ANTHROPOLOGY OF ECOTOURISM AND HERITAGE CONSERVATION
ANT 433/533
COURSE SYLLABUS
3:00-4:15 MW, NIN111
Instructor: Tim Wallace
Telephone: 919-515-9025 (o); 919-815-6388 (c)
Office: 220 1911 Building
Office Hours: MW 10:30-11, 1:30-2:30; F: 2-4
Box 8107, Raleigh, NC 27695-8107
Fax No. 919-513-0866
Email: tmwallace@mindspring.com
Web Page: http://faculty.chass.ncsu.edu/wallace/
Secretary: Bruce Cheek
Secretary Telephone: 919-515-2491
INTRODUCTION TO THE COURSE
Anthropology is a key discipline for understanding the development of both ecotourism and cultural tourism. Both are seen by tourists and many environmentalists and cultural resource managers as critical strategies for the preservation and conservation of unique environmental and cultural features. The issues and problems underlying the conservation of irreplaceable natural resources and distinctive artifacts, historical settings and cultural practices are quite similar and often overlap. In this course students will be exposed to and analyze the world views, concepts, ethics, laws and preservation techniques of conservationists, local and indigenous communities, tour operators, museum specialists, and applied anthropologists as they apply to key natural and cultural resources. The course draws upon a wide range of theories, methods and case studies to understand how culture and conservation interact in the conceptual and situational contexts of environment and/or heritage. Finally, it is important to realize that what we are embarking on is a journey of discovery, and that the most important aspect of the course is the journey itself. In the journey we will discover interesting ideas, concepts, thoughts and frameworks to better understand the complexities of the forest of symbols within the world in which we find ourselves. There are few answers, but there will be many questions. The certitude that leaves the mouths of politicians about the world will not be found here, but we will find useful ideas that will help us understand a bit better what and who we are in relationship to our heritage and our environment.
Objectives
Upon completion of this course, students will:
1. Identify the domains of environment, place, heritage and ecotourism and outline the history of environmental and cultural tourism;
2. Explain how race, nationalism and ethnicity affect the concept of environment and heritage;
3. Explain the political origins for the globalized meaning of environmental and heritage conservation;
4. Identify the environmental impacts of ecotourism;
5. Outline the conservation management models and their effects on indigenous peoples;
6. Outline the distinctive world views on conservation that exist among environmentalists, conservationists and local indigenous peoples; and,
7. Identify and apply current heritage and environmental management techniques and practices through examination of case studies and formulate situations and practices in which applied anthropologists and archaeologists can assist local communities in the design of culturally appropriate representations and/or tours of unique environmental or heritage sites.
Principal Texts
Edward M. Bruner. Culture on Tour: Ethnographies of Travel. Chicago, University of Chicago Press, 2004. $19
Erve Chambers. Heritage Matters: Heritage, Culture, History and Chesapeake Bay. College Park, MD: Maryland Sea Grant, 2006, $10.
Jim Igoe, Conservation and Globalization: A Study of National Parks and Indigenous Communities from East Africa to South Dakota. Belmont, CA: Thomson/Wadsworth, 2004. $27
Candace Slater, ed. In Search of the Rainforest. Durham, NC: Duke University Press, 2003. $24
Patricia Pierce Erikson and Janine Bowechop, Voices of a Thousand People: The Makah Cultural and Research Center. University of Nebraska Press, 2005.
COURSE REQUIREMENTS (for ANT433)
ANT433 Requirement Percent of Grade Due Dates Participation & attendance 10% throughout the semester Festival/Holiday Report 20% February 23 Heritage site report 20% April 10 Mid-Term Exam 25% March 13 Final Exam 25% May 4
1. Classroom participation, attendance and class presentations (10%): Participation includes attendance. It is a given that you will volunteer your participation in classroom discussions and contribute ideas about readings and classroom presentations. In addition, each student will be expected to take the leadership in class in discussing the course readings at least once or twice during the semester. Attendance will be noted each class day. Classroom discussion means that you must come to class and answer questions when called upon and participate in group discussions and do your assignments. For undergraduate students, if you miss more than 2 classes, your final grade for participation will suffer (5% off of your participation grade for each subsequent class missed.) University policy on class attendance is clear and you may check it by going to the following URL: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php. So, please keep me informed if you must miss a class! You can also use my e-mail address (tmwallace@mindspring.com) (919-781-8655 - home phone; 919-515-9025 - office; 919-815-6388) to contact me about emergencies.
