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Peoples and Cultures of Europe
Europe as an ethnographic "culture area"
units of analysis / cultural metaphors
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“Anthropological
Conceptions of
’Europe’”Parman pp. 9-11
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#title
Parman, Susan.Europe in the Anthropological Imagination.Upper Saddle River, NJ: Prentice Hall, 1998.(ISBN: 0133374602)
Parman, pp. 9-11
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Europe
as a
“Culture Area”
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region – a culture
•“Irish”•“Chinese”•“Mexicans”•“Bedouins”
EuropeMesoamericaThe Northwest Coast (of North America)The Upper MidwestThe Mideast“Sub-Saharan Africa”Aran Islands
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region – a “culture area”
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“Culture Area”
as a
Unit of Analysis
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some areas are “officially”
anthropological
“cultural areas” . . .
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http://eclectic.ss.uci.edu/~drwhite/worldcul/atlas.htm
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#title
Parman, Susan.Europe in the Anthropological Imagination.Upper Saddle River, NJ: Prentice Hall, 1998.(ISBN: 0133374602)
You will read more about this in Ch. 12 “The Place of Europe in George P.
Murdock's Anthropological Theory,”
Mark T. Shutes, pp. 157-168
Which is on the reading schedule for
Wednesday, 25 July 2007
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• we sometimes include Europe in anthropology as a “Culture Area” specifically because we want to test the universality of anthropological models
• Hoffman
• Shutes
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• we sometimes include Europe in anthropology specifically because we want to test the universality of anthropological models
• Hoffman
• Shutes
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• the chapters in Parman suggest that there has been a
tendency in the history of the anthropology of Europe
to . . .
– exoticize the familiar
– create syndromes of difference
• such as “honor and shame”
– and to stress the study of the rural, the semiliterate folk, the
small scale, preferably on islands
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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http://lucy.ukc.ac.uk/cgi-bin/uncgi/Ethnoatlas/atlas.vopts
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http://lucy.ukc.ac.uk/cgi-bin/uncgi/Ethnoatlas/atlas.vopts
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http://lucy.ukc.ac.uk/cgi-bin/uncgi/Ethnoatlas/atlas.vopts
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http://www.yale.edu/hraf/collections.htm
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http://www.yale.edu/hraf/collections.htm
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http://www.perpetualvisions.com/nativeamericans/short-talk/overview-of-talk.html
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http://lucy.ukc.ac.uk/cgi-bin/uncgi/Ethnoatlas/atlas.vopts
Mesoamerica
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some culture areas were very carefully and precisely
defined, such as “Mesoamerica” as defined in
1952 by Paul Kirchoff . . .
Kirchhoff, Paul. "Meso-America," in Heritage of Conquest, Sol Tax, ed., pp. 17-30. Glencoe, Illinois, 1952.
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some culture areas were very carefully and precisely
defined, such as “Mesoamerica” as defined in
1952 by Paul Kirchoff . . .
Kirchhoff, Paul. "Meso-America," in Heritage of Conquest, Sol Tax, ed., pp. 17-30. Glencoe, Illinois, 1952.
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http://www.d.umn.edu/cla/faculty/troufs/anth3618/maKirchhof_handout.html#title
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“Mesoamerica”(cultural)
“Middle America”(geological)
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some areas that have been defined (by others) around cultural things are not the
same as the anthropologists’
“cultural areas” . . .
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http://en.wikipedia.org/wiki/Cultural_area
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http://www.tibetantrekking.com/tcamap.html
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http://www.worldbook.com/features/explorers/assets/LR004185_subI.gif
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http://www.roconsulboston.com/Pages/InfoPages/Pers/GhinCioban.html
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http://www.rmib-geoscience.nl/links/Ethnographic.ecp
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other
Units of Analysis
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the individual
as a
Unit of Analysis
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (“culture area”)– a culture
•“Irish”•“Chinese”•“Mexicans”•“Bedouins”
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#title
Parman, Susan.Europe in the Anthropological Imagination.Upper Saddle River, NJ: Prentice Hall, 1998.(ISBN: 0133374602)
Ch. 12 “The Place of Europe in George P. Murdock's Anthropological Theory,”
Mark T. Shutes:
“The new locus of study for Murdock was . . . the individual, rather than some
methodological notion of group. . . .” (p. 166)
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Ch. 12 “The Place of Europe in George P. Murdock's Anthropological Theory,”
Mark T. Shutes:
“The new locus of study for Murdock was . . . the individual, rather than some
methodological notion of group. . . .” (p. 166)
This was also earlier advocated by:
Bronislow Malinowski
Edward Sapir(“Sapir-Whorf” hypothesis)
Margaret Mead
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)– the community– a region (“culture area”)– a culture
•“Irish”•“Chinese”•“Mexicans”•“Bedouins”
–“life histories”
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http://www.d.umn.edu/cla/faculty/troufs/Buffalo/Intro-Temp2.html
Paul BuffaloMeditatingMedicine
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#Nan
Sharon GmelchNan: The Life of an Irish Traveling Woman, Revised Edition.
