ethnography – Lynette Harper

1001 Likes – August 2016

August 27, 2016 by Lynette

Lynette Harper watches a powerful Egyptian documentary. Reprinted with permission from the Middle Eastern Dance Association newsletter, Sahda, August 2016.

Dancers is a mesmerizing film set in Cairo. But don’t expect to see the gorgeous costumes or inspiring performances that grace most films made about Egyptian belly dance. Director Celame Barge takes us deep into the lives and struggles of the working dancers of Mohammed Ali Street, revealing daily struggles and difficult choices. We follow them as they walk along crowded Cairo streets at night, down squalid corridors in markets and nightclubs. We watch them carefully applying make-up in their bedrooms, at the hairdressers, and in back rooms before they arrive on stage.

One of the first women we meet is preparing to perform. While dressing, she chats with women of the wedding party about life, work, and her husband. The women help to fix her outfit, give her a pin to secure the dress over her bra, and compliment her well-shaped breasts – before noticing that they benefit from extra padding. Two young men stop by to snap photos on their phones, and young girls hover about asking to join the dancing: “There are no women who can’t dance.” So she first dances for women, teens, and young girls in a small room before entering the large, garishly decorated wedding space packed with men. Onstage she works hard to prevent enthusiastic men from touching her or from making overtly sexual moves.

1001 Likes – June 2016

August 27, 2016 by Lynette

Lynette Harper finds belly dance plays a role in two powerful films. Reprinted with permission from the Middle Eastern Dance Association newsletter, Sahda, June 2016.

This term, I’m teaching an anthropology course about Arab women in the Middle East and the diaspora. Two of the most influential films that we watch are “Four Women of Egypt,” a 1997 NFB documentary by Tahani Rached, and “Sabah,” a 2007 romantic comedy by Ruba Nadda. Both writer-directors are Arab-Canadian women who have earned awards for their film-making. And both of these films include a belly dance segment or two, which contributes significantly to the message of the film.

“Four Women of Egypt” revolves around four remarkable and articulate women, social activists and friends, who were born during the colonial occupation of Egypt (which ended in the early 1950’s). An array of historical news clips and photographs provide context for the reminiscences, casual conversations and intense discussions between the four. They connect the politics and ideologies of past and present through their own experience. While they share many values, they also hold opposing religious, social, and political views. Well worth watching, you can see the 86 minute documentary on Youtube www.youtube.com/watch?v=k995gi011iU Late in the film, while the four share tea and discussion with their daughters, you’ll notice that the topic of belly dance arises briefly – and during the closing credits, one of the daughters breaks into an informal dance.

Belly dance contributes more significantly to the narrative in “Sabah,” an appealing movie that manages to be charming and meaningful. The film explores romance and family dynamics in the diaspora; the obligations, opportunities, and conflicts that arise for one Arab woman living in Canada. Canadian film star Arsinée Khanjian is featured, along with the talented Roula Said – a singer, actress, and belly dancer who has inspired many of us with her dance workshops and performances. This film can be bought or rented, and you can see part of the film (including one of the belly dance segments) on Youtube at www.youtube.com/watch?v=FxGWWvjCS6Y

Do you have a favourite belly dance segment in a movie NOT made in a Middle Eastern or North African country? Let me know the name of the movie and why it’s your favourite, and I’ll compile a list to share. Email to dancetarab@gmail.com

Ethnographies worth reading

July 12, 2012July 11, 2012 by Lynette

Guests of the Sheik: Ethnography of an Iraqi village

Elizabeth Warnock Fernea, Random House, re-issue 1995

Though Elizabeth Warnock Fernea’s book was first published in 1969, her writing provides useful insights into daily life, for Arab women in a particular place (rural Iraq) and time period. “A delightful, well-written, and vastly informative ethnographic study, this is an account of Fernea’s two-year stay in a tiny rural village in Iraq, where she assumed the dress and sheltered life of a harem woman.” (Random House website)