2. Festival/Holiday Report. (20%) Research the origins and history of a major festival or holiday (e.g., Earth Day, President's Day, Labor Day to uncover its underlying "invented tradition." The paper must be at least 5 single-spaced, pages in length, follow American Anthropological Association bibliographic citation norms, and turned in by February 23.
3. Heritage Site Report. (20%) Visit one or two local heritage sites and write a (5 page, single-spaced) description of the locale and a reflective narrative on the meaning of the site for both the community who constructed it, the intended audience(s) and your own perspective of its meaning to you. Examples of local sites are: Old Salem, NC Museum of History, Stagville Plantation. Farther afield are places such as Beaufort, NC, and Williamsburg, VA. Please clear the location with the instructor prior to visiting. The report should include the following: (1) a description of the site and the visitor center (if there is one), (2) a brief analysis of brochure and pamphlet contents describing the site, (3) a discussion of potential and actual tourist or visitor activities in and near the site, (4) an analysis of the community who built, owns or manages the site, (5) an analysis of reasons visitors come to the site, (6) discussion of impressions tourists have after the leave the site (hopefully based on a few interviews while you are there, and (7) linkage of your paper to ideas, concepts and theories discussed in class. Travel to heritage sites is at student expense.
4. Mid-Term Exam (25%): March 13
5. Final Exam (25%): May 4, 1PM
COURSE REQUIREMENTS (for ANT533)
ANT533 Requirement
Percent of Grade
Due Date
Participation, seminar attn.
10%
throughout the semester
20%
March 20
10%
1/week
Heritage site report
20%
April 10
Mid-Term Exam
20%
March 13
Final Exam
20%
May 4
1. Classroom participation, attendance and class presentations (10%): In addition to the regular class sessions (MW 3-415, it is expected that graduate students will attend an additional one hour seminar session to be scheduled after the first week. Participation includes attendance. It is a given that you will volunteer your participation in classroom discussions and contribute ideas about readings and classroom presentations. University policy on class attendance is clear and you may check it by going to the following URL: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php. So, please keep me informed if you must miss a class! You can also use my e-mail address (tmwallace@mindspring.com) (919-815-6388 (c); 919-515-9025 (o)) to contact me about emergencies.
2. Visit two local heritage sites (20%) after which you should write a reflective summary/narrative comparing and analyzing on the meaning of the sites for both the respective communities involved who constructed it, the intended audience, the narrative (s) and your own perspective of its meaning to you. The report should include the following: (1) a description of the site and the visitor center (if there is one), (2) a brief analysis of brochure and pamphlet contents describing the site, (3) a discussion of potential and actual tourist or visitor activities in and near the site, (4) an analysis of the community who built, owns or manages the site, (5) an analysis of reasons visitors come to the site, (6) discussion of impressions tourists have after the leave the site (hopefully based on a few interviews while you are there, and (7) linkage of your paper to ideas, concepts and theories discussed in class. Travel to heritage sites is at student expense. (7-10 pp., single-spaced min.)
3. Nature and Heritage Narrative. (20%) Graduate students will be expected to write a 5-8 page (single-spaced) themed narrative based incorporating the work of two or three ethnographies from a list focusing on environment and/or heritage in consultation with the professor. This is list of anthropological accounts of research around the world on ecotourism and conservation (nature and/or heritage) issues. Select two or three of them to read, then reflect on them and do research to strengthen or explain your viewpoints as you react to what they have said. This is NOT a book report. It is expected you will research your viewpoints and ideas and a References Cited section is required. You may select a book not on the list, but please clear all choices with the instructor.
4. Weekly Reading Critique (10%) Each student will write one critique per week on one of the articles, using the appropriate form (Click here to download it.)
