Anthropology Notes Chapter 4, Language
Anthropology Notes Chapter 4, Language ANTY 220S
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This 2 page Class Notes was uploaded by Cassidy Zirko on Sunday February 21, 2016. The Class Notes belongs to ANTY 220S at University of Montana taught by Cheyenne Laue in Fall 2015. Since its upload, it has received 22 views. For similar materials see Culture & Society in anthropology, evolution, sphr at University of Montana.
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Date Created: 02/21/16
Chapter 4: Language and Expression Introduction o Language and symbolic expression part of linguistics o Essential to sociocultural analysis human capacity for language defines culture and society o Ethnographic linguistic analysis appears separate from concerns o Karen stocker costa rica racial statues over common language and kindship o Segregation between reservation and other towns o Ethnography documents confrontational strategies by native students (sociolinguistic act) o Language as a medium though which identities were communicated within Racism and placism in costa Rican education o Began in 1977 Nambue named indigenous reservation (1979) o One of few villages where people identified as indigenous o Labeling stigmatized identity of town despite cultural heritage o No differences in language, religion, worldview o Place of residence only defining factors o Not because of race, because of reservation o 1999 students from nambue had high school outside reservation in down dominated by settler population of white and Spanish o High school dominated by white, economically better off o Discrimination that occurred was based on place o Label o connotations of backwardness and inferior intellect o Being Indian set students up for being treated as inferior o More places teachers viewed individuals from white part of town as better students o Living in white dominated town more privileged social class considered white, skin color didn’t matter o Could pass by white as association o Social class an issue dark skinned students seen as Indian o Students encouraged to drop out by teachers, common among reservations students o Those from reservations were watched more closely and expected to do poorly o Falsely accused of crimes o Some students from nambue maintained indigenous identities did poorly in school o Students attained school access rejected Indian identity and reservation o Place and the people are mutually defined o Place of residence and class status to determine how one was perceived by outsiders o Students from reservation had to come up with strategies to deal with discrimination o Taking other than white identity, dropping out, accepted assigned place, place based strategies to confront placism o Place based strategies pretending to be from somewhere else Rejection of Indian identity o Discrimination limited school success o Sees gender as a topic that needs attention through race, ethnicity, identity and schooling o Provided historical and ethnographic portraits of Santa Rita o Founding families have lots of power in town o Costa Rica devoid of indigenous people contrasted with social science research of the hierarchy of towns in area o Traditional marks of ethnicity don’t work in this situation o Ethnicity is socially constructed maintenance of boundaries is key o Students place of residence (Status) affect schooling and vocational tracts o Social class affected participation by students in activities o Looked at how students deal with situation o Learning to belong in social hierarchy o Classroom was ruled by social categories o Looks at boundaries of race and place between two communities o Dynamics in regard to schooling of people from difference places
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