30 Apr This week, you submit your Ethnographic Narrative that details an exploration of an indigenous heritage, culture, or community. The Final Project is due by Day 7 o
This week, you submit your Ethnographic Narrative that details an exploration of an indigenous heritage, culture, or community. The Final Project is due by Day 7 of this week. Please be sure that your project meets the specified criteria before submitting it.
Remember that the indigenous heritage, culture, or community has been referred to with the umbrella description indigenous identity. Also recall that, although indigenous identity may not fit the UN definitions of indigenous peoples, characteristics of your identity—traditions, economic issues, ancestral lands, country of origin, religion, or class—may parallel those of indigenous groups. By examining an indigenous identity as an ethnographic study, you have the opportunity to see with an indigenous point of view, connect across cultures, and build a better understanding of the global environment.
Submit your Ethnographic Narrative, which should be 5–6 pages long and include the following:
- A descriptive reflection on the indigenous group you selected during the course. Please include any additional insights about the group’s history/origins, culture, beliefs that you found after Weeks 2 and 3.
- A comparison of the similarities or differences that you found between the indigenous group and your own culture.
- An evaluation of how two of the five role perspectives from Anthropological Perspectives Checklist (Week 1 Resources Tab) influenced, changed, or reinforced your conception while studying indigenous peoples.
- A description of two or three questions about the indigenous group that you studied that remains unanswered, and that you may pursue in the future.
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Final Project Guidelines For the Final Project, due in Week 5, you will choose an indigenous heritage, culture, or community other than your own. You will then submit an Ethnographic Narrative that details an exploration of your selected indigenous group of people. Note: To be concise, hereafter your indigenous heritage, culture, or community will be referred to with the umbrella description indigenous identity. Your selected indigenous identity may not fit the UN definitions of indigenous peoples. However, characteristics of this indigenous identity—traditions, economic issues, ancestral lands, and countries of origin, religion, or class—may parallel those of other indigenous groups. By examining your selected indigenous identity as an ethnographic study, you have the opportunity to see with an indigenous point of view, connect across cultures, and build a better understanding of the global environment. One objective of an ethnographic study is to interpret the changes experienced by a culture or group. So, you may not need to look far to discover an identity that shares the concerns of an indigenous community—perhaps members of the indigenous identity group you selected lived in a close-knit farming community that has seen rapid change away from long-held traditions, for example. In Weeks 2–3, you will submit Field Notes that address a topic or theme related to exploring your selected indigenous heritage, culture, or community. The Field Notes assignments are your method for compiling and interpreting the information that you will synthesize in the Final Project.
Week 2—Field Notes 1
• Provide a brief summary of your current understanding of what it means to be indigenous.
• Identify the indigenous group that you have selected.
• Identify the region of the group and what information you found, and explain your reasoning of why this group is considered indigenous.
Week 3—Field Notes 2
• Describe the two elements of culture that you found about your selected indigenous group.
• Compare your selected indigenous group to another indigenous group in the readings.
• Identify any key symbols used in the indigenous community and discuss the significance of those key symbols to that group.
© 2021 Walden University, LLC Page 2 of 2
Week 5—Final Project In Week 5 you will pull all of the Final Project sections together into one document, make any necessary revisions, and incorporate any needed Instructor feedback. Your Final Project should be 5–6 pages long and include:
• A descriptive reflection on sources of your selected indigenous identity
• An evaluation of how two of the five role perspectives from Anthropological Perspectives Checklist (Week 1 Resources Tab) influenced, changed, or reinforced your conception of your selected indigenous identity
• A description of two or three questions about your selected indigenous identity that remain unanswered, and that you may pursue in the future
Note: Use your Field Notes to support your points. Think of the Ethnographic Narrative as a synthesis of the data that you gather in your Field Notes.
Field Notes 1
ANTH 3001 Indigenous People in Modern World
Prof Tammy L Pertillar
April 23rd 2023
Indigenous identity is a complex and often debated idea considering many different cultural, political, and historical aspects. Indigenous identity is fundamentally about a community's connection to a location and surrounding environment (Stewart-Ambo & Yang, 2021). A strong sense of responsibility, belonging, and dedication to preserving cultural traditions are frequent characteristics of this connection.
I have chosen the San people, sometimes referred to as the Bushmen, who reside in Southern Africa, mainly in Botswana, Namibia, and South Africa, for my field research. They are one of Africa's oldest and most well-known indigenous populations, with a rich cultural legacy and a distinctive way of life. Therefore, I chose them as my subject. With a history spanning more than 20,000 years, they are a well-known indigenous community (Hitchcock, 2019). The San are considered indigenous since they are the area's first settlers and have a different cultural and linguistic legacy from their dominating societies.
The San are regarded as indigenous for several reasons. For instance, they strongly bond with the land and the environment. The San have been hunter-gatherers for thousands of years, depending on the resources of the land to support their way of life. Their cultural practices, such as their in-depth knowledge of native plants and animals and their spiritual convictions regarding the interdependence of all living things, are reflections of their relationship to the land.