5. Mid-term exam. (20%)
6. Final exam. (20%)
Grading Scale: A+ = 97-100; A=96-93; A-=92-90; B+= 89-87; B=86-83; B-=82-80; C+=79-77; C=76-73; C-=72-70; D+=69-67; D=66-63; D-=62-60; F= <60.
To check your grades, please use wolfware: http://courses.ncsu.edu and click on the appropriate anthropology course number and title.
Course Outline and Readings
Everyone is required to read the textbooks, but there are additional readings for each week of the course. You are not required to read all the non-textbook readings; however, you will have a fuller understanding of the material if you do. Some weeks have no readings assigned from one of the textbooks. On those weeks, other readings have been noted as the key readings for that week you must read. In addition, each student must have prepared at least one reading for each class, i.e., you are ready to discuss it knowledgeably. Graduate students must write one reading critique per week; however, undergraduates may also use the form as a way to prepare for your "reading of the week."
Weeks 1 and 2
I. Introduction to the course and the Anthropologies of Tourism and Conservation
A. What the course is about
B. The development of the interplay between tourism, environment, heritage and conservation
C. Tourism as an industry
D. Tourism and political economy
E. Anthropologists as tourists and tourists as anthropologists
F. Readings:
1. Amanda Stronza. 2001. Anthropology of Tourism: Forging New Ground for Ecotourism and Other Alternatives, Annual Review of Anthropology 30: 261-83.
2. Patricia Pierce Erikson, Voices of a Thousand People, Foreward, p. xi-xiii and Introduction, pp.1-37 (textbook)
3. Edward M. Bruner, Culture on Tour, “The Balinese Borderzone” (ch. 7) (textbook)
4. Jim Igoe, Conservation and Globalization, Seeing Conservation through the Global lens" (ch. 1), (textbook)
5. Alina Tănăsescu, Tourism, Nationalism and Post-Communist Romania: The Life and Death of Dracula Park
6. Joseph E. Mbaiwa. 2006. The Realities of Ecotourism Development in Botswana. In Spenceley, Anna, Responsible Tourism: Cultural Issues for Conservation and Development. London: Earthscan: 205-223
7. Michael A Williams, "'When I Can Read My Title Clear': Anti-Environmentalism and Sense of Place in the Great Smokey Mountains," in Culture, Environment, and Conservation in the Appalachian South, Benita J. Howell, ed. Urbana, Il: University of Illinois P., 2002, 87-99.
Week 3
II. Defining environment and sustainability within the tourism context
A. What is nature?
1. Concept of “wilderness” and related terms- “wild”, “savage”, etc.
2. Location of “wilderness within culture-specific world views
3. The rainforest as a contemporary icon of “wild” nature
B. Environmentality: Government and the theater of environmental controls
C. Environmental and Cultural Impacts of Tourism
D. Readings:
1. Ingles, "More Than Nature" (NAPA Bulletin No. 23, Anthrosource)
2. Slater, In Search of the Rainforest, ch. 1 (pp.3-40) (textbook)
3. Mowforth and Munt, ch. 4, (Tourism and Sustainability)
4. McLaren, Rethinking Tourism and Ecotravel, ch. 5, West Port, CN: Kumarian Press, 1998.
5. Erikson, Voices of a Thousand People, Anthropologists in Neah Bay, ch.1 & Redefining Civilization, ch.2 (textbook)
6. S. C. Stonich. 2005. Enhancing Community-based Tourism Development and Conservation in the Western Caribbean. NAPA Bulletin No. 23, 2005: 77-86.
7. Jim Igoe, Conservation and Globalization, "Clash of Conservation Models" (ch. 2, textbook)
Week 4
III. Place, identity and sacred heritage
A. The culture-specific meaning of “heritage”
1. Identity and heritage
2. Place and meaning
B. Brief review of types of heritage tourism
1. Cultural tourism
2. Ethnic tourism
3. Historical tourism
C. Readings:
1. Chambers, Heritage Matters, all (textbook)
2. Laurajane Smith. 2006. Uses of Heritage, London: New York: Routledge ("Heritage as a Cultural Process," ch. 2): 44-84.
