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. Readings,
drawn from diverse cultural (Africa, Pacific islands, Puerto Rico, United States
and Europe) and historical contexts (throughout the twentieth century), 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.
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:
Ruth Behar (1994) Translated
Woman: Crossing the Border with Esperanza’s Story. Boston: Beacon Press.
·
Faye D. Ginsburg (1998) Contested
Lives: The Abortion Debate in an American Community. Berkeley:
University of California Press.
·
Andrew Matzner (2001) ‘O
Au No Keia: Voices from Hawai’i’s Mahu and Transgendered Communities.
Xlibris.
Sidney M. Mintz (1974) Worker in the Cane:
A Puerto Rican Life History. New York: WW Norton and Company.
Catherine Kohler Riessman (1993) Narrative Analysis. Newbury Park, CA: Sage.
A series of articles listed at the end of syllabus.
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.
·
The
class field trip is required. During the course we will take a two-day field trip
to the US Holocaust Memorial Museum in Washington DC together with Professor
Darla Schumm’s class in Jewish Traditions.
A Hobbie Trust Grant has been awarded to us for this specific purpose so
that all students will be able to attend. Students
will be responsible for their meals during the trip, but all other expenses will
be paid for by Hollins University. The field trip is an integral component of
the course and provides students an opportunity for experiential learning.
Hence, if you think you will be unable to attend the field trip, please notify
the professor immediately.
·
Assignments
must be turned in on-time. No late
assignments will be accepted.
·
Applied
Research Techniques assignments are required.
Because
this course fulfills the ESP requirement for research techniques, you will be
assigned a series of activities by Beth Harris, the Special Collections
Librarian at Hollins. These activities will be conducted via Blackboard and will
be referred to during class meetings. These assignments will make up 5% of your
final grade.
·
Assignments
and Grading:
1.
Self-narrative (student)
10%
2.
Developing a short list of questions
5%
3.
Bibliography
5%
4.
One short life story
10%
5.
Developing a longer list of questions
5%
6.
One long life story
10%
7.
Final project: one life story with a 5-7 page analysis
20%
8.
Applied Research Techniques Assignments
5%
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 the Chicago style.
Guidelines are available at the campus writing center.
If you have any questions re: this style, please ask!
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 often 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.
Schedule
of Classes, Topics and Readings:
Jan. 31
Introduction: course
objectives, Applied Research assignments, anthropology and important concepts.
Ø
Discuss website & blackboard
PART 1: “Life History”:
Historical Perspectives, Theoretical Approaches
and Methodologies
Feb. 5
“Life History” in Anthropology: Why use the narrative method?
Langness & Frank: p. 9-29;
Personal Narratives Group: p. 261-264; Matzner: introduction, p. 13-20, Kaua’I
Iki, p. 22-49
Feb.
7
Narratives of “self” and culture
Riessman: introduction p. 1-7;
Peacock & Holland: p. 367-377; suggested:
Caplan: p. 26-58
Ø DUE: Assignment 1, Your own self-narrative (post to Blackboard)
Ø Select our interview community
Langness & Frank: p. 31-61
Feb.
14
Methods and Ethics
Riessman: Ch. 3, p. 54-63;
Langness & Frank: Ch. 5, p. 117-143 (skim p. 143-155)
Feb. 19
Workshop 1: Developing Questions, Making
Contact, Establishing Rapport, Transcribing Interviews
Ø
DUE:
Assignment 2, Short question list
Gluck (1977): p. 110-118; Anderson & Jack: p. 11-26;
Linde:
p. xi-xiv; review US Holocaust Museum Oral History Guidelines
Part 2: Critical Issues in Narrative Methodology and Analysis
Riessman:
Ch. 1, p. 8-21; Mintz: ix-xiii; 1
– 34; skim p. 35-98
Feb.
26
Life Stories and Histories
Ø
DUE:
Assignment 3, Bibliography
Mintz: p. 99
- 209
Feb.
28
Life Stories as Advocacy and Memorial
Gluck
(1991): p. 205-219; Peruse US Holocaust Memorial Museum Website; read some of
the personal histories. (www.ushmm.org/phistories)
Mar.
1 – 2
FIELD TRIP TO
HOLOCAUST MUSEUM, Washington DC
Note: Date subject to change.
Mar.
5
Life Stories and/in/as Historical Change
Mintz: p. 210-277
Mar.
7
Narrating “self” and identity
Ochs & Capps: p. 19-37; Matzner: Raquel &
Cheryl, p. 51-89.
Mar.
12
Narrating “self” and identity
Ø
DUE:
Assignment
4, Short life story
Rosenwald
& Ochberg: p.1-18; Linde: p. 12-19; Matzner: Kaui, p. 91-113.
Mar.
14
Workshop 2: Asking Questions &
Conducting the interview
Ø
DUE:
Assignment
5, Long question list
Matzner:
LiAnne, p. 115-136; review Holocaust Museum Oral History Guidelines
Mar.