Long Grove: IL: Waveland Press, 1991.(ISBN: 0881336025)
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the family
as a
Unit of Analysis
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“units of analysis” may include:– one person (e.g., Paul Buffalo)
– the family• e.g., Strodtbeck-Florence Kluckhohn, see later
– the community
– a region (“culture area”)
– a culture
• “Irish”
• “Chinese”
• “Mexicans”
• “Bedouins”
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http://www.d.umn.edu/cla/faculty/troufs/anth1604/video/Life_Chances.html#title
we saw this video onThursday 05 July 2007
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“Classics" in the Anthropology of Europe
Oscar Lewis
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the community
as a
Unit of Analysis
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community
– a region (“culture area”)
– a culture
• “Irish”
• “Chinese”
• “Mexicans”
• “Bedouins”
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• as we have seen, for many years the island model
of peasant / community studies dominated
Europeanist anthropology, and to some extent
continues to do so
– whether or not the peasant community was on an island, the community itself was treated as a
self-contained unit
– see Kertzer’s discussion of the anthropological yearning for “the simplicity of a manageable field
setting . . . Where . . . The scale is human, and the cow dung wafts through the air”
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• as we have seen, for many years the island model
of peasant / community studies dominated
Europeanist anthropology, and to some extent
continues to do so
– whether or not the peasant community was on an island, the community itself was treated as a
self-contained unit
– see Kertzer’s discussion of the anthropological yearning for “the simplicity of a manageable field
setting . . . Where . . . The scale is human, and the cow dung wafts through the air”
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• and as we have also seen, the
preference for peasant communities
is due in part to the influence of
Radcliffe-Brown and Robert Redfield
at the University of Chicago
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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1952 Structure and Function in Primitive SocietyGlencoe, IL.: The Free Press
1964 Andaman IslandersGlencoe, IL.: The Free Press
Alfred Reginald Radcliffe-Brown
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“Classics" in the Anthropology of Europe
1930 Tepoztlan, a Mexican Village: A
Study of Folk LifeChicago: University of Chicago Press
1941 Folk Culture of YucatanChicago: University of Chicago Press
Robert Redfield
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• the research that came out of this
school of thought emphasized
• self-sufficiency
• and isolation
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• rather than • regional / national linkages
• migration
• tourism
• urbanization
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• peasant studies and community
studies by and large perpetuated
the island model of anthropological
units of study with its concomitant
notions of . . .
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• peasant studies and community
studies by and large perpetuated
the island model of anthropological
units of study with its concomitant
notions of . . .
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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– tradition
– conservatism
– homogeneity • in ideology if not in fact, as Brettell points out in Parman
– egalitarianism
– mechanical solidarity
– cultural essences
as opposed to . . . the notion of culture as . . .
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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as opposed to . . . the alternative notion of culture as
– contested
– negotiated
– invented
– and relational
in a society characterized by
– gesellschaft
– stratification
– class differences
– and organic solidarity
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• Douglass argues that small communities are an
important part of the European experience and
should not be dismissed as an intellectual
interlude in theoretical trends within American
anthropology
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• Others authors have justified the use of small
communities in a variety of ways:
– they are condensed, manageable samples of a larger whole (Hoffman)
– they are primordial (Dubisch referring to Campbell)
– they are dynamic arenas within which national self-images are formed
(Dubisch referring to Herzfeld)
– they provide the holistic and ethnographic vehicle for integrating micro
and macro levels of analysis (Bennett; Wilson)
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• researchers began to look more closely at the
romantic myth of egalitarian communities, and
to describe stratification systems
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• researchers began to look more closely at the
romantic myth of egalitarian communities, and
to describe stratification systems
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• the island model of gemeinschaft /
peasant community
– allowed for some role differentiation• primarily based on gender and kinship
– but not the extreme differentiation that
comes under the heading of stratification
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• stratification is a symptom of large
complex societies• not the gemeinschaft of small-scale
societies
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (“culture area”)– a culture
•“Irish”•“Chinese”•“Mexicans”•“Bedouins”
back to
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Ernestine Friedl
1962 Vasilika: A Village in Modern
Greece.
