SCHOOL

ECONOMIC AND REGIONAL STUDIES

ACADEMIC UNIT

BALKAN, SLAVIC AND ORIENTAL STUDIES

LEVEL OF STUDIES

UNDERGRADUATE

COURSE CODE

BSA302-III

SEMESTER

2nd

COURSE TITLE

Anthropological thought and Social Theory

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

GENERAL BACKGROUND

PREREQUISITE COURSES:

OXI

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

GREEK

IS THE COURSE OFFERED TO ERASMUS STUDENTS

NO

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO224/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

Research, analysis and synthesis of data and information

Exercise criticism and self-criticism

Autonomous work

Promotion of free, creative and inductive thinking

Upon the completion of the course, the students will have come into contact with the basic concepts, definitions and fields of Social and Cultural Anthropology (kinship, economy, political organization, symbolic systems-religion, gender) and the type of holistic way of viewing societies between ethnographic present and historical past. They will have examined the main theoretical schools of the 20th and 21st centuries (American, British and French) which have defined anthropological thought (functionalism, post/structuralism, interpretive approach). Finally, the course will have introduced the students to the methodological peculiarities of ethnographic field research, the comparative method and the holistic anthropological understanding.

WEEKLY THEMES

1-2nd week CULTURE

3-4th week WRITING ABOUT THE OTHER

5-6th Week FAMILY

7th Week THE STATE AUTHORITY

8th Week SOCIAL CHANGE

9-10th Week THE CONCEPT OF INTERPRETATION

11th Week THE CONCEPT OF RESPONSIBILITY

12th Week. NEWER TRENDS IN ANTHROPOLOGICAL RESEARCH

Week 13 REVIEW-EXAM PREPARATION

DELIVERY
Face-to-face, Distance learning, etc.

Face to face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

The course is evaluated by written exams at the end of the semester. Exams are based on the pages listed in each week's Required Readings (see course site). The written exams contain different types of multiple-choice questions (multiple answers, YES/NO, etc.) but also very short development questions (max 5-6 sentences)

- Suggested bibliography:

C.Javeau, Η Έρευνα με Ερωτηματολόγιο- Το Εγχειρίδιο του Καλού Ερευνητή, Αθήνα, Τυπωθήτω Γ.Δαρδανός, 1996 [ Βασικό βοήθημα για τις εργασίες σας].

. Γκ.Λίενχαρντ, Κοινωνική Ανθρωπολογία, Αθήνα, Gutenberg, 1985 ( Μετάφραση του κλασσικού εγχειριδίου κοινωνικής ανθρωπολογίας στα ελληνικά. Εισαγωγικό και κατατοπιστικό κείμενο).

Α. Κούπερ, Ανθρωπολογία και Ανθρωπολόγοι. Η σύγχρονη βρετανική σχολή. Αθήνα, Καστανιώτη 1994.

 I.Craig, Σύγχρονη Κοινωνική Θεωρία. Από τον Parsons στον  Habermas, μετάφραση- επιμ. Π.Λέκκας, Αθήνα, Ελληνικά Γράμματα, 1998.

- Relatedacademicjournals:

Σύγχρονα Θέματα, https://www.synchronathemata.gr/

Εθνολογία, https://www.societyforethnology.gr/en/ethnologyonline

Anthropology Matters, https://www.anthropologymatters.com/index.php/anth_matters/issue/view/65

Society for Social Anthropology, https://culanth.org/

SCHOOL

Economics and Regional Studies

ACADEMIC UNIT

Balkan, Slavic and Oriental Studies

LEVEL OF STUDIES

Undergraduate

COURSE CODE

ΒΣΑ307-ΙΙΙ-2

SEMESTER

5th

COURSE TITLE

Anthropology of Migration and Diaspora Communities in South-Eastern Europe and the Near East

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background

PREREQUISITE COURSES:

No

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

Greek

IS THE COURSE OFFERED TO ERASMUS STUDENTS

No

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO235/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

1. Intellectual Skills of Synthesis and Analysis

• Understanding the different aspects of migration, inclusion and exclusion in relation to anthropological methods and concepts

• Synthesis and generative thinking based on the study of empirical data

• Learning to formulate an argument based on the data of the bibliographic research

