Content Warning: The following post discusses the importance of acknowledging one’s own bias and avoiding judgment of cultural practices. It also explores the importance of concepts such as cultural relativism and critical cultural relativism when discussing taboo topics, like FGC, in Canadian Post-Secondary Classrooms. This post does not attempt to take a position on whether FGC or male circumcision is right or wrong or, to provide a comparison between the two practices. Its goal is to discuss how FGC is covered in Canadian and US mainstream media and why this discussion is an informative case study that I use to demonstrate and discuss foundational concepts in my first-year cultural anthropology course. Reader beware.
Did you spend too much over the holidays trying to spoil your dearest and nearest friends and family? Did you decide to travel to see loved ones? Eat out more than usual? Grab a drink with an old friend or new somebody?
Spending on travel, eating out and gifts during the holiday season is increasingly putting Canadians into debt; According to a national cross-generational survey of 1000 participants in early October (2018), Canadians planned to “spend an average of $1,563 (for the 2018 Christmas season), up 3.7 per cent from $1,507 in 2017” (CBC October 3, 2018).
In the latest publication of the Annual Review of Anthropology (2018, Vol 47), Anne Meneley defines consumerism as “a matter of concern or crisis in the contemporary neoliberal, globalized world (which can be) characterized as capitalism unbound” (emphasis my own). She describes 5 topics of contemporary consumerism: (a) excess, (b) waste, (c) connectivity, (d) fair-ish trade, and (e) the semiotics of self-fashioning, some of which have a particular resonance after this most recent holiday season. Her article provides some interesting insights into consumerism – especially over the holidays.
In relation to excessive spending (surely evident during Christmas), Meneley notes that consumerism is increasingly framed as a problem, and one that is often related to under/mis-education of the lower classes. Meneley also identifies how excessive consumerism has become medicalized as new obsessive-compulsive disorder (hoarding), where fetishized objects are thought to contain residues of the owner and can therefore, not be thrown away. In addition, she describes the new attention paid to the storage and organization of things, which, if disorganized, may now require professional intervention (e.g. professional organizers – check out Netflix’s Tidying Up with Mary Kondo) to realign the relationship between human being and thing.
Perhaps you’re feeling exhausted now that the holidays are over? This might be because you’ve spent more time than other members of your household preparing for it.
Using ethnographic research, Meneley describes the shopping experience as an(other) example of unpaid labour for many women. She identifies the “considerable amounts of time (spent on the shopping experience), especially when the shoppers are employed, care givers, or on restricted budgets that require bargain shopping” (2018). Examples include how women are required to spend time purchasing meaningful gifts to fulfill their kin-keeper obligations, or plan, purchase materials, and serve home-cooked meals throughout the holidays that follow recent cooking trends or health-guidelines. Meneley goes on to note that if the shopper can be thrifty (with time – for example through online shopping – or money spent), this may add further significance to their purchases but this also may take additional time.
Meneley concludes her article with a list of ways in which consumerism is encroaching into the academic world: paying for access to journals or subscription services, measuring citation indices and impact factors, and the continued trend toward under-paid and -supported adjunct faculty to staff universities. She calls for greater attention to the encroaching ‘problem of consumerism’ into academic practices, a call that already feels old and tired.
At the outset of the article, Meneley defines consumerism as “an unremarkable part of quotidian existence, as a patriotic duty at various moments, as an indicator of social class, and as a means of semiotic self-fashioning” (2018, 117); yet, in my reading, Meneley’s work also includes ‘thoughtful consumption’ as a practice, an act of which implicitly requires the passage or importance of time (spent). Although she does not address the topic of ‘time’ overtly, Meneley describes time as being precarious, fleeting, expensive (i.e. time spent finding the cheapest, most meaningful, most nutritious goods). Throughout the article then, time becomes remarkably interconnected with the act of consumerism and is likewise involved in everyday acts of consumption as both an indicator of social class and personal branding (what she calls ‘semiotic self-fashioning’).
Perhaps for this new year then, when we’re told to tightening our belts (to spend less), those of us who gave a lot (whether that be time or gifts, etc.) could pay more attention to our use of time and/or put effort into thoughtful consumption as a way of clawing back some of our own resources (such as time, space, and energy). This approach could provide further evidence of ‘connectivity’ in consumerism which Meneley describes as the efforts of consumers to connect to the producer of goods (and where certain products make this impossible) as seen in ‘follow-the-thing ethnographies’ (and her discussion on ‘fair-ish trade’ products and cultures of circulations) or, as they relate to the growing importance of ethical consumerism that focus less on the ‘life of things’ and instead explore participants’ experiences of a ‘life with things’.