Belmont, CA: Thompson Wadsworth, 2002.
(ISBN: 0030115450)
Parman's classic picks -- Tony Galt
“Classics" in the Anthropology of Europe
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#InisBeag
John C. MessengerInis Beag: Isle of Ireland.
Long Grove: IL: Waveland Press, 1983.(ISBN: 0881330515)
Inis Beag
Gaelic: "Little Island"
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INIS Beag Revisited:The Anthropologist as Observant Participator
1983 Salem, WI: Sheffield. (Reprint edition August 1989).
The 1983 version was entitled An Anthropologist At Play:Ballald-mongering in Ireland and its Consequences for Research
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. . . backed up in image by
the film
Man of Aran
(77 min, 1934, B&W)
– Robert J. Flaherty,– Colman “Tiger” King,– Maggie Dirrane, and – Michael Dirranewe will see this “classic” film on
Tuesday, 17 July 2007
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John C. Messenger ? 1971 Sex and Repression in an Irish Folk Community. In Human Sexual Behavior: Variations in the Ethnographic Spectrum, by Donald S. Marshall and Robert C. Suggs. Englewood Cliffs, New Jersey: Prentice- Hall.
1978 The Golden Chain: A Study of the Structure, Function, and Patterning of Comparatico in a South Italian
village. American Ethnologist 5:116-136.
Parman's classic picks -- Tony Galt
“Classics" in the Anthropology of Europe
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http://www.soc.ucsb.edu/sexinfo/?article=activity&refid=025
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Milocca: A
Sicilian Village
Charlotte Gower Chapman
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John K. Campbell
Honour, Family, and Patronage: A Study of Institutions and Moral Values in a Greek Mountain Community
(1964)
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“Classics" in the Anthropology of Europe
Ronald Frankenberg
1957 Village on the Border: A
Social Study of
Religion, Politics, and Football
in a North Wales
Community
Cohen and West
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“Classics" in the Anthropology of Europe
Ronald Frankenberg
1957 Village on the Border: A
Social Study of
Religion, Politics, and Football
in a North Wales
Community
Cohen and West
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“Classics" in the Anthropology of Europe
Lewis - Refield debate
• Robert Redfield– Tepoztlan, a Mexican Village: A Study of Folk Life
• Oscar Lewis
– Life in a Mexican Village: Tepoztlan Restudied
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the region
as a
Unit of Analysis
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (not as a “culture area”)– a culture
•“Irish”•“Chinese”•“Mexicans”•“Bedouins”
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Conrad Arensberg1937 The Irish Countryman.
New York: Macmillan.
”the earliest example of anglophone Europeanist anthropology”
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a culture
as a
Unit of Analysis
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (“culture area”)– a culture
• “Irish”• “Irish Travellers” (“Gypsies”)• “Rom” (“Gypsies”)• “Basques”• Catalans
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (“culture area”)– a culture
• “Irish”• “Irish Travellers” (“Gypsies”)• “Rom” (“Gypsies”)• “Basques”• Catalans
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region (“culture area”)– a culture
• “Irish”• “Irish Travellers” (“Gypsies”)• “Rom” (“Gypsies”)• “Basques”• Catalans
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Sharon B. Gmelch
1986 Groups that Don't Want in: Gypsies
and other Artisan, Trader, and
Entertainer Minorities. Annual Review of
Anthropology 15:307-330.
Parman's classic picks -- Tony Galt
“Classics" in the Anthropology of Europe
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The Irish Tinkers: The Urbanization of an Itinerant People
by George Gmelch
1985
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region– “culture area”– a culture
• “Irish”• “Irish Travellers” (“Gypsies”)• “Rom” (“Gypsies”)• “Basques”• Catalans
in summary(so far)
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“units of analysis” may include:
– one person (e.g., Paul Buffalo)
– the family (e.g., Strodtbeck, see later)
– the community– a region– “culture area”– a culture
• “Irish”• “Irish Travellers” (“Gypsies”)• “Rom” (“Gypsies”)• “Basques”• Catalans
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“units of analysis” may also include:
– a nation (“national character studies”)
– the item or action itself (including “processes”)
– a “cultural metaphor”
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“units of analysis” may also include:
– a nation (“national character studies”)
– the item or action itself (including “processes”)
– a “cultural metaphor”
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a nation (Nation-State)
as a
Unit of Analysis
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Cultural Metaphors
• unit of analysis= the nation or national culture
– “national character studies”
» The Chrysanthemum and the Sword – Ruth Benedict
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the item or action itself
as a
Unit of Analysis
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“units of analysis” may also include:
– a nation (“national character studies”)
– the item or action itself (including “processes”)
– a “cultural metaphor”
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#CrisisofBirths
Elizabeth L. Krause
A Crisis of Births: Population Politics and Family-Making in Italy
Belmont, CA: Thompson Wadsworth, 2005.