2. Research Skills

• Development of capacities of flow and organization of sources

• Structure of an academic text

• Presentation skills using new technologies

3. Development of Research Technologies

• Developing research digital skills

• Deeper understanding and analysis of visual material

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

• Data research and analysis

• Independent or group work

• Respect for diversity and multiculturalism

• Promotion of criticism and self-criticism

• Promotion of free, creative and inductive thinking

The course examines different forms of migration, transnational and economic migration, brain migration, gender migration, and compares them to other categories of movement and attitude such as refugee and diaspora. Different approaches to the study of migration will be studied (economic and historical approach network study, global south and migration). Different forms of diaspora are compared, such as historical and contemporary diasporas, diaspora as a double consciousness, the concept of diaspora, and LGBTI communities and online diasporas. Finally, the course will highlight different policies of integration, collective organization and artistic expression of immigrants or diasporas (eg literature of immigration, diasporic cinema, etc.). The ethnographic examples will concern migrants from/to the regions of Eastern and South-Eastern Europe as well as the Near East.

The aim of the course is to familiarize the students with the different categories of immigration as well as with the different immigrant communities and diasporas of Northern and South-Eastern Europe & the Near East. The examples of cross-cultural encounters, displacements and the management of the diasporic condition in the wider region of North Africa, SE Europe and the Near East constitute the field of observation of ethnographic and other factual data that allow students to deepen their knowledge in basic anthropological concepts and analytical categories taught in previous years about space and time, region, ethnicity, gender identity and types of community from modernity to the digital age

1. A.    Definitions

1st Week. Introduction

2nd Week. Methodology Issues

3rd Week Global Migrations and Diaspora (19th century - First half of the 20th century)

4th Week Transnational Migration and Diasporic Identities (2nd half-20th-21st)

5th Week. Economy and Immigration and the Economy of immigration

B. Border-Integration

6th Week. Borders-Security—National/European Policies

7th Week Multiculturalism- Xenophobia and Racism

 8th Week Marriages and Transnational Families

9th Week. The return migration

10th Week. New Forms of Inclusion-Movements

C. Representation

11th - 12th Week. Migrations and Art. Literature, Museums and Cinema

13th Week. Recap

DELIVERY
Face-to-face, Distance learning, etc.

Face to Face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

ICT in teaching and communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

- Suggested bibliography:

C. Brettell.2003.  Anthropology and migration. Essays on transnationalism, ethnicity, and identity. Walnut Creek: Altamira Press. Pp.9-23, 23-47.

S. Castles& M.Miller (1998) The Age of Migration. International Population Movement , London/Hampshire: 67-104, 104-141.

Koser, Khalid 2007. International Migration: A Very Short Introduction, Oxford: Oxford University Press 28-41.

S. Vertovec& R. Cohen (eds) Migration, Diasporas and Transnationalism, Cheltenham: Elgar Reference Collection

Werbner, Pnina. "Global pathways. Working class cosmopolitans and the creation of transnational ethnic worlds." Social anthropology 7.1 (1999): 17-35.

- Related academic journals:

Journal of Ethnic and Migration Studies

Journal of International Migration and Integration

Migration and Society

SCHOOL

Εconomic and Peripheral Studies

ACADEMIC UNIT

Dept. of Balkan Studies and Oriental Studies

LEVEL OF STUDIES

Undergraduate

COURSE CODE

ΒΣA315-III

SEMESTER

Z’

COURSE TITLE

Ethnographic Research, Audiovisual and Digital Culture

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background, Specialised general knowledge

PREREQUISITE COURSES:

No

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

English

IS THE COURSE OFFERED TO ERASMUS STUDENTS

Yes

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO288/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