3. W. M. Bryan.2003. Appropriate Cultural Tourism-Can it Exist? Three Arizona Case Studies. In The Culture of Tourism, the tourism of Culture: Selling the Past to the Present in the American Southwest. H.K.Rothman, ed. Albuquerque, NM: University of New Mexico Press, 2003,140-163.
4. Claudio Minca. 2006. Reinventing the Tourist, Reinventing the Square: Post Colonial Geographic and Tourist Narratives in Jamaa el Fna, Marrakech. In Travels in Paradox: Remapping Tourism. Edited by Claudio Minca and Tim Oakes. Lanham, MD: Rowman and Littlefield Publishers: 155-184. (ELECTRONIC RESERVES)
5. E. M. Bruner, Culture on Tour, "Abraham Lincoln as Authentic Reproduction," Ch. 5 (textbook).
6. Sharon Macdonald. 1997. A People's Story: Heritage, Identity and Authenticity. In Touring Cultures: Transformations of Travel and Theory. Edited by Chris Rojeck and John Urry. London: Routledge: 155-175.
Week 5
IV. Ecotourism and heritage tourism in historical perspective
A. Pilgrimages and Venice
B. The Grand Tour
C. Landscapes collection and tourists
D. “Phileas Fogg” type of cultural heritage tourist versus the “Robinson Crusoe” environmental heritage tourist
E. Ecotourism and gender
F. The concept of “Wilderness”
G. The idea of national parks as exclusion zones
H. Readings:
1. Bruner, Introduction: Travel Stories, Told and Re-told
2. Davis & Martin, Venice, the Tourist Maze, Intro and Chapter 1, City Built on the Sea
3. Davis & Martin, Venice, the Tourist Maze, ch. 2, Trumpets and Strumpets
4. Jim Igoe, Conservation and Globalization ch. 3, Fortress Conservation: A Social History of National Parks (Textbook)
5. Bruner, Cultures on Tour, ch. 6, Dialogic Narration and the Paradoxes of Masada
6. Amanda Stronza. 2008. "Through a New Mirror: Reflections on Tourism and Identity in the Amazon," Human Organization 67(3): 244-257.
Week 6
V. Museums/festivals/guided tours/archaeological sites as focus of heritage representation
A. Contested narratives and control of heritage sites
B. Archaeologists: research/conservation/protection
C. Ethnicity and identity through tourism
D. Commodification and authenticity
E. Festivals and performances in establishing and maintaining heritage
F. Readings:
1. Bruner, Cultures on Tour, ch. 1, Maasai on the Lawn
2. Bruner, Cultures on Tour, ch. 2, The Maasai and the Lion King
3. Davydd J Greenwood, Culture by the Pound
4. Anka Misetic and Ines Sabotic, "'Days of Radunica': A Street Festival in the Croatian Town of Split," in Festivals, Tourism and Social Change:Remaking Worlds, D. Picard and M. Robinson, eds. Clevedon, UK: Channel View Publications, 2006, 119-132
5. Davis and Martin, Venice, the Tourist Maze, ch. 9, Ships and Fools
6. Cameron Walker, Archaeological Tourism: Mayan Riviera; National Geographic. com Machu Picchu, Peru, http://news.nationalgeographic.com/news/2002/04/0415_020415_machu.html
7. Carol McDavid, "From 'Traditional' Archaeology to Public Archaeology to Community Action," in Places in Mind: Public Archaeology as Applied Anthropology. P.A. Shackel & E. J. Chambers, eds. NY: Routledge, 2004, 35-56.