To read more about Consumerism in the Annual Review of Anthropology by Anne Meneley follow this link: https://doi.org/10.1146/annurev-anthro-102116-041518
A first-year student in my Anthropology 101 course emailed to let me know that they found the class readings intriguing and that they loved to learn about cultural values, stories, and traditions from around the world. Their email ended with a question: Can you tell me what kind of jobs there are for graduates of (cultural) anthropology?
This isn’t the first time I’ve had a student ask me this and I thought my first post on this blog (see the editor’s post about bringing a cultural anthropologist to the group) might address this question for anyone thinking of majoring in cultural anthropology.
There are lots of great resources out there that discuss careers for Anthropologists: such as the American Anthropological Association’s page on advancing one’s career, but few discuss tangible skills gained by students graduating with an Anthropology BA.
As a cultural anthropologist, I think anthropology graduates can do any job that requires someone trained in the social sciences; that is, an anthropology graduate can think critically, wade through lots of data and identify the important information, they can communicate, they can problem solve, and have had experience working toward time/project deadlines. While cultural anthropologists study similar topics and fields to sociologists, we tend to receive more qualitative data analysis training, with a focus on ethnography, rather than quantitative training.
From my work experience in for- and non-profit organizations, I find anthropology graduates have the unique ability to appreciate difference (they can identify and acknowledge that there are different ways of living, leading, and learning, etc.) and, they have learned how to be self-reflexive – both skills are features of ethnographic methodology.
These skills have been discussed elsewhere as facets of a ‘Tolerance of Ambiguity’ (TOA). Psychologists DeRoma, Martin and Kessler (2003) define TOA according to Budner as “an individual’s propensity to view ambiguous situations as either threatening or desirable” (105). Put simply, if you have a low tolerance for ambiguity, you will not be comfortable with situations or people who are different that you. Likewise, sociologist Donald Levine argues that tolerance, and intolerance, are learned, context-dependent and something experienced ‘between people’. These theories signal the importance of being open to difference and acknowledging one’s own cultural context.
Important for our anthropology graduates, employers have identified the benefits of flexibility and adaptivity in their quest to hire university graduates with transferable skills. Minocha, Hristov, and Leahy-Harland 2018 argued that acquiring such traits create a global-ready workforce. In the recent study by Fewster and O’Connor, the authors found that “individuals who ha(d) a higher tolerance of ambiguity (would) be more productive and responsive in the volatile, uncertain and complex world of work, and experience increased job satisfaction, and overall well being” (2017: 2). In this report, the authors identify ‘cultivating curiosity’ as a trait individuals could focus on to develop their level of TOA. Cultivating curiosity is defined as:
“Cultivating curiosity in the workplace was also found to be a trait that people could focus on to develop their TOA. These behaviours centre around interacting with others and include effectively communicating and listening to co-workers; when problems arise, asking questions that encourage curiosity and if confronted with resistance from others, asking questions that lead to identifying possible solutions rather than dwelling on the past. Collaboration is also important including behaviours such as encouraging participation from others, posing questions, creating strong professional relationships and networks for diversity of thought, sharing ideas and being open to connect the ideas of different people” (Fewster and O’Connor 2017: 9).
Anthropology graduates have spent their entire undergraduate careers cultivating such curiosity in their search to understand the ways in which human beings live their lives similarly and differently around the globe. Taking a holistic and comparative perspective comes naturally for our graduates, as these skills have been honed over time.
In The Teaching of Anthropology, Cora Du Bois argues that TOA is one of the attitudes that anthropologists as teachers need to foster in their students (1963:37). She describes this attitude as “a capacity to entertain uncertainty, to cope with paradox, to allow for the indeterminate” (Du Bois 1963: 37). There are many opportunities for anthropology instructors to facilitate and develop such skills in their students through in-class activities (e.g. through discussions that entice self-reflection) and through both summative and formative assessment strategies (e.g. comparative analysis, field prep tasks, etc.) throughout students’ undergraduate careers.
So what do Anthropology graduates have that other undergraduates might not? In addition to all those skills gained from a university degree, they have the unique ability recognize and appreciate difference, to critically reflect on internal logic (systems in place) and, to adapt to situations that are different from what they or their company may be used to.
But there is one caveat.
Employers want their next employee to have a university degree, and our graduates will need to tell them why a degree in anthropology has made them the better/best candidate.
Editor’s Comment: The Cultural One, Jennifer Long will write a future reflection on her experiences as an applied anthropologist in the areas of program evaluation, market research, and as a qualitative researcher-for-hire.