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•demography / population
•gender
•ethnicity
•nationalism
•globalization
•“development”
•social / cultural change
•decision-making
•peasants
•urbanism / urbanization
Parman's classic picks -- Tony Galt
•stratification
•internal and transnational
migration
•“transnationalism”
•networks
•honor / shame values
•patron-client relationships
•literacy
•“we” vs. “other”
•rural / urban continuum
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•demography / population
•gender
•ethnicity
•nationalism
•globalization
•“development”
•social / cultural change
•decision-making
•peasants
•urbanism / urbanization
Parman's classic picks -- Tony Galt
•stratification
•internal and transnational
migration
•“transnationalism”
•networks
•honor / shame values
•patron-client relationships
•literacy
•“we” vs. “other”
•rural / urban continuum
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• in the 1970s anthropologists became
caught up in a surge of interest in world
systems, processes that could be
described independent of particular
“culture areas”
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• in the 1970s anthropologists became
caught up in a surge of interest in world
systems, processes that could be
described independent of particular
“culture areas”
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• in the 1970s anthropologists became
caught up in a surge of interest in world
systems, processes that could be
described independent of particular
“culture areas”
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• these were universal processes, and anthropology was conceived of as a universal science of humankind– not just of the exotic, non-Western,
savage Other
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• these were universal processes, and anthropology was conceived of as a universal science of humankind– not just of the exotic, non-Western,
savage Other
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• thus from one point of view, one could
argue that during the 1970s the
anthropological study of Europe (or any
culture area, for that matter) was
irrelevant in the anthropological
imagination
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• thus from one point of view, one could
argue that during the 1970s the
anthropological study of Europe (or any
culture area, for that matter) was
irrelevant in the anthropological
imagination
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
. . . but not in recent times
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• processes were universal
• where they took place was of interest only in providing additional evidence about the nature of the processes themselves
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• processes were universal
• where they took place was of interest only in providing additional evidence about the nature of the processes themselves
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• on the other hand, going to Europe was essential in the anthropological imagination because it validated the universality of anthropological models– thus separating it from its image as a discipline
relevant only to the study of the exotic, the “primitive,” and the non-West
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• on the other hand, going to Europe was essential in the anthropological imagination because it validated the universality of anthropological models– thus separating it from its image as a discipline
relevant only to the study of the exotic, the “primitive,” and the non-West
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• according to Mark T. Shutes, this same
motivation lay behind George Peter
Murdock attempting to add more
European material to the Human
Relations Area Files, so as to expand the
scope of ethnographic examples
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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• according to Mark T. Shutes, this same
motivation lay behind George Peter
Murdock attempting to add more
European material to the Human
Relations Area Files, so as to expand the
scope of ethnographic examples
Susan Parman, Europe in the Anthropological Imagination, pp. 14 - 16
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a cultural metaphor(analogy, by means of cultural metaphors)
as a
Unit of Analysis
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“units of analysis” may also include:
– a nation (“national character studies”)
– the item or action itself (including “processes”)
– a “cultural metaphor”
(analogy, by means of cultural metaphors)
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• an important influence on American
interest in European Spanish
studies was an attempt to trace
Latin American influences back to
Spain
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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• an important influence on American
interest in European Spanish
studies was an attempt to trace
Latin American influences back to
Spain
Susan Parman, Europe in the Anthropological Imagination, pp. 11 - 14
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we saw this video on Tuesday, 10 July 2007
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“units of analysis” may also include:
– a nation (“national character studies”)
– the item or action itself (including “processes”)
– a “cultural metaphor”
(analogy, by means of cultural metaphors)
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Gannon’sEuropean Cultural Metaphors
include
Ch. 17. The Traditional British
House
Ch. 21. The Italian Opera
Ch. 22. Belgian Lace
Ch. 24. The Russian Ballet
Ch. 25. The Spanish Bullfight
Ch. 26. The Portuguese Bullfight
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http://www.d.umn.edu/cla/faculty/troufs/anth1095/index.html#text
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Gannon’s
European Cultural Metaphorsinclude
Ch. 6. The Turkish Coffehouse
Ch. 8. The Polish Village Church
Ch. 10. The German Symphony
Ch. 11. The Swedish Stuga
Ch. 12. Irish Conversations
Ch. 14. The Danish Christmas Luncheon
Ch. 15. French Wine . . .