Reading “Guests of the Sheik” left me in tears. My father was born and raised in southern Iraq right around the time that Elizabeth Warnock Fernea moves there. I grew up on stories from that period and I appreciated getting the women’s story from this book, it felt like a complement of the stories I heard in childhood. As I read “Guests of the Sheik” I frequently wondered how I would react if I was in Elizabeth Warnock Fernea shoes. Would I feel at home in that environment? Would I feel as a tourist? I don’t know, but I do hope that one day when I do visit Iraq that I will feel as much love for the land and its people as Elizabeth Warnock Fernea did. (Amazon website review)

ANTH 390D Arab Women in the Middle East and Diaspora

August 18, 2014May 1, 2012 by Lynette

Anthropological perspectives (offered May 2014; tentatively scheduled May 2016)

Lynette.Harper@viu.ca

A veil of mystery and stereotyping obscures Arab women’s lives in the Middle East and the global Arab diaspora. This course investigates Arab women’s dilemmas and perspectives on identity, faith, politics and representation through readings and discussion based on ethnographies and cultural studies. Examine gender/power relations in Arab cultural contexts in the Middle East and diaspora; rethink Orientalism; explore diverse voices, hybridity, modernity, community, tradition and contemporary media.

Possible textbooks:

Adely, Fida. (2012). Gendered paradoxes: Educating Jordanian women in nation, faith and progress. Chicago: University of Chicago Press.

PLUS ONE Optional ethnography, to be assigned:

Abu-Lughod, L. (1999). Veiled sentiments: Honor and poetry in a Bedouin society. Berkeley CA, University of California Press.

Abu-Lughod, L. (1993). Writing women’s worlds: Bedouin stories. Berkeley CA, University of California Press.

Deeb, L. (2006). An enchanted modern: Gender and public piety in Shi’i Lebanon. Princeton, Princeton University Press.

Fernea, E. W. (1969). Guests of the sheik: An ethnography of an Iraqi village. Garden City NY, Doubleday & Company.

Tarlo, E. (2010). Visibly Muslim: Fashion, politics, faith. New York, Berg

DRAFT ONLY: Sample of past assignments

30% Five Critical Responses to class videos, textbook chapters and articles

Your Responses should be more than summaries or descriptions. Critically examine and comment on each video or text, noticing biases and assumptions in your own analysis as well as in the video or text itself. Be reflective and support your opinions with reference to class readings and discussions, anthropological frameworks and/or personal experiences. Each Response should be approximately two pages (typed and double-spaced), and demonstrate your understanding of and engagement with the material.

5% Panel discussion & informal presentation of Assigned Journal Article

15% Team presentation of assigned ethnography
Groups of 5-7 students will collaboratively prepare a presentation on an assigned ethnography to the class. Time will be provided during class for team preparation.
Your team is responsible for teaching the book to the rest of the class. A group mark will be awarded based on instructor, peer, and self-evaluations.

20% Critical Essay on assigned text

This assignments has two objectives: to allow you to explore significant themes and ideas in greater depth, and to develop and demonstrate your ability to critically read and analyze an ethnography. Your analysis should be well supported by evidence from multiple sources.

20% Final open book essay exam (take-home or in- class option)

Write two short essay responses to questions selected from the provided list. You may bring books, articles, and notes. No computer or digital devices are permitted, except by advance permission of instructor.

10% Class participation and attendance

Participation marks will be based on your attendance and contribution to class discussions and activities. Although a small portion of your final mark, if yours is a borderline case this could be a letter grade difference. The starting point for your participation mark will be your current class average; the quality of your participation has the potential to raise or lower your mark a letter grade (e.g. from B+ to A- ).

Required readings must be read before class. Everyone should come to class prepared to discuss the assigned readings. Students are expected to attend all scheduled classes, and to actively participate in class discussions. If you must miss a class, please try to inform the instructor BEFORE it begins.

Unveiled: Performing identities in the Arab diaspora

September 27, 2013April 1, 2012 by Lynette

On Canada’s west coast, a large and active bellydance community has grown and thrived distinct from Middle Eastern ethnic communities. Orientalist fantasies and Egyptian stylings regularly appear onstage alongside western tribal and other ethnic bellydance fusions. These performances do not challenge popular media stereotypes about the Middle East; they comfortably coexist with ideologies linking veiled Arab women with oppressed victims of patriarchy and war. So how do Arab women immigrants and their descendants experience and negotiate issues of identity and representation within the bellydance community? Do they resist or reinscribe notions of difference, authenticity, traditionalism, contemporaneity?