Week 7
VI. Animal encounters, ecotourism and conservation
A. Zoos and circuses
B. Animals as ambassadors for conservation
C. Sea World: dolphins and Whales
D. Marine protected areas
E. Wildlife conservation organizations and ecotourism
F. Readings:
1. Chilla Bulbeck, Facing the Wild. London: Earthscan, 2005, Animals as Ambassadors for Conservation (Ch. 2)
2. Chilla Bulbeck, Facing the Wild. London: EARTHSCAN, 2005: Recapturing Lost Meanings (Ch. 4)
3. Slater, Bio-Ironies of Fractured Forest: India's Tiger Reserves (Greenough), pp. 167-04
4. Martha Honey, Ecotourism and Sustainable Development: Who Owns Paradise? Washington, DC: Island Press, 1999, ch. 7 Galapagos and Tourism
5. J. Desmond, Staging Tourism: Bodies on Display from Waikiki to Sea World, Ch. 9 (Performing Nature: Shamu at Sea World)
6. J. Desmond, Staging Tourism: Bodies on Display from Waikiki to Sea World. Chicago: U. of Chicago Press, 1999: ch. 7 (Species Tourism)
7. D. Turton, "The Mursi and the Elephant Question," in Conservation and Mobile Indigenous Peoples: Displacement, Forced Settlement, and Sustainable Development, D. Chatty and M. Colchester, eds., NY: Berghahn, 2002, 97-118.
Weeks 8 and 9
VII. “Fortress conservation” and indigenous peoples: The consequences of the National Park Movement
A. Clashing conservation models
1. Native models of conservation and stewardship
2. National parks
B. Native peoples, conservation and the politics of exclusion
C. Case studies:
1. Exclusionary model: Maasai - Tanzania
2. The US National Park Service and Western indigenous peoples
3. Indigenous people as endangered species: Amazonia and Xingu National Park
4. Co-management models: Alaska, Australia and Nepal
5. Ownership - Puerto Maldonado, Peru; Uru of Lake Titicaca
D. Readings:
1. Erikson, Voices of a Thousand People, "Many Gifts from the Past," ch. 3 (textbook)
2. Igoe, ch. 4 (Maasai NGO Movement)
3. Igoe, ch. 5 (National Parks and Indigenous Communities)
4. Stronza (Peru), NAPA Bulletin No. 23 (ER)
5. Slater, Weapons of the Wild (Nancy Peluso), pp. 204-245.
6. Elayne Zorn and Linda C. Farthing, "Communitarian Tourism: Hosts and Mediators in Peru," Annals of Tourism Research, 34:3, 207: 673-689.
7. R. K. Hitchcock. Cultural, Economic, and Environmental Aspects of Tourism among Kalahari Bushmen. In Tourism and Culture: An Applied Perspective. Erve Chambers, ed. Albany, New York: State University of New York Press, 1997, 93-128.
8. A. Agrawal. Environmentality: Technologies of Government and the Making of Subjects. Durham, NC: Duke University Press, 2005, ch. 1
Week 10
VIII. The problem of authenticity
A. Definitions
B. Staged authenticity
C. Art, artists and authenticity
D. Native art and ownership
E. Readings:
1. Cohen, “Authenticity: Natural and Contrived”
2. Steiner, “African art and authenticity”
3. Slater, Fire in El Dorado, or Images of Tropical Nature...(Slater), pp. 41-68
4. West and Carrier, “Ecotourism and Authenticity”
5. Paulina Raento and Steven Flusty, "Three Trips to Italy: Deconstructing the New Las Vegas," in Travels in Paradox: Remapping Tourism. Edited by Claudio Minca and Tim Oates, Lanham, UK: Rowman and Littlefield, 97-124.
6. T. Oakes.2006. Get Real! On Being Yourself and Being a Tourist. In Travels in Paradox: Remapping Tourism. Edited by Claudio Minca and Tim Oakes. Lanham, MD: Rowman and Littlefield Publishers: 229-250.