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www.d.umn.edu/cla/faculty/troufs/anth1095/Ireland.html#title
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http://www.carn.com/IrishTales.htm
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Gannon’s
European Cultural Metaphorsinclude
Ch. 17. The Traditional British House
Ch. 21. The Italian Opera
Ch. 22. Belgian Lace
Ch. 24. The Russian Ballet
Ch. 25. The Spanish Bullfight
Ch. 26. The Portuguese Bullfight
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Cultural Metaphors
• cultural metaphors can be derived for ethnic groups within and across nations
– e.g., Anishinabe (Chippewa; Ojibwa)– e.g., Rom (Gypsies)– e.g., Irish “Travellers”
• sometimes incorrectly called “Gypsies”
– e.g., Kurds (in Turkey)– e.g., Basques
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Cultural Metaphors
• cultural metaphors can be derived for ethnic groups within and across nations
– e.g., Anishinabe (Chippewa; Ojibwa)– e.g., Rom (Gypsies)– e.g., Irish “Travellers”
• sometimes incorrectly called “Gypsies”
– e.g., Kurds (in Turkey)– e.g., Basques
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http://www.d.umn.edu/cla/faculty/troufs/anth3635/cetexts.html#BasqueHistory
Mark KurlanskyThe Basque History of the World.
NY: Penguin Books, 1999.(ISBN: 0140298517)
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Cultural Metaphors
• unit of analysis is usually the nation
or national culture
• applies to a group, but not to every
individual within it
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Cultural Metaphors
• unit of analysis is usually the nation
or national culture
– because a good amount of evidence
suggests that there are commonalities
across regional, racial, and ethnic groups
within each of them that can be captured
effectively by cultural metaphors
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Cultural Metaphors
• unit of analysis is usually the nation
or national culture
– Understanding Global Cultures contains
28 metaphors
(13 of the 28 are from Europe)
– there are approximately 200 nations in the world • 193 according to The Times World Atlas
(2004)
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Cultural Metaphors
• unit of analysis is usually the nation
or national culture
– Understanding Global Cultures contains
28 metaphors
(13 of the 28 are from Europe)
– REM: there are approximately 200 nations in the world • 193 according to The Times World Atlas
(2004)
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Ken Livingston, mayor of London England,
indicated that there were over 300languages spoken in London.
(Following the terrorist attack of July 2005)
Communication
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How many languages
are spoken in
St. Paul Minnesota ?
Communication
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Culture Counts
and it counts quit a bit
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
• Cultural Metaphors include, in addition, the items on p. 11 of Gannon’s book . . .
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
• Cultural Metaphors include, in addition, the items on p. 11 of Gannon’s book . . .
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Cultural Metaphors include . . .
• religion
• early socialization and family structure
• small group behavior
• public behavior
• leisure pursuits and interests
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Cultural Metaphors include . . .
• total Lifestyle
– work / leisure / home and time allocations to each of them
• aural space
– the degree to which members of a society react negatively to high noise levels
• roles and status of different members of a society
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Cultural Metaphors include . . .
• holidays and ceremonies
• greeting behavior
• humor
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Cultural Metaphors include . . .
• language
– oral and written communication
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Cultural Metaphors include . . .
• non-oral communication
– body language
• kinesics (motion)
• proxemics (space)
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Cultural Metaphors include . . .
• sports
– as a reflection of cultural values
• political structure of a society
• the educational system of a society
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Cultural Metaphors include . . .
• traditions and the degree to which the established order is emphasized
• history of a society
– but only as it reflects cultural mind-sets, or the
manner in which its members think, feel, and act
– not a detailed history
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Cultural Metaphors include . . .
• food and eating behavior
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Cultural Metaphors include . . .