In 2010 & 2011, I conducted ethnographic interviews with Arab women who belly dance. Their narratives reveal the strategies and tensions of negotiating social identities within west coast bellydance and ethnic communities.

Findings are now available in an academic publication of belly dance research, Belly Dance Around the World: New communities, performance and identity, in the chapter titled Arab/Other: Performing identities on Canada’s west coast.

Anth 307 Culture and Education in Global Context

July 13, 2012September 8, 2010 by Lynette

September 8 – December 1, 2010

Instructor: Lynette Harper, Ph.D.

Email: Lynette.Harper@viu.ca

A cross-cultural analysis of education addressing cultural, social, political, and economic dynamics in North America and abroad. Topics include ethnography in the classroom; critical analysis of multicultural, anti-racist, and indigenous forms of education; theories of cultural difference and production; and practical implications for students and teachers. How do culture, identity, ethnicity, and race influence teaching and learning?

Course textbooks:

Delpit, Lisa D. 1995. Other people’s children: Cultural conflict in the classroom (2006 edition). New York: New Press. (Also available on VIU Library RESERVE – one-day loan LC1099.3 D45 1995)

COURSE READING PACKAGE : All required readings may be purchased at the VIU Bookstore. (Also available on VIU Library RESERVE – 2-hour loan XS 3662)

Assignment overview:

25% Reflective Notes (due Sept.29, Oct.27, & Dec.1)

25% Family Story Analysis essay (due Nov.17)

25% Take-home essay exam (due Dec. 8)

20% Collaborative Presentation of an assigned article (dates scheduled in outline)

5% Class participation (self-evaluation in class Dec.1)

Course overview

Sept. 8 Ourselves and others: Race, ethnicity and privilege Sept. 8 Introduction, Overview

Sept.15 Foundations of educational anthropology – Continuity & Discontinuity

Sept.22 From student achievement studies to the “Culture of Power”: Socialization and reproduction

Sept.29 Assimilation, discourse and agency: South Africa and Canada

Video: “The Fallen Feather” (93 min. E96.5 F355 2007) or “Mission School Syndrome”(Part 1/59 min.E96.2 M588 1988 & Part 2/66 min.

Oct.20 Case studies

Oct. 27 Honing theory: Involuntary and voluntary minorities, essentialism, agency

Nov.17 Class, gender, sexual orientation

Nov. 24 Review

Assignments

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25% Take Home exam Distributed in class Dec.1; due December 8

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25% Reflective Notes (due Sept.29, Oct.27, and Dec.1)

Notes are NOT to be a summary or description only. Be reflective and support your opinion. If possible, incorporate anthropological ideas from discussions and readings. Proper grammar and spelling are appreciated, though this will not affect your marks as long as your writing is legible.

#1 Reflect on at least three required readings articles (minimum 1 page per article)

#2 a) Compare and contrast two articles presented by students in class, using anthropological concepts and theories (minimum 2 pages of reflection on two presented articles)

b) Reflect on at least one video shown in class (Sept. 29 or Oct. 20)

#3 Reflections on at least two class articles, videos, or guest speakers from class (minimum 1 page per reflection).

Evaluation criteria:

A good Reflective Note meets the assigned guidelines above (or explains your alternative approach), and

– demonstrates accurate understanding and application of concepts from class & readings.

– fully explains ideas, opinions and assumptions, in depth and with details

– raises thoughtful questions and describes new understandings when relevant

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25% Family story analysis (6-10 typed pages, double-spaced) Due June 9

A description and analysis of particular aspects of your family story, if possible for three generations (eg. yourself, parents, grandparents). Anthropology recognizes diverse family forms; if you are uncertain about how to define or describe your family, please discuss with the instructor. This assignment does NOT require a family tree or detailed genealogical research.