-Developing audiovisual skills

-Improving qualitative research skills

-Combining ethnographic methods with audiovisual skills

-Understanding  audiovisual and digital cultures

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

Working in an international environment

Working in an interdisciplinary environment

Project planning and management

Respect for difference and multiculturalism

Criticism and self-criticism

Production of free, creative and inductive thinking

The shift to WEB.2 has created new challenges for ethnography, a practice closely linked to the researcher's physical presence in the field. This shift created the need to re-examine the tools of ethnographic research (observation, diary, note-taking, oral testimonies) and publication (monographs, academic articles) in the new digital context. The course will help students 1. to understand how their methodological tools can be adapted, expand and used in the  new digital and audio-visual environments (digital notes and diaries, digital archives and databases, blog and podcast, various types of film genres or online series), 2.  familiarise them with the digital and audio-visual ‘field-sites’, their exigencies and possibilities  (social networks, virtual worlds, different types of films and series, video-games) 3. Develop, critically analyse and practically apply the production skills of digital and / or audio-visual material (blog, editing digital reports, short videos, etc.). Students will enrich and deepen their ethnographic research skills, comprehend the ethical concerns involved, succeed greater dissemination and popularisation of the results.

The aim is to adapt, expand and deepen ethnographic knowledge with methodological tools skills for the management and understanding of digital and audio-visual material but also for the production of similar content in order to enrich and respond better to the demands of the contemporary world.

Weekly themes:

 1^st week. Introduction

 2^nd week. Ethnography and visual culture

 Discussion of the history of the relation between social anthropology and the visual

 Compulsory Reading

Sideri, E., 2020. Imagination and Ethnography. Bridging the Gap of (not) Being There Through Film. Teaching Anthropology: A journal by the Royal Anthropological Institute.

 Bibliography

Banks, M., 2005. Visual Anthropology: Image, Object and Interpretation 1. In Image-based research (pp. 9-23). Routledge.

Chio, Jenny. (2021) 2023. “Visual anthropology”. In The Open Encyclopedia of Anthropology, edited by Felix Stein. Facsimile of the first edition in The Cambridge Encyclopedia of Anthropology. Online: http://doi.org/10.29164/21visual

Jensen, L.X., Bearman, M., Boud, D. and Konradsen, F., 2022. Digital ethnography in higher education teaching and learning—a methodological review. Higher Education, 84(5), pp.1143-1162.

https://link.springer.com/article/10.1007/s10734-022-00838-4

Otto, T., Suhr, C., Crawford, P.I., Waltorp, K., Høgel, A.K. and Vium, C., 2018. Camera, Intervention and Cultural Critique: An Introduction. Visual Anthropology, 31(4-5), pp.307-317.

Pink, S., 2011. Images, senses and applications: Engaging visual anthropology. Visual Anthropology, 24(5), pp.437-454.

 3^rd week. Ethnography and the digital turn -IssuesofEthics

Exploration of the connection between ethnographic methods and the digital culture. Questions of ethics

Compulsory Reading

Pink, S., Sinanan, J., Hjorth, L. and Horst, H., 2016. Tactile digital ethnography: Researching mobile media through the hand. Mobile Media & Communication, 4(2), pp.237-251.

 Bibliography

Boellstorff, Tom. 2015. “Te Subject and Scope of Tis Inquiry.” In Coming of Age in

Second Life: An Anthropologit Explore the Virtually Human, Second Edition, 3–31.

Princeton, Princeton University Press

Bowler Jr, G.M., 2010. Netnography: A method specifically designed to study cultures and communities online. The qualitative report, 15(5), p.1270.

Ethics Guidelines for Internet-mediated Research. The British Psychological Society. 2017.

https://www.bps.org.uk/news-and-policy/ethics-guidelines-internet-mediated-research-

2017

Kaur-Gill, S. and Dutta, M.J., 2017. Digital ethnography. The international encyclopedia of communication research methods, 10(1).

Low, Setha M. and Sally Engle Merry. 2010. “Engaged Anthropology: Diversity and

Dilemmas.” Current Anthropology 51: S203-S226.

Pink, Sarah, Heather Horst, John Postill, Larissa Hjorth, Tania Lewis, and Jo Tacchi.

2016. “Ethnography in a Digital World.” In Digital Ethnography: Principle and

Practice, 1–18. Los Angeles: Sage

Principles of Professional Responsibility. American Anthropological Association.

2012. http://ethics.americananthro.org/category/statement/.

Varis, P., 2015. Digital ethnography. In The Routledge handbook of language and digital communication (pp. 55-68). Routledge.

