Oral History: A Seminar on Life Story Methods

(1)

13-15 HM Tory Building www.uofaweb.ualberta.ca/anthropology/ Tel: 780.492.3879

Edmonton, Alberta, Canada T6G 2H4 [email protected] Fax: 780.492.5273

Anthropology 589:B1

Oral History: A Seminar on Life Story Methods

(Course listing under Special Topics: An Advanced Seminar in Linguistic and Cultural Anthropology)

Tuesdays 1400-1650 Winter Term 2019

14-28 HM Tory Building

Dr. Andie Palmer

Office: 14-19 HM Tory Building Office phone number: 492-9481

Office hours: Mondays 1330-1420, & by appointment e-mail: [email protected]

Course Overview:

Anthropological life story work is a fundamentally collaborative endeavour, in that it involves the

construction of a narrated version of a self, negotiated into coherence through understandings between the recorder-anthropologist and the person or persons whose story is ostensibly being put to paper or

documented through other means. In this seminar, we will explore this process, and consider the following questions:

How do people tell stories to make sense of their lives? How can we honour their voices? How can the life story approach illuminate power differentials, offer wider access to life stories otherwise unheard, denied, discounted or supressed? What are the specific cultural conventions of presentation and reception of life story discourse, and how do we tune our own recognition of these forms, to better hear what is said? How are memories of the past reconstructed and represented in narrative to make sense of the present, to both narrator and audience? How do conventional framings of print and video restructure the presentation of originally oral texts, and, how might we better represent the original forms in which these were presented?

The uses of oral history in the courts, especially with respect to Indigenous land claims in Canada, will be considered. We will also consider the roles of the anthropologist as audience, transcriber, translator and partner in the collaborative process of discourse, and the anthropologist's responsibilities to both the consultant and community.

Our Goals: To develop competence as theoretically informed, technically proficient, and ethically engaged users and/or practitioners of oral history research. To foster relationships that allow for more sensitive readings of oral history, advocacy for communities, and strengths in learning to listen to the life stories we are told.

Textbooks: We will drawn in the early weeks of the course on the following four texts, available on line through the University of Alberta Libraries website:

Linde, Charlotte

1993 Life Stories: The Creation of Coherence. New York: Oxford University Press.

https://ebookcentral.proquest.com/lib/ualberta/detail.action?docID=431059 or via https://www.library.ualberta.ca/catalog/5989434

(2)

Portelli, Alessandro

1991 The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History. Albany: State University of New York Press. https://www.library.ualberta.ca/catalog/5764824 Sarris, Greg

1993 Keeping Slug Woman Alive: A Holistic Approach to American Indian Texts. Pp. 17-48. Berkeley:

University of California Press. https://www.library.ualberta.ca/catalog/3862432

Boyd, Douglas A., and Mary Larson Greg

2014 Oral History and Digital Humanities: Voice, Access, and Engagement. New York: Palgrave Macmillan https://link-springer-com.login.ezproxy.library.ualberta.ca/book/10.1057/9781137322029 Also recommended:

Cruikshank, Julie

1990b Life Lived Like a Story: Life Stories of Three Yukon Native Elders. Lincoln: University of Nebraska Press.

Additional readings available in the University of Alberta library system, including articles available on line, are selected from the references list that appears later in the outline. The assigned readings covered in the seminar will vary depending on the choices of the individual seminar leaders, and shall be assigned one week in advance of each session.

Seminar leadership:

Some seminar sessions are led by the professor, and some are led by individual graduate students in the class.

The first three seminars or more will be led by the professor to ensure that students have time to select a topic from the list below, and to observe in class some of the ways that they might lead a seminar of their own. Each participant will have the opportunity design a set of questions they would like addressed in a seminar session, and can assign pertinent readings (generally three articles) to the class from the course bibliography or other sources, and to report on other readings they have investigated themselves.

Preparation to lead a seminar involves consultation with the instructor more than a week in advance of the presentation, in order to confirm reading materials for the class, and to receive assistance in coordinating a rich set of background readings to provide some context for the class. The seminar leader for any given week will make the readings available to the class one week in advance, at the class prior to their seminar, and take approximately five minutes at that time to informally direct the other students as to preparations for the following week’s session. The seminar leader will prepare an outline or set of questions on the topics to be discussed, provide an introduction to the discussion topic, and lead the discussion. Each student will have the opportunity to act as seminar leader, with times to be arranged well in advance in consultation with the class as a whole.

By working with the instructor in advance of their seminars, each student will also be able to develop a bibliography on their particular area for presentation. Students are welcome to draw from the list of preliminary topics and readings, below, in the development of their seminar topics, and are encouraged to draw from the textbooks available from the bookstore, as well. Suggested topics are as follows:

(3)

Preliminary Topics and Suggested Associated Readings

1. On Practical Methodology and Equipment for Oral History Research Gumperz, John J. and Norine Berenz

1993 “Transcribing Conversational Exchanges.” Talking Data: Transcription and Coding in Discourse Research. Jane A. Edwards and Martin D. Lampert, eds. Pp. 91-121. Hillsdale, N.J. : Lawrence Erlbaum Associates.