• social class structure
• rate of technological and cultural change
• organization of and perspective on work
– such as a society’s commitment to the work ethic, superior-subordinate relationships, and so on
• any other categories that are appropriate
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A Four-Stage Model of Cross-Cultural Understanding
I. four-cell typology of process / goal orientation
II. more specificity
III. inclusion of other “etic” of culture-general dimensions along which specific cultures have been shown to vary
IV. cultural metaphors are employed for understanding a culture
they build on the “etic” understanding provided by the approaches used in the first three stages
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Fig. 1.1. Process, Goals, and Expression of Emotions (p. 12)
Open Expression of Emotions and Feelings
Degree to which process must be emphasized before goals can be discussed
Lower Higher
Lower
Higher
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A Four-Stage Model of Cross-Cultural Understanding
I. four-cell typology of process / goal orientation
II. more specificity
III. inclusion of other “etic” of culture-general dimensions along which specific cultures have been shown to vary
IV. cultural metaphors are employed for understanding a culture
they build on the “etic” understanding provided by the approaches used in the first three stages
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Emics / Etics
emics– from “phonemics”– viewing a culture from the inside
etics– from “phonetics”– viewing a culture from the outside
more on the “emics” and “etics” later
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“Four-Stage Model”
One variable of Gannon’s
“Four-Stage Model”
is the degree to which process such as
effective communication and getting to
know one another in depth should
precede discussion of specific goals
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“Four-Stage Model”
One variable of Gannon’s
“Four-Stage Model”
is the degree to which process such as
effective communication and getting to
know one another in depth should
precede discussion of specific goals
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“Four-Stage Model”
Another variable of Gannon’s
“Four-Stage Model” is the degree to which a
culture fosters and encourages open
emotional expression
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“Four-Stage Model”
Another variable of Gannon’s
“Four-Stage Model” is the degree to
which a culture fosters and encourages
open emotional expression
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Fig. 1.1. Process, Goals, and Expression of Emotions (p. 12)
Open Expression of Emotions and Feelings
Degree to which process must be emphasized before goals can be discussed
Lower Higher
Lower England, Ireland, and Scotland
United States and Germany
Higher China, Japan, and India
Mexico, Spain, and Italy
More on the “Four-Stage Model” later, time permitting
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Cultural Metaphors
“Metaphors
are not stereotypes” – Martin J. Gannon
Why?
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Geert Hofstede(1991)
• IBM study demonstrated that
national culture explained 50% of
the differences in attitudes in IBM’s
53 countries
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“Given such studies, it seems that
culture influences between 25%
and 50% of our attitudes, whereas
other aspects of workforce
diversity, such as social class,
ethnicity, race, sex, and age,
account for the remainder of these
attitudinal differences.”
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“Given such studies, it seems that
culture influences between 25%
and 50% of our attitudes, whereas
other aspects of workforce
diversity, such as social class,
ethnicity, race, sex, and age,
account for the remainder of these
attitudinal differences.”
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“Frequently, when a foreigner
violates a key cultural value, he or
she is not even aware of the
violation, and no one brings the
matter to his or her attention.”
– once a visitor makes a major mistake it is frequently impossible to rectify it
– and it may well take several months to realize that polite rejections really signify isolation and banishment
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“Frequently, when a foreigner
violates a key cultural value, he or
she is not even aware of the
violation, and no one brings the
matter to his or her attention.”
– once a visitor makes a major mistake it is frequently impossible to rectify it
– and it may well take several months to realize that polite rejections really signify isolation and banishment
includingproxemicskenisics
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“Frequently, when a foreigner
violates a key cultural value, he or
she is not even aware of the
violation, and no one brings the
matter to his or her attention.”
– once a visitor makes a major mistake it is frequently impossible to rectify it
– and it may well take several months to realize that polite rejections really signify isolation and banishment
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“Even genuinely
small cultural mistakes can have
enormous consequences.”
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“. . . knowing a country’s language,
although clearly helpful, is no
guarantee of understanding its
cultural mindset, and some of the
most difficult problems have been
created by individuals who have a
high level of fluency but a low level of
cultural understanding.”
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“. . . knowing a country’s language,
although clearly helpful, is no
guarantee of understanding its
cultural mindset, and some of the
most difficult problems have been
created by individuals who have a
high level of fluency but a low level of
cultural understanding.”
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“Moreover,
members of a culture tend to assume
that highly fluent visitors know the
customs and rules of behavior, and
these visitors are judged severely
when violations occur.”
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Cultural Metaphors
• Understanding Global Cultures
describes a method for understanding
easily and quickly the cultural mind-
set of a nation and comparing it to
other nations . . .