18 – 22
NO CLASS, spring
break
Mar.
26
Self-Narratives for understanding and social change
Matzner: p. 136-287
Guest
Speaker: Andrew Matzner
Mar.
28
Self-Narratives: Encounter, Process & Dialogue
Personal
Narratives Group: p. 201-203; Behar:
p. xi-xii, 1-52
Apr.
2
Workshop 3: Presenting the self-narratives
& life stories
Ø
Work on interviews & websites
Behar:
p. 53-155
Apr.
4
NO CLASS, AAS meetings
Ø
Work on interviews and websites
Behar: p. 156-222
Apr.
9
Self-Narratives: Encounter, Process & Dialogue
Behar : p. 225-302
Apr.
11
Reflexivity and the Narrative Process
Behar: p. 303-342; Crapanzano: p. 953-959
Apr.
16
Analyzing Self-Narratives & Life Stories
Ginsburg: p. ix-xxxii, ch. 1–4, p. 1-75
Ø
DUE:
Assignment
6, Long life story
Apr.
18
Analyzing Self-Narratives & Life Stories
Ginsburg: ch. 5-8, p. 76-145
Apr.
23
Analyzing Self-Narratives & Life Stories
Ginsburg: ch. 9-11, p. 146-211
Apr.
25
Workshop 4: How to analyze self-narratives
& life stories
Ginsburg: ch. 12 & epilogue, p. 212-226;
Riessman: ch 2, 25-53
Part 3: Life Stories & Self-Narratives: Presentation and Reflection
Apr.
30
Work on Website
May
2
Work on Website
Ø
Discuss student webpages
May
11
DUE: Assignment
7, FINAL PAPER AND LIFE STORY
References
of additional reading in order assigned:
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..
Personal
Narratives Group, ed. 1989. Truths. In
Interpreting Women’s Lives: Feminist Theory and Personal Narratives. Pp.
261-264.Bloomington: Indiana University Press.
Peacock, James L. &
Dorothy C. Holland. 1993. The Narrated Self: Life Stories in Process. Ethos
21(4):367-383.
Caplan, Pat. 1997.
Mohammed’s Story. In African Voices,
African Lives: Personal Narratives from a Swahili village. Pp. 26-58. London:
Routledge.
Langness, L.L. & Gelya
Frank. 1985. Methods. In Lives: An
Anthropological Approach to Biography. Pp.
31-61. Novato, CA: Chandler and Sharp Publishers, Inc..
Langness, L.L. & Gelya
Frank. 1985. Ethical and Moral Concerns. In
Lives: An Anthropological Approach to Biography.
Pp. 117-155. Novato, CA: Chandler and Sharp Publishers, Inc.
Gluck,
Sherna. 1977. Topical Guide for Oral History Interviews with Women. Frontiers
2:110-118.
Anderson, Kathryn & Dana
C. Jack. 1991. Learning to Listen: Interview Techniques and Analyses. In
Women’s Words: The Feminist Practice of Oral History. Sherna Berger
Gluck and Daphne Patai, eds. Pp. 11-26. New York, Routledge.
Linde,
Charlotte. 1993. A Note on Transcription. In
Life Stories: The Creation of Coherence. Pp. xi-xiv. New York: Oxford University
Press.
US
Holocaust Memorial Museum. 1998. Oral History Interview Guidelines. Washington
DC: US Holocaust Memorial Museum.
Gluck,
Sherna Berger. 1991. Advocacy Oral History: Palestinian Women in Resistance. In
Women’s Words: The Feminist Practice of Oral History. Sherna Berger Gluck and
Daphne Patai, eds. Pp. 205-219. New York: Routledge.
Ochs,
Elinor & Lisa Capps. 1996. Narrating the Self. Annual Review of Anthropology
25:19-43.
Rosenwald, George C. &
Richard L. Ochberg, eds. 1992. Introduction. In
Storied Lives: The Cultural Politics of Self-Understanding. Pp. ??. New Haven:
Yale University Press.
Linde,
Charlotte. 1993. What Is Coherence? In
Life Stories: The Creation of Coherence. Pp. 12-19. New York: Oxford University
Press.
Personal
Narratives Group, ed. 1989. Whose Voice? In
Interpreting Women’s Lives: Feminist Theory and Personal Narratives. Pp.
201-203. Bloomington: Indiana University Press.
Behar, Ruth. 1992. ? In
Storied Lives: The Cultural Politics of Self-Understanding. George C.
Rosenwald and Richard L. Ochberg, eds. Pp. ??. New Haven: Yale University Press.
Crapanzano, Vincent. 1984.
Life Histories: A Review Essay. American Anthropologist 86:953-960.
Optional Reading
Niewyk,
Donald L., ed. 1998. Fresh Wounds: Early Narratives of Holocaust Survival.
Chapel Hill: University of North Carolina Press. (Hollins ebook: D804.I95 F74)