The San have endured extensive historical marginalization and prejudice, which is another reason why they are deemed indigenous. The colonial powers and the post-colonial governments of Southern Africa have used violence and exploitation against the San, including forced removals, land dispossession, and other acts (Hitchcock, 2019). Despite these obstacles, the San have persisted and have kept claiming their political rights and cultural identity.
Anthropologists are drawn to the San due to their distinctive social structure, linguistic diversity, and cultural and historical relevance. The San have a sophisticated system of kinship relationships and reciprocity as the foundation of their social structure. With more than 30 unique dialects and languages, they have some of the most diverse languages in the entire globe.
In conclusion, the San are a crucial indigenous group that embodies many important aspects of indigenous identity. They make an engaging subject for anthropological study due to their strong ties to the land, distinctive cultural legacy, and ongoing struggles for recognition and rights. Anthropologists can better comprehend the intricacies and difficulties of indigenous identity in the modern world by studying the San and their communities.
Hitchcock, R. K. (2019). The Impacts of Conservation and Militarization on Indigenous Peoples : A Southern African San Perspective. Human Nature (Hawthorne, N.Y.), 30(2), 217–241. https://doi.org/10.1007/s12110-019-09339-3
Stewart-Ambo, T., & Yang, K. W. (2021). Beyond Land Acknowledgment in Settler Institutions. Social Text, 39(1), 21–46. https://doi.org/10.1215/01642472-8750076
Field Notes 2
ANTH 3001 Indigenous People in Modern World
Prof Tammy L Pertillar
April 28th 2023
San’s People Elements of Culture
Southern African natives known as the San are also referred to as bushmen. Over thousands of years, their rich cultural history has evolved (Staphorst, 2019). The language and customary healing procedures of the San people will be examined in this field notes project. Examining these two aspects can help us comprehend the culture and way of life of the San people.
With more than 30 distinct dialects and languages, the San people speak one of the most diverse languages in the world. The intimate ties they have to the land and the environment are reflected in their language. For instance, the Ju|'hoansi language has phrases for wide varieties of sand and honey (Ninkova, 2020). This extensive vocabulary shows how important the environment is to the San people and how important it is for them to use accurate words when discussing the natural resources, they depend on.
The language of the San people also reflects their cultural practices and social systems. Their language has a unique click consonant pattern distinguishing them from other southern African ethnic groups. The language's richness and specificity fundamentally rely on this click system, distinguishing vowels and consonants. The use of click consonant sounds in their language also symbolizes their strong interaction with the environment and the animals they kill and is related to their identity as hunter-gatherers.
The San people's language is essential to their sense of cultural identity since it reflects their distinctive way of life. Their intimate ties to the land, the ecology, and social structures are reflected in the depth and complexity of their language. Additionally, people use their language to oppose and persevere historical injustice and oppression.
Traditional Healing Practices
The long-standing practices of the San people are an integral part of their culture. The San believe that good health depends on a healthy balance between the environment and the body. Their traditional healing rituals restore harmony and balance between the body and its surroundings using herbal treatments, trance dancing, and other activities.
San's treatment techniques heavily rely on herbal remedies. The San people are familiar with the therapeutic benefits of natural herbs. Infections, headaches, and stomach problems are just a few of the maladies that these plants treat. The ceremonial dance known as trance dance, which induces altered states of consciousness, is another component of their traditional therapeutic techniques (Hitchcock, 2019). It is believed that trance dancers have a connection to the afterlife and can ask for help and get healing from ancestors and spirits.
The traditional healing practices of the San people reveal their profound knowledge of nature and the connections between the physical, mental, and spiritual selves. Their methods are based on the ideas that people must coexist peacefully with the environment in order to be healthy and that the ecosystem can heal. These initiatives have additionally assisted in maintaining the cultural distinctiveness of the San people by fighting against cultural erasure and assimilation.
In conclusion, the language and customs of the San people are fundamental to their culture. Their distinct social structures and close ties to the land are reflected in their language. Traditional healing procedures among the San people have helped to maintain their cultural identity. They are predicated on the notion that the body and environment are connected. We can learn more about the San people's way of life, cultural identity, and the difficulties they encounter in the contemporary world by examining these two cultural beliefs. These details help anthropologists comprehend the nuances and challenges of contemporary indigenous identity.
Hitchcock, R. K. (2019). The evolution of hunter-gatherer religion: issues and debates among the san of southern Africa. In The Evolution of Religion, Religiosity and Theology (pp. 239-255). Routledge.
Ninkova, V. (2020). Perpetuating the Myth of the “Wild Bushman”: Inclusive Multicultural Education for the Omaheke Ju|’hoansi in Namibia. Comparative Education Review, 64(2), 159–178. https://doi.org/10.1086/708177
Staphorst, L. (2019). Owning the Body, Embodying the Owner: Complexity and Discourses of Rights, Citizenship and Heritage of Southern African Bushmen. Critical Arts, 33(4-5), 104–121. https://doi.org/10.1080/02560046.2019.1660688
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