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Cultural Metaphors
• Understanding Global Cultures
describes a method for understanding
easily and quickly the cultural mind-
set of a nation and comparing it to
other nations . . .
metaphorical analysis
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Cultural Metaphors
wherein
the unit of analysis isthe metaphor
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Cultural Metaphors
• In essence the cultural metaphor involves identifying some phenomenon, activity, or institution of a nation’s culture that all or most of its members consider to be very important and with which they identify closely– the characteristics of the metaphor then
become the basis for describing and understanding the essential features of the society
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Cultural Metaphors
• In essence the cultural metaphor involves identifying some phenomenon, activity, or institution of a nation’s culture that all or most of its members consider to be very important and with which they identify closely– the characteristics of the metaphor then
become the basis for describing and understanding the essential features of the society
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Cultural Metaphors
• In essence the cultural metaphor involves identifying some phenomenon, activity, or institution of a nation’s culture that all or most of its members consider to be very important and with which they identify closely– the characteristics of the metaphor then
become the basis for describing and understanding the essential features of the society
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Cultural Metaphors
• each metaphor is a guide or map that helps the foreigner understand quickly what members of a society consider very important
– but it is only a starting point against which we can compare our own experiences and through which we can start to understand the seeming contradictions pervasive in most, if not all, societies
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Cultural Metaphors
• each metaphor is a guide or map that helps the foreigner understand quickly what members of a society consider very important
– but it is only a starting point against which we can compare our own experiences and through which we can start to understand the seeming contradictions pervasive in most, if not all, societies
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Cultural Metaphors
• Gannon’s book describes
a dominant,
and perhaps the dominant,
metaphor for each society
– but other metaphors may also be
suitable
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Gannon’s
European Cultural Metaphorsinclude
Ch. 6. The Turkish Coffehouse
Ch. 8. The Polish Village Church
Ch. 10. The German Symphony
Ch. 11. The Swedish Stuga
Ch. 12. Irish Conversations
Ch. 14. The Danish Christmas Luncheon
Ch. 15. French Wine . . .
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Gannon’s
European Cultural Metaphorsinclude
Ch. 17. The Traditional British House
Ch. 21. The Italian Opera
Ch. 22. Belgian Lace
Ch. 24. The Russian Ballet
Ch. 25. The Spanish Bullfight
Ch. 26. The Portuguese Bullfight
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
• Cultural Metaphors include, in addition, the items on p. 11 of Gannon’s book . . .
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
• Cultural Metaphors include, in addition, the items on p. 11 of Gannon’s book . . .
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
– note that each society has a dominant
cultural orientation that can be
described in terms of six dimensions
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Florence Kluckholn and Fred Strodtbeck
1. “What do members of a society assume about the nature of people, that is, are people good, bad, or a mixture?”
• These kinds of beliefs are sometimes called
“existential postulates”
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Florence Kluckholn and Fred Strodtbeck
1. “What do members of a society assume about the nature of people, that is, are people good, bad, or a mixture?”
• These kinds of beliefs are sometimes called
“existential postulates”
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Florence Kluckholn and Fred Strodtbeck
2. “What do members of a society assume
about the relationship between a person
and nature, that is, should we live in
harmony with it or subjugate it?”
• These kinds of beliefs are sometimes called
“normative postulates”
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Florence Kluckholn and Fred Strodtbeck
2. “What do members of a society assume
about the relationship between a person
and nature, that is, should we live in
harmony with it or subjugate it?”
• These kinds of beliefs are sometimes called
“normative postulates”
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Florence Kluckholn and Fred Strodtbeck
3. “What do members of a society assume
about the relationship between people,
that is, should a person act in an
individual manner or consider the group
before taking action?”
• individualism vs. collectivism (groupism) in
terms of such issues as making decisions,
conformity, and so forth
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Florence Kluckholn and Fred Strodtbeck
3. “What do members of a society assume
about the relationship between people,
that is, should a person act in an
individual manner or consider the group
before taking action?”
• individualism vs. collectivism (groupism) in
terms of such issues as making decisions,
conformity, and so forth
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Florence Kluckholn and Fred Strodtbeck
4. “What is the primary mode of activity in
a given society, that is, being, or
accepting the status quo, enjoying the
current situation, and going with the
flow of things;
or doing, that is, changing things to
make them better, setting specific
goals and accomplishing them within
specific schedules, and so forth?”
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Florence Kluckholn and Fred Strodtbeck
4. “What is the primary mode of activity in
a given society, that is, being, or
accepting the status quo, enjoying the
current situation, and going with the
flow of things;
or doing, that is, changing things to
make them better, setting specific
goals and accomplishing them within
specific schedules, and so forth?”