 4^th week. Observing, Participating, Writing Fieldnotes during the digital turn and multimodality

How do the traditional ethnographic methodological tools and methods (e.g. participant observation, diaries, fieldnotes etc) go digital?

 Compulsory reading

Sanjek, R., 2016. From fieldnotes to efieldnotes. EFieldnotes: The Makings of Anthropology in the Digital World, pp.3-27.

Bibliography

Abidin, C. and De Seta, G., 2020. Private messages from the field: Confessions on digital ethnography and its discomforts.

Bonanno, Leticia. 2019. “Drawing as a Mode of Translation.” American Anthropologist.

http://www.americananthropologist.org/ethno-graphic-bonanno/

Hennell, K., Limmer, M. and Piacentini, M., 2020. Ethical dilemmas using social media in qualitative social research: A case study of online participant observation. Sociological research online, 25(3), pp.473-489.

Nolas, S.M. and Varvantakis, C., 2019. Field notes for amateurs. Social Analysis, 63(3), pp.130-148.

Williams, M., 2007. Avatar watching: participant observation in graphical online environments. Qualitative research, 7(1), pp.5-24.

https://www.anthrowrites.com/fieldnotefirstdraft

   5^th week. Looking for digital Selves I. Selfies, FB, Instagram , TiΚTok

 The issue of identity and Selfboth of the ethnographer and the Others had been central in ethnographic research. How do digital methods transform it?

 Compulsory Reading

Hermans, H.J., 2004. Introduction: The dialogical self in a global and digital age. Identity, 4(4), pp.297-320.

 Bibliography

Braun, L.N. and Mateus, A.M.V., 2024. Contemporary Ethnographic Aesthetics: The TikTok Turn. Visual Anthropology, 37(3), pp.195-211.

Clara, A. and Garner, A.C., 2017. Stories we tell our selfies. Hong Kong: The Asian Conference on Arts and Humanities 2017 Official Conference Proceedings. https://www. researchgate. net/publication/323601369_Stories_We_Tell_Our_Selfies.

Dalsgaard, S., 2016, January. The ethnographic use of Facebook in everyday life. In Anthropological Forum (Vol. 26, No. 1, pp. 96-114). Routledge.

Dalvit, L. and Schoon, A., 2018. Siyashuta! Capturing police brutality on mobile phones in South Africa. Mobile story making in an age of smartphones, pp.129-137.

Schleser, M. and Berry, M., 2018. Introduction: Creative Mobile Media II—Making a Difference. Mobile story making in an age of smartphones, pp.1-7.

Walford, G., 2021. What is worthwhile auto-ethnography? Research in the age of the selfie. Ethnography and Education, 16(1), pp.31-43.

Willcox, M., Rogers, R., Peute, M. and Stanusch, N., 2023. Undertaking digital ethnography on and with Instagram.

 6^th week. Looking for digital Selves IΙ. Videogames

Videogames produce whole worlds which challenge ethnographic practices, this week we will families with these challenges.

 Compulsory Reading

Petridis, Panagiotis, and Lauren Traczykowski. "Introduction on games, serious games, simulation and gamification." Games, Simulations and Playful Learning in Business Education. Edward Elgar Publishing, 2021. 1-13.

 Bibliography

Baldwin, K., 2019. Virtual avatars: Trans experiences of ideal selves through gaming. Markets, Globalization & Development Review, 3(3).

Hung, C.Y., 2007, January. Video games in context: An ethnographic study of situated meaning-making practices of Asian immigrant adolescents in New York City. In Proceedings of DiGRA 2007 Conference: Situated Play.

Podleschny, N., 2009. Videogames, learning, and the social context: Approaches to an ethnographic case study. Ejournalist, 9(1), pp.70-98.

Thornham, H., 2008. “It's A Boy Thing” Gaming, gender, and geeks. Feminist Media Studies, 8(2), pp.127-142.

  7^th-8^th week. Ethnography of a film and TV series

Cinema and TV have become significant of the cultural productions since the last decades. How do we observe and examine both as ethnographic fields?

 Compulsory Reading

Sideri, E., 2016. Prisoner (Once Again) of the Caucasus: An Ethnography of Film. Punctum: International Journal of Semiotics.