Week 11
IX. Race and heritage; heritage and nationalism
A. Native American struggles for control over symbols
B. African Americans and who controls and manages history
C. Touristic representations of minorities in multi-ethnic societies
D. Readings:
1. Brown, “Native Heritage in the Iron Cage"
2. Bruner, ch. 3, Return of the Black Diaspora: Tourism in Ghana
3. Harrington, http://www.archaeology.org/online/features/afrburial/
4. Crist and Roberts, http://crm.cr.nps.gov/archive/19-10/19-10-2.pdf
5. Slater, The Voice of Ix Chel: Fashioning Maya Tradition... (Green, pp. 101-132)
6. M. Mauzé. "Two Kwakwaka’wakw Museums: Heritage and Politics." Ethnohistory 50 (3), 2003: 503-522.
7. Eric Hobsbawm. 1983. "Mass Producing Traditions: 1870-1914," In The Invention of Tradition, edited by Eric Hobsbawm and
Terence Ranger. Cambridge: Cambridge U. Press: 263-307.
8. Marc P. Leone. 2008. "The Foundations of Archaeology. In Ethnographic Archaeologies: Reflections on Stakeholders and
Archaeological Practices, edited by Quetzil E. Castańeda and Christopher N. Matthews. Lanham, Md.: AltaMira Press.
9. Tim Wallace and Kevin Hannam. Cultural Sensitivity and Embeddedness. In Tourism and Anthropology: Sustainable Meeting Grounds.
Edited by Cameron Walked and Neil Carr., Tuscaloosa: University of Alabama Press (in press).
Week 12
X. The politics of environmentalist management practices
A. World nature and wildlife NGO’s - setting the agenda
B. First World privilege and environmentalist control
C. The scientific foundations of environmentalist control of ecological “protection”
D. Archaeological reconstructions and the road to ruin
E. Readings:
1. Mac C. Chapin, “Challenge to Conservationists” http://www.worldwatch.org/node/565
2. Erikson, Voices of a Thousand People, "The Nature of Autoethnography", ch. 4 (textbook)
3. T.Wallace and D. Diamente, NAPA Bulletin 23
4. Alexander Stille. 2002. The Future of the Past. "Saving Species in Madagascar" (ch. 5). New York: Picador: 123-154. (For more reading on this topic consult: Janice Harper, Endangered Species: Life & Death among Madagascar's People of the Forest, [PART1], [PART2] Durham, NC: Carolina Academic P., 2002, selected pages)
5. Slater, "Subterranean Techniques: Ecuador and Oil" (Sawyer), pp. 69-100.
6. William J Truesdale, "Appropriate Tourism Impact Assessment: A Case Study of Kaniki Point Resort, Palawan, Philippines," in Hosts and Guests Revisited: Tourism Issues of the 21st Century, V.L. Smith and M. Brent, eds. NY: Cognizant, 2001, 242-256.
7. A. M. Van Schaardenburgh. 2001. Locals and Foreigners: Tourism Development, Ethnicity and Small-Scale Entreprenuership in Cahuita, Costa Rica. In Tourism Development and Local Participation in Latin America. H. Dahles and L. Keune, eds. New York: Cognizant Communications, Corp., 72-85.
8. Luis A. Vivanco, Green Encounters: Shaping and Contesting Environmentalism in Rural Costa Rica. New York: Berghahn Books, 2006, ch. 6.
Week 13
XI. Public archaeology, heritage management and applied anthropology
A. NAGPRA and its consequences
B. Museums and participatory research and representations
C. Heritage development through archaeological projects
D. Indians and the gaming industry
E. Readings:
1. Tim Copeland. 2004. "Presenting Archaeology to the Public: Constructing Insights on-site," In Public Archaeology, edited by Nick Merriman. London: Routledge:132-144.
2. G. Ellis Burcaw, Introduction to Museum Work, Walnut Creek, CA: Altamira P., 1997, ch. 18
3. Michal T. Lucas, "Applied Archaeology and the Construction of Place at Mt. Calvert, Prince George's County, Md.," in Places in Mind: Public Archaeology as Applied Anthropology. P.A. Shackel & E. J. Chambers, eds. NY: Routledge, 2004, 119-134
4. John J. Bodinger de Uriarte, “Imagining the Nation with House Odds: Representing American Indian Identity at Mashantucket”
5. G. C. Logan and M. P. Leone, Tourism with Race in Mind: Annapolis, Maryland Examines Its African-American Past through Collaborative Research. In Tourism and Culture: An Applied Perspective. Erve Chambers, ed., Albany, New York: State University of New York Press, 1997, 129-146.
