanzano, Vincent. 1984. Life Histories: A Review Essay. American Anthropologist 86:953-960.

Cuadraz, Gloria Holguin and Uttal, Lynet. 1999. Intersectionality and in-depth interviews: methodological strategies for analyzing race, class and gender. Race, Gender and Class 6(3):156-186.

 

 

 

 

 

 

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