 Bibliography

Gonçalves, M.A., 2012. Sensorial thought: cinema, perspective and Anthropology. Vibrant: Virtual Brazilian Anthropology, 9, pp.160-183.

Grimshaw, A. and Ravetz, A., 2009. Rethinking observational cinema. Journal of the Royal Anthropological Institute, 15(3), pp.538-556.

Keep, D., 2018. Smartphones and evocative documentary practices. Mobile Story Making in an Age of Smartphones, pp.41-50.

Ruby, J., 1971. Toward an anthropological cinema. Film Comment, 7(1), pp.35-40.

Ruby, J., 1991. Speaking For, Speaking About, Speaking With, or Speaking Alongside An Anthropological and Documentary Dilemma. Visual Anthropology Review, 7(2), pp.50-67.

Sideri, Eleni. "Female Genealogy and Cultural Memory in Georgia." Genealogy 8.3 (2024): 82. https://doi.org/10.3390/genealogy8030082

Sideri, E., 2017. Bridging worlds: producing and imagining the transnational through TV narratives. Journal of Science and Technology of the Arts, 9(2), pp.27-35.

Sideri, E., 2023. Coproducing Europe: An Ethnography of Film Markets, Creativity and Identity. Berghahn Books. Ch. 6.

Turner, T., 1992. The Kayapo on television: an anthropological viewing. Visual Anthropology Review, 8(1), pp.107-112.

 9^th week. Ethnography of sound and podcasts

 How could we use other senses to create images, cultural understanding and empathy?

 Compulsory Reading

Gershon, W.S., 2019. Sonic ethnography in theory and practice. Oxford research encyclopedia of education, pp.1-22.

 Bibliography

Cook, I.M., 2020. Critique of podcasting as an anthropological method. Ethnography, p.1466138120967039.

Battesti, V. and Puig, N., 2020. Towards a sonic ecology of urban life: ethnography of sound perception in Cairo. The Senses and Society, 15(2), pp.170-191.

Faudree, P., 2012. Music, language, and texts: Sound and semiotic ethnography. Annual Review of Anthropology, 41(1), pp.519-536.

Kheshti, R., 2009. Acoustigraphy: soundscape as ethnographic field. Anthropology News, 50(4), pp.15-19.

Lundström, M. and Lundström, T.P., 2021. Podcast ethnography. International Journal of Social Research Methodology, 24(3), pp.289-299.

 10^th week. Multimodal Ethnography I. Creating Storyboards and photo-essays

What is the meaning of multimodality as it is used in ethnographic research?

 Compulsory Reading

Sideri, E., Multimodality in Ethnographic Research and Representation. DRITTE FOLGE 15· 2020, p.57.

 Bibliography

Gugganig, M. and Schor, S., 2020. Multimodal Ethnography in/of/as Postcards. American Anthropologist, 122(3), pp.691-697.

Varvantakis, C. and Nolas, S.M., 2019. Metaphors we experiment with in multimodal ethnography. International Journal of Social Research Methodology, 22(4), pp.365-378.

Varvantakis, C. and Nolas, S.M., 2018. Multimodal ethnographies between curation and experimentation. entanglements: experiments in multimodal ethnography, 1(2), pp.24-29.

Westmoreland, M.R., 2022. Multimodalit: reshaping anthropolog. 173-194. doi: 10.1146/annure-anthro-121319-071409 Version: Publisher's Version License: Licensed under rticle 25fa Cop right ct. Law (mendment Ta erne) Downloaded from: https://hdl. handle. net/1887/3515029.

   11^th week.Multimodal Ethnography II. Making an Ethnographic film

We look into the practice of ethnographic film making e.g. preparation, script writing, shooting, editing.

 12^th week. Presentations

 13^th Recap.

DELIVERY
Face-to-face, Distance learning, etc.

Face to Face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

ICT in teaching and communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

For those who attend the course min. 70% of the course (roughly no more than 3 absences from classes)the are accepted through a presentation and an essay. The essay will included the following:

1.A written proposal of a film or sound project. The synopsis will be an overview of what your story is about, why the story is significant, why you choose  to do a documentary OR a photo-essay OR a podcast, and how you’re going to structure  it. The proposalshould be roughly 1000 words.2.A visual /sound samle to promote this project. This could include a promotional video/photoessay or sound sample etc. The length of a video may not exceed 3 minutes.3. A reflective essay that engages with the following three questions:1) What is one major theme you want to address in your film and how does this relate to anthropology AND the course? Your answer should be roughly 500 words.