You are expected to use relevant concepts and ideas from class discussions and readings to analyze what you know of these aspects of your own family story:

Describe ethnic, social, cultural and religious backgrounds; geographical and social mobility; languages spoken – and analyze how these have influenced your own cultural and social identity, and attitudes towards other ethnic/racial groups
Describe what you know of family attitudes towards education and schooling, and analyze how these may have influenced your own attitudes
Use appropriate theoretical frameworks from class for your descriptions and analysis

____________________________________________________________

20% Collaborative presentation (approximately 30 – 40 minutes long)

Groups of 3 students will collaboratively prepare and present one of the assigned readings below to the class, on the scheduled dates. Groups and reading assignments will be assigned during the Sept.22 session. A group mark will be awarded based on instructor, peer, and self-evaluations.

Note: Your group is responsible for teaching this article to the class. Recommendations for group process:

Read, summarize and analyze the article independently.
Then meet with your group to identify the major themes and ideas, and decide how to focus your presentation. (For a better presentation, and better marks, avoid splitting the article up and working entirely independently until the day of presentation! Instead, coordinate your ideas and activities.)
Work together to develop meaningful and varied activities that combine quality with some active student involvement. The article’s content should be presented clearly, and linked with concepts from other readings, discussions, and/or examples from your personal experiences.
Prepare a summary of the article for distribution to class members. Bring enough copies for all class members, or submit original to instructor at least 2 days before class for photocopying.

Evaluation criteria

-well organized (clear purpose, presentation, management, and coordination)

-actively involves class members in activities and/or discussion (e.g. forums, slide shows, role plays, small group activities, questioning strategies, etc.) – be creative!

-variety and quality in teaching and learning activities

-presents content and context clearly and effectively; summarizes key points

-relates to personal experiences and/or concepts from other readings and class discussions

-provides a challenging, enjoyable, interesting, and meaningful learning experience

Articles for Collaborative Presentations:

Foley, Douglas E. 1996. The silent Indian as cultural production. In B.A. Levinson, D.E.Foley, and D.C.Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and social practice, pp.71-91. Albany: University of New York Press. (in coursepack)
Eder, Donna J. 2007. Bringing Navajo storytelling practices into schools: The importance of maintaining cultural integrity. Anthropology and education quarterly, 38(3), pp.278-296. (in coursepack)
Delpit, Lisa D. 1995. Other people’s children: Cultural conflict in the classroom. New York: New Press. (textbook) “Lessons from Home and Abroad” and Viles Tokples” pp.73-90
Paradise, Ruth, de Haan, Mariette. 2009. Responsibility and reciprocity: Social organization of Mazahua learning practices. Anthropology and education quarterly, 40(2), pp.187-204.
Tassinari, Antonella I., Cohn, Clarice. “Opening to the other”: Schooling among the Karipuna and Mebengokre-Xikrin of Brazil. Anthropology and education quarterly, 40(2), pp.150-169.
Castagno, Angelina E. 2008. “I don’t want to hear that!”: Legitimating whiteness through silence in schools. Anthropology and education quarterly, 39(3), pp. 314-333. (in coursepack)
Hurd, Clayton A. 2008. Cinco de Mayo, Normative Whiteness, and the marginalization of Mexican-descent students. Anthropology and education quarterly, 39(3), pp.293-313.
Nozaki, Yoshiko. 2000. Essentializing Dilemma and multiculturalist pedagogy: An ethnographic study of Japanese children in a U.S. school. Anthropology and education quarterly, 31 (3), pp.355-380.
Zine, Jasmin. 2001. Redefining resistance: towards and Islamic subculture in schools. Race ethnicity and education, 3 (3), pp.293-316. (in coursepack)
Oikonomidoy, Eleni. 2007. “I see myself as a different person who [has] acquired a lot” :Somali female students’ journeys to belonging. Intercultural education, 18(1), pp. 15-27.
Purcell-Gates, Victoria. 2002. “. . . As soon as she opened her mouth!” Issues of language, literacy, and power. In Lisa Delpit (Ed.), The skin that we speak, pp.121-141. New York: New Press.
Smardon, Regina. 2008. Broken brains and broken homes: The meaning of special education in an Appalachian community. Anthropology and education quarterly, 39(2), pp.161-180.