6. James Clifford, "Four Northwest Coast Museums: Travel Reflections," In Exhibiting Cultures: The Poetics and Politics of Museum Display. I. Karp & S. D. Lavine, eds. Washington, DC: Smithsonian, 1990, 212-254.
7. Dean Sully. 2007. "Colonising and Conservation." Decolonising Conservation: Caring for Maori Meeting Houses Outside New Zealand," edited by Dean Sully. Walnut Creek, CA: Left Coast Press: 27-43; 221-239.
Weeks 14 and 15
XII. Rethinking and redesigning “green” ecotourism and heritage development
A. The problem of all-inclusive resorts
B. Understanding resort development planning
C. Empowerment in local communities to plan sustainable strategies
D. Standards and enforcements issues for “eco” development
E. Environmental impact assessments
F. Participatory action development in ecotourism planning
G. Readings:
1. David Harrison, Cocoa, Conservation and Tourism: Grande Riviere, Trinidad, Annals of Tourism Research, 34,(4):919-942, 2007 .
2. William T. Hipwell, Taiwan Aboriginal Tourism: Tanayiku Natural Ecology Park. Annals of Tourism Research, 34(4):896-897, 2007.
3. Erikson, Voices of a Thousand People, "Indigenizing the Museum," "Conclusion," ch. 5 & conclusion (textbook)
4. David Griffith, “Writing the Coast,” (from David Griffith, The Estuary’s Gift, ch. 7)
5. Diana D. Wall, et al., "The Seneca Village Project: Working with Communities in Creating the Past," in Places in Mind: Public Archaeology as Applied Anthropology. P.A. Shackel & E. J. Chambers, eds. NY: Routledge, 2004, 101-118.
6. Tilman Freitag, “For Whom the Benefits Roll (Dominican Republic)” Annals of Tourism Research, 1994.
7. Brent Berlin and Elois Ann Berlin, Community Autonomy and the Maya ICBG Project in Chiapas, Mexico: How a Bioprospecting Project that Should Have Succeeded Failed, Human Organization, 63(4): 472-486.
Other Important Information
Exams and missed tests: The mid-term and final exams are essay. If you miss a test due to an excused absence, you will be given the opportunity to take a make-up test at a mutually convenient time. There will be no make-ups for unexcused absences. Extra credit activities will be suggested from time to time.
Incompletes: Incompletes will only be given if the student meets the university requirements outlined in the following document: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php
In rare cases, a grade of In(complete) can be given due to an extended, excused absence or special problem. These must be mutually agreed to in advance with the student providing a schedule for completing the missed work.
End of Course Evaluations:
Online class evaluations will be available for students to complete during the last two weeks of class (November 26-December 9). Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.Evaluation website: https://classeval.ncsu.eduStudent help desk: classeval@ncsu.eduMore information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm
Academic Integrity Statement: Cheating will not be tolerated. Any form of cheating results in an automatic "F" for the test/assignment/homework with which it is connected. Violations of academic integrity could even result in an F for the course. For a clear statement of NCSU’s Academic Integrity policy, please visit this website: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
Violations of the Student Honor Code will be reported to the appropriate person in your department/College (advisor, Dean, etc.). Pay particular attention to assignments that require word processing. Everything turned in should be individual work. NCSU has a policy on academic integrity found in the Code of Student Conduct and you should consult it. Note that this policy includes an Honor Pledge. This means that on tests and other individual student assignments that the teacher expects that the student understands that she or he neither gave nor received unauthorized aid.
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Additional Reference Bibliography
Simone Abram, Jacqueline Waldren and Donald V.L. Macleod, eds. Tourists and Tourism: Identifying with People and Places. New York: Berg, 1997.
David G. Anderson and Eva Berglund, eds. Ethnographies of Conservation: Environmentalism and the Distribution of Privilege. New York: Berghahn, 2004.
Michael F. Brown. Who Owns Native Culture?” Cambridge, Mass.: Harvard University Press, 2003.
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