New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Dancing Skeletons (Dettwyler) Chapter 1 Review

by: Mikaela Faust

Dancing Skeletons (Dettwyler) Chapter 1 Review ANTH 3730

Marketplace > Middle Tennessee State University > Anthropology > ANTH 3730 > Dancing Skeletons Dettwyler Chapter 1 Review
Mikaela Faust
GPA 3.5

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Review for chapter one ( "Return to the Field" ) of Dancing Skeletons: Life and Death in West Africa by Katherine A. Dettwyler. We will probably have a quiz over this on Tuesday the 30th.
Medical Anthropology
Dr. Ida Fadzillah Leggett
Anthropology, medical, Dancing, Skeletons, Katherine, Dettwyler, return, to, The, Field, west, Africa, life, and, Death
75 ?




Popular in Medical Anthropology

Popular in Anthropology

This 2 page Bundle was uploaded by Mikaela Faust on Friday August 26, 2016. The Bundle belongs to ANTH 3730 at Middle Tennessee State University taught by Dr. Ida Fadzillah Leggett in Fall 2016. Since its upload, it has received 16 views. For similar materials see Medical Anthropology in Anthropology at Middle Tennessee State University.

Similar to ANTH 3730 at MTSU


Reviews for Dancing Skeletons (Dettwyler) Chapter 1 Review


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 08/26/16
 Ch. 1 “Return to the Field” due Tues, August 27       Graduate fieldwork in Magnambougou o Research was about documenting the nourishing practices that are traditional, and  the following effects on children’s growth.   Kid #104 o A mother asked for Dettwyler’s help because she specialized in children’s health.  She brought her to her son who would not eat, and could no longer speak or walk, and was clearly severely malnourished. The woman said that she had stopped  breastfeeding him in hopes that it would give him no other choice but to eat, but it didn’t work. When he did eat, the food would not digest. She would leave him  home alone all day in the dark. Though Dettwyler did not often interfere, she said  that “in select instances, however, it seemed unethical not to provide whatever  help and advice I could. This was one such instance.” She dubbed him “Kid  #104” and continued to observe and document his recovery as he got older and  healthier.   Six years later, Dettwyler returned to Magnamnougou to find Kid #104, who would now  be 8 years old.   Bringing children (or not) into the field o By the time she returned, Dettwyler had a husband and two kids, ages 4 and 9.  Taking her husband and 4­year­old were out of the question because one help a  steady and necessary job, and the other was too young and had a weakened  immune system due to Down Syndrome. She ended up taking her 9­year­old,  Miranda, because “It was important… that she grow up realizing how different  life is in other parts of the world, having firsthand experience of what one might  class life­styles of the poor and anonymous.”   Dettwyler experienced culture shock due to loneliness and being in Mali due to different  circumstances than she was used to. Most of the people from America that she had  known in Mali during the 1980’s were somewhere else by then, at other posts and  whatnot. She also had no way to contact her Malian friends and indormants, and was  treated as an “unaffiliated American” by the United States Information Agency, who  were extremely unhelpful to her over all.  Later on (page 6), she also reveals that that  state of things in Mali also contributed, such as the garbage­littered streets, overflowing  sewage drains, convoluted government, and uncontrollable pollution.   Problems with living in the “Guesthouse” o It was supposed to have electricity, but it only worked intermittently. They  sometimes went without for days at a time, meaning no light or air conditioning,  and that they didn’t have any other lighting options (like flashlights or kerosene  lamps) because the electricity was expected to work Possibly the biggest problem, though, was that there were no cooking facilities. They had the option to buy food from the owner, but the prices were ridiculously high for Mali – they were  adjusted for a US income, so one day worth of food cost essentially an entire  weekly salary of the average Malian worker.   Moussa Diarra o Dettwyler’s “former field assistant, interpreter, and friend, who still lived in  Magnambougou.” He worked at the American Community Center as a gardener,  and Dettwyler hired him to work with her again.   Projects she wished to complete o To relocate as many of the children from her original research as possible, and  then take measurements and assess what had happened to them since the last she  had seen them.  o To gather as much data as possible on children of all ages to “look for evidence of a common growth pattern in malnourished populations…” to answer various  questions about Malian life and development.  o “To visit new households, measure all of the members, and conduct extended,  semistructured interviews about infant feeding beliefs and practices to supplement … earlier data.”   System of naming in Mali o The children are given Muslim names from the Koran, of which there are few, so  many kids have the same names. There were also only about 20 different family  names, so that could hardly help either.   For example there were three children in her sample named Moussa Diarra other than her assistant.   Because Dettwyler used numbers instead of names to keep track of data, she would often  have trouble remembering the actual names of people. She also used some nicknames for  families or children, like “Moussa the Bucket Boy” and “the Onion Lady.”   Toubabs = white people; white people are not common on the back roads of any Malian  community, so sometimes she would attract a lot of attention.   Importance of greetings o When Malians greet people, they ask a series of questions inquiring about the  person’s health, kids, etc. They are a very important sign of politeness and  respect, especially to elders or a person with high status.   Importance of language skills o Dettwyler found that she had an advantage from actually learning to speak  Bambara correctly, which most people from other places did not make an effort to do.   French is known as “toubabou­kan” or “the language of white people.” Malians expect  most white people to speak French and be French nationalists, as those are the white  people they most often come across. 


Buy Material

Are you sure you want to buy this material for

75 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Amaris Trozzo George Washington University

"I made $350 in just two days after posting my first study guide."

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.