2) How do you intend to apply this anthropological theme and relevant literature within your film? Explain, using specific examples from your film and chosen topic. Your answer should be roughly 500 words.3) If you had never taken this course and you would investigate the

same topic, how might your final film be different? Explain using

specific examples from your film and chosen topic. Think: ethics,

ethnocentrism, point of view, cultural relativism, etc. Your answer

should be roughly 500 words.

For those who do not attend regularly the class, they could take written exams in the end of the semester.

Explanation of Grading

9-10: Excellent critical analysis and argumentation, very good use and understanding of anthropological sources, coherent structure, very good use of academic language and conventions

8-7: Good critical analysis and argumentation, good use of sources and understanding of anthropological sources, structure that does not create problems of understanding although it has weaknesses, moderate use of academic language and conventions

5-6: Problematic analysis and argumentation usually contains incoherent argumentation, description without attempting a critical analysis of the sources eg emphasizing only the description of empirical examples but showing a basic understanding of the sources, structure lacking clarity and coherence

which at least presents a general argument, moderate use of sources but does not contain plagiarism and respects conventions but presents language weaknesses

4 and below No substantial attempt to use academic sources and wording e.g. use of main secondary electronic sources that are not confirmed either themselves or their sources or their methodology of a clear argument, problems of understanding the text due to weaknesses in the structure, plagiarism, not respecting the academic conventions, good use of language

- Suggested bibliography:

Favero, P. S. (2020). Audio-visual-sensory Essays in Post-Digital Times. Communicating Anthropological Knowledge Across the Multimodal, Multisensory, Participatory and More-than-human. Anthrovision. Vaneasa Online Journal, 8.

Ginsburg, F. (1999). Shooting back: From ethnographic film to Indigenous production/ethnography of media. A companion to film theory, 295-322.

Grasseni, C., Barendregt, B., de Maaker, E., De Musso, F., Littlejohn, A., Maeckelbergh, M., ... & Westmoreland, M. R. (2022). Audiovisual and digital ethnography: a practical and theoretical guide. Routledge.

Motrescu-Mayes, Annamaria, and Susan Aasman. Amateur media and participatory cultures: Film, video, and digital media. Routledge, 2019.

Sideri, E. (2016). Prisoner (Once Again) of the Caucasus: An Ethnography of Film.

- Related academic journals:

SCHOOL

ECONOMIC AND REGIONAL STUDIES

ACADEMIC UNIT

BALKAN, SLAVIC AND ORIENTAL STUDIES

LEVEL OF STUDIES

Undergraduate

COURSE CODE

ΒΣ304-ΙΙΙ

SEMESTER

4th

COURSE TITLE

Ethnographies of Postsocialism

INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits

WEEKLY TEACHING HOURS

CREDITS

4

6

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).

COURSE TYPE

general background,
special background, specialised general knowledge, skills development

Special Background

PREREQUISITE COURSES:

No

LANGUAGE OF INSTRUCTION and EXAMINATIONS:

Greek

IS THE COURSE OFFERED TO ERASMUS STUDENTS

No

COURSE WEBSITE (URL)

https://openeclass.uom.gr/courses/BSO226/

Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the European Higher Education Area
• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
• Guidelines for writing Learning Outcomes

1. Intellectual Skills of Synthesis and Analysis

• Development of a first knowledge of the economic and political transformations of the so-called transition in relation to the basic anthropological conceptualizations

• Synthesis and hexagon of conclusions based on the study of empirical data

• Learning to formulate an argument based on the data of the bibliographic research

2. Research Skillς

• Development of capacities of flow and organization of sources

• Structure of an academic text

• Presentation skills using new technologies

3. Development of Research Technologies

• Developing research digital skills

• Deeper understanding and analysis of visual material

General Competences

Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology

Adapting to new situations

Decision-making

Working independently

Team work

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project planning and management

Respect for difference and multiculturalism

Respect for the natural environment

Showing social, professional and ethical responsibility and sensitivity to gender issues

Criticism and self-criticism

Production of free, creative and inductive thinking

……

Others…

…….