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Florence Kluckholn and Fred Strodtbeck
5. “What is the conception of space in a given society,
that is, is it considered private, in that meetings
are held in private, people do not get too close to
one another physically, and so on;
or public, that is, having everyone participate in
meetings and decision making, allowing
emotions to be expressed publicly, and having
people stand in close proximity to one another?”
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Florence Kluckholn and Fred Strodtbeck
5. “What is the conception of space in a given society,
that is, is it considered private, in that meetings
are held in private, people do not get too close to
one another physically, and so on;
or public, that is, having everyone participate in
meetings and decision making, allowing
emotions to be expressed publicly, and having
people stand in close proximity to one another?”
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Florence Kluckholn and Fred Strodtbeck
6. “What is the society’s dominant
temporal orientation”
past
present
and / or future?
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Florence Kluckholn and Fred Strodtbeck
6. “What is the society’s dominant
temporal orientation”
past
present
and / or future?
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Constructing Cultural Metaphors
• Kluckholn and Strodtbeck note that each society has a dominant cultural orientation that can be described in terms of these six dimensions
• but that other, weaker orientations may also exist simultaneously in its different geographical regions and racial and ethnic groups
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Constructing Cultural Metaphors
• Kluckholn and Strodtbeck note that each society has a dominant cultural orientation that can be described in terms of these six dimensions
• but that other, weaker orientations may also exist simultaneously in its different geographical regions and racial and ethnic groups
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Constructing Cultural Metaphors
• Kluckholn and Strodtbeck note that each society has a dominant cultural orientation that can be described in terms of these six dimensions
• but that other, weaker orientations may also exist simultaneously in its different geographical regions and racial and ethnic groups
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede• made many discoveries in how
people learn language
• analyzed the levels of learning
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Edward T. Hall
1. “Context,
or the amount of information that must
be explicitly stated if a message or
communication is to be successful”
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Edward T. Hall
2. “Space,
or the ways of communicating through
specific handling of personal space”
e.g., North Americans tend to keep more
space between them while communicating
than do South Americans
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Edward T. Hall
3. Time, which is either
monochronic
(scheduling and completing one activity at a time)
or polychronic(not distinguishing between activities and completing them simultaneously – “multitasking”)
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Edward T. Hall
3. Time, which is either
monochronic
(scheduling and completing one activity at a time)
or polychronic(not distinguishing between activities and completing them simultaneously – “multitasking”)
![Page 204: Peoples and Cultures of Europe Europe as an ethnographic "culture area" units of analysis / cultural metaphors](https://reader037.vdocument.in/reader037/viewer/2022110207/56649d805503460f94a64c35/html5/thumbnails/204.jpg)
Edward T. Hall
4. “Information flow,
which is the structure and speed of
messages between individuals and / or
organizations”
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
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Geert Hofstede
– prominent organizational psychologist
– research is based on a large questionnaire survey of IBM employees and managers working in 53 different countries
– especially significant because the type of organization is held constant
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Geert Hofstede
1. Power distance
or the degree to which members of a
society automatically accept a
hierarchical or unequal distribution of
power in organizations and the society
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Geert Hofstede
2. Uncertainty avoidance
or the degree to which members of a
given society deal with the uncertainty
and risk of everyday life and prefer to
work with long-term acquaintances and
friends rather than with strangers
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Geert Hofstede
3. Individualism
or the degree to which an individual perceives him- or her-self to be separate from a group and free from group pressure to conform
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Geert Hofstede
4. Masculinity
or the degree to which a society looks
favorably on aggressive and materialistic
behavior
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Geert Hofstede
5. Time horizon(short term to long term)
or the degree to which members of a
culture are willing to defer present
gratification in order to achieve long-
term goals
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Geert Hofstede
5. Time horizon(short term to long term)
or the degree to which members of a
culture are willing to defer present
gratification in order to achieve long-
term goals
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criticisms of the “three-dimensional approaches” developed by
Kluckholn and Strodtbeck, Hall, and Hofstende include
– leave out many features of the cultural mind-sets that are activated in daily cultural activities
– neglect the institutions molding these mind-sets
– are instructive, but are “somewhat lifeless and narrow”
– leave out many facets of behavior
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Constructing Cultural Metaphors
• Florence Kluckholn and Fred Strodtbeck
• Edward T. Hall
• Geert Hofstede
• Cultural Metaphors include, in addition, the items on p. 11 of Gannon’s book . . .
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http://www.d.umn.edu/cla/faculty/troufs/anth1095/index.html#text