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| judging other’s cultures based on your own culture/standards |
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| not judging others cultures based on your own culture/standards |
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| sets of learned behaviors and ideas that human being acquire as members of society. |
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| the focus is on the political creation (and consequences) of the division of labor in society. Connections with social structures and how they affect one another. |
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Signifies a form of violence which corresponds with systematic ways in which a given social institution kills people slowly by preventing their basic needs. When social structures prevent others from meeting basic needs. How social structures affect everyday life.
Ex. Ethnocentrism, racism, sexism, nationalism, hetero sexism |
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| enforcing power through persuasion rather than force/violence (“common sense” – you don’t question it) |
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| comparative study of two or more ways of life. |
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| Participant observation, reflexive anthropology, public antrhopology, informal conversations |
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| studies groups by being part of their everyday life. Investigator must earn the trust of the people in order to get the information that they want/need. They also affect the people that they are studying so they cannot simply write what they see, as they are affected as well. |
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| in depth interviews – the interviewer becomes more involved. |
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| anthropologists started to scrutinize their contribution to fieldwork interactions and the response these interactions elicited from informants. They started to consider the effect they had on the people with whom they were living. They realized that who they were as individuals impacted their research. Reflexive ethnographies often read more like novels than scientific journals. |
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| undistorted, and thus universally valid, knowledge about the world. After research should result in objective knowledge: applicable to everyone and without bias. |
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| ideas and practices including applying the scientific methods in any area of anthropological interest confident that the combined results of these efforts would produce a genuine “Science of Man.” |
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| ideas and practices including applying the scientific methods in any area of anthropological interest confident that the combined results of these efforts would produce a genuine “Science of Man.” |
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| ideas and practices including applying the scientific methods in any area of anthropological interest confident that the combined results of these efforts would produce a genuine “Science of Man.” |
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| paying attention to how members of different societies go about making public decisions that affect the society as a whole. |
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| draws attention to the historical and political factors that have shaped a particular set of economic institutions into their current forms. Older forms of economic anthropology believed that these institutions developed naturally. |
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| viewed in terms of liberation from outdated traditions that prevent people from building better lives for themselves and their children. |
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| criticism of modernism, accompanied by an active questioning of all the boundaries and categories that modernists set up as objectively true. |
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| political conquest of one society by another, followed by cultural domination and forced cultural change |
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| places various behaviors that, at first glance, may seem strange to us within the contexts of the people who live them. It offers a tool for understanding what makes people and institutions operate the way they do. It helps us to understand people in their own terms, not ours. |
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| allows them to see the bigger picture, the forest through the trees. They compare beliefs and behaviors within one group with those within another as a way of understanding dynamics in both groups. It allows them to take a step back from all the details and perceive the underlying dynamics at work. |
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| invented the terms synchronic and diachronic and he was one of the architects of the transformation from diachronic studies of language to synchronic. |
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| argued that sentences were themselves units of grammatical structure, and he proposed that linguists begin to study syntax, the structure of sentences. |
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| pointed out that successful use of language to communicate with other people requires far more than just grammatical knowledge |
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| different groups of speakers, each rooted in their own particular (and unequal) positions within society, struggle for control of public discourse, double-word discourse |
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| black/white dialects, local accents, distant New York Voice. |
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| Sapir-Whorf hypothesis (application to argument culture of Tannen)- |
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| with all these different languages and dialects, come their own cultures and perspectives on the world |
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| the goal of this research program was to discover the systems of linguistic meaning and classification developed by people in their own languages and used in their own cultures |
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| constructed through (1) intense monitoring of the speech of racialized populations such as Chicanos and Latinos and African Americans for signs of linguistic disorder and (2) the invisibility of almost identical signs in the speech of Whites, where language mixing, required for the expression of a highly valued type of colloquial persona, takes several forms. |
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| scholarly discipline that pursues a scientific study of language |
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| Anthropological linguistics/linguistic anthropology |
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| study of language in cultural context |
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| common ancestral language |
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| all languages believed to have descended from a common ancestral language |
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| the longstanding anthropological focus on the relation between language and culture |
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| studies of language that were concerned with change over time |
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| studies of language that were concerned with the patterns present in a particular language at a particular point in time |
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| scholars involved in synchronic language studies |
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| interest in language history |
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| their goal was to describe the rules that governed language as people actually spoke it |
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| saw their job as correcting ordinary speech to make it conform to some ideal literary model of proper grammatical usage |
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| elements of language and rules for combining words |
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| various qualities with which we utter our words (volume, pitch, emphasis, speed, and so forth) |
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| special system of notation used to study body language |
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| Linguistic code or grammar |
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| the most systematic and unvarying elements of language |
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| the possibility of using the linguistic code to create totally new combinations of elements in order to articulate meanings never before uttered. |
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| sound patterns peculiar to particular languages |
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| minimal units of sound recognized by speakers of a particular language |
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| minimal units of sound recognized by speakers of a particular language |
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| much larger range of speech sounds that human beings are theoretically capable of producing and hearing |
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| rules for combining morphemes in a branch of linguistics |
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| the minimal unit of meaning in a language |
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| the underlying knowledge of grammatical rules encoded in the brains of all fluent speakers of a language |
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| the actual things people said, which for the reasons mentioned, might not reflect their actual linguistic competence |
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| linguistic competence in terms of a speaker’s knowledge of the difference between grammatical and ungrammatical sentences in a language. |
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| the claim that the culture and thought patterns of people were strongly influenced by the language they spoke |
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| Ethnosemantics/ethnoscience |
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| the goal of this research program was to discover the systems of linguistic meaning and classification developed by people in their own languages and used in their own cultures |
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| categories devised by outside researchers |
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| categories devised by native speaker-informants |
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| any concrete community of individuals who regularly interact verbally with one another |
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| versions of a particular language associated with particular geographical settings such as the Appalachian versus Texan versus New England dialects of North American English |
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| versions of a particular language associated with particular social groups such as the “Cockney” working-class dialect of London as contrasted with the “BBC English” of the educated British upper middle class |
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| versions of a particular language associated with particular social setting such as a court of law or an elementary school playground or a house of religious worship |
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| the study of the relationship between language and society |
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| the sum total of verbal varieties a particular individual has mastered |
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| ability to switch from one variety (or code) to another as the situation demanded |
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| speech communities in which everyone was fluent in two codes |
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| speech communities whose members made use of multiple language varieties or “many-voicedness,” among speakers in a society |
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| emphasized the way the “same” words or expressions can mean different things to different speakers who use them in different contexts |
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| when officially acceptable language is exaggerated or mimicked with the intention of poking fun |
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| purported to catalog universal rules of use obeyed by all speakers of all languages who wanted to communicate successfully with others |
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| study of the culturally and politically inflected rules of use that shape particular acts of speech communication among particular speakers and audiences, in the specific cultural settings in which they regularly occur |
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| a reduced language with a simplified grammar and vocabulary that develops when speakers of mutually unintelligible languages come into regular contact and so are forced to communicate with one another |
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| pidgin that develops to function just like any other natural human language |
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| the beliefs and practices about language that are linked to struggles between social groups with different interests and that are regularly revealed in what people say and how they say it |
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| official, sometimes militant, efforts to proscribe the use of foreign terms and to promote the creation of alternatives in the local language |
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