• Data research and analysis and synthesis

• Independent or group work

• Respect for diversity and multiculturalism

• Promotion of criticism and self-criticism

• Promotion of free, creative and inductive thinking

The course presents from the point of view of social anthropology the different aspects of the concept of "transition" in the context of the societies of Eastern and SE Europe mainly but also secondary in the so-called socialist world eg China, Cuba. Drawing ethnographic examples from specific countries of the former USSR, Anat. Europe, but also other post-socialist countries, such as China, Cuba, etc. (the course will not touch on the Balkans, for which a separate course is offered in the BSAS) issues of social transformation from existing socialism to "post-communist capitalism" from the perspective of their social, political and cultural effects on the daily life of citizens. It also examines the ways of coping and survival strategies devised to deal with "social change" through a transnational perspective that tries to explore "(post)socialisms". The following issues are included: a) old and new conceptions of property and work in the face of rising unemployment, b) redefining the concept of collective 'belonging', c) the creation of pressure groups and 'civil society', d) survival strategies and the human cost of the "transition" e) critique of the conceptualization of 'post-socialism' as a colonial conception of neoliberalism, f) emergence of new gender identities

The aim of the course is to familiarize the students with the transformations of the transition from the socialist past to the capitalist present. The critical examination of these changes in the specific area with wider socio-political changes eg globalization. The development of a de-colonial approach to both the idea of transition, the geographical and cultural area and essentialist identities At the center of this approach will be the ethnographic method in dialogue with cultural criticism, history and other interdisciplinary encounters is at the center of the methodology for the study of everyday life, ideology, political practices and experiential experiences of social relations.

1. Introduction
2. 2nd week. Metasocialism and Postcolonial Criticism
   1. I.                    the former USSR

3rd week. From modernity to neo-liberal capitalism

4th week. From progress to industrialization, ecological disaster

5th week. Building Socialism

Week 6-7 City, urbanization, migration

ΙΙ. Από τη σοσιαλιστική αδελφότητα στους παγκόσμιους σοσιαλισμούς

   8-9Η εβδομάδα.      Ασία(α) Κίνα

9.Ασία (β) Κορέα, Ινδία

10. Νότια Αμερική ΙΙ.(Κούβα-Χιλή)

11. Αφρική (Νοτ. Αφρική, Αιθιοπία, Moζαμβίκη, Σενεγάλη)

III. Memoryand (post)socialism

12.Η σοσιαλιστική κληρονομιά, μνήμη και τουρισμός

13.Ανακεφαλαίωση

DELIVERY
Face-to-face, Distance learning, etc.

Face to face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY
Use of ICT in teaching, laboratory education, communication with students

It in teaching and communication with students

TEACHING METHODS

The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

• Formative Assessment with interaction, in-class exercises, exculpatory work and presentation (obligatory attendance) or

• Summative Assessment with written development questions

- Suggested bibliography:

Kojanić, Ognjen. "Theory from the Peripheries: What Can the Anthropology of Postsocialism Offer to European Anthropology?." Anthropological Journal of European Cultures 29.2 (2020): 49-66

Cervinkova, H. (2012) Postcolonialism, postsocialism and the anthropology of east-central Europe. Journal of Postcolonial Writing, 48 (2). pp. 155-163. 

Chari, Sharad, and Katherine Verdery. "Thinking between the posts: Postcolonialism, postsocialism, and ethnography after the Cold War." Comparative studies in society and history 51.1 (2009): 6-34.

Hann, Chris, Caroline Humphrey, and Katherine Verdery. "„Postsocialism as a topic of anthropological investigation “." Postsocialism: ideals, ideologies, and practices in Eurasia (2002): 1-28.

Sampson, Steven. "Is there an anthropology of socialism?." Anthropology Today 7.5 (1991): 16-19.

Tulbure, N. (2009). Introduction to special issue: Global socialisms and postsocialisms. AnthropologyofEastEuropeReview, 27(2), 2-18.

- Related academic journals:

Slavic Review

Anthropology of East Europe Review

Ab Imperio