Ives, Edward D.

1995 The Tape Recorded Interview: A Manual for Fieldworkers in Folklore and Oral History. (2^nd ed.) Knoxville: University of Tennessee Press.

and the related videotape:

Northeast Archives of Folklore and Oral History

1987 An Oral Historian’s Work: With University of Maine Folklore Professor Edward D. (Sandy) Ives. Blue Hill Falls, ME: Sheldon Weiss Productions. (33 min,VHS)

Palmer, Andie

n.d. “Ethnographic Research Methods: Field methods for tape recorded interviews.” Handout, 2 pp., available in class/on eClass.

Tedlock, Dennis

1983a “Guide to Reading Aloud.” The Spoken Word and the Work of Interpretation. Pp. 20-21.

Philadelphia: University of Pennsylvania Press.

1983b “On the Translation of Style in Oral Narrative.” The Spoken Word and the Work of Interpretation. Pp.

31-61. Philadelphia: University of Pennsylvania Press.

Useful web resources for this topic:

Hart, Elisa

1995 Getting Started in Oral Traditions Research. Occasional Papers of the Prince of Wales Northern Heritage Centre, No. 4. Government of the Northwest Territories, Yellowknife, NT.

Available at Yukon Government’s website at: https://www.pwnhc.ca/manuals-andlegislation/, as

“Oral Traditions Manual.”

Kolovos, Andy

n.d. “Audio Field Recording Equipment Guide.” Available on the Vermont Folklife Center’s website at: https://www.vermontfolklifecenter.org/field-recording-equipment-guide

Tobias, Terry N.

2000 Chief Kerry’s Moose: A Guidebook to Land Use and Occupancy Mapping, Research Design, and Data Collection. Union of B.C. Indian Chiefs and Ecotrust Canada.

Pdf is downloadable at:https://www.ubcic.bc.ca/chief_kerry_s_moose

Advice and materials on the pages of The Oral History Society (UK) at http://ohs.org.uk/

Advice and materials in the archives of H-NET/OHA Discussion List on Oral History, sponsored by H- NET/Humanities and Social Sciences Online (USA), at http://www.h-net.org/~oralhist/

2. The presentation of life story narrative in ethnographic film Films and videos:

1986 “Everything Change, Everything Change” (30 min., VHS)

1980 “N!ai, The Story of a !Kung Woman.” Odyssey Series. (58 min., VHS)

1995 “Huchoosedah: Traditions of the Heart.” Katie Jennings, producer. Seattle: KCTS Television and BBC Wales. (57 min., VHS)

1976 “Augusta.” Anne Wheeler, director. National Film Board. (16 min., VHS)

(4)

n.d. “Five Generations.” Rhea Rivera, Chelsea Hernandez, Adrian LaGuette, directors.

EastAustinStoriesOrg, producer. (9 min, YouTube) downloadable at:

http://rtf.utexas.edu/eas/across-borders/five-generations Associated books of interest:

Heider, Karl

1976 Ethnographic Film. Austin, TX: University of Texas Press.

Kalow, Nancy

2011 Visual Storytelling: The Digital Video Documentary. Durham Center for Documentary Studies at Duke University. Download available at: http://cds.aas.duke.edu/books/visual-

storytelling/PDFs/visual-storytelling.pdf Shostak, Marjorie

1981 Nisa: The Life and Words of a !Kung Woman. Cambridge, Mass.: Harvard University Press.

Speare, Jean E., ed.

1973 The Days of Augusta. Vancouver: J.J. Douglas, Ltd.

3. The history of the life-story method as part of anthropology; critiques of the life story method; oral history and historians

Agar, Michael

1980 “Stories, Background Knowledge and Themes: Problems in the Analysis of Life History Narrative.” American Ethnologist 7(2): 223-239

Briggs, Charles

1986 Learning How to Ask: A Sociolinguistic Appraisal of the Role of the Interview in Social Science Research.

London: Cambridge University Press.

Clifford, James

1986 “On Ethnographic Allegory.” Writing Culture: The Poetics and Politics of Ethnography. A School of American Research Advanced Seminar. Berkeley: University of California Press.

Crapanzano, Vincent

1984 “Life-Histories.” American Anthropologist 86: 953-959.

Finnegan, Ruth H.

1992 Oral Traditions and the Verbal Arts: A Guide to Research Practices. New York: Routledge.

Krupat, Arnold

1994 Native American Autobiography: An Anthology. Madison: University of Wisconsin Press.

Langness, L.L. and Gelya Frank

1981 “Introduction.” Lives: An Anthropological Approach to Biography. Novato, CA: Chandler and Sharp Publishers, Inc.

Saslow, George and Eliot D. Chapple

1945 “A New Life History Form, With Instructions For Its Use.” Applied Anthropology: Problems of Human Organization 4(1):1-18.

Shopes, Linda

n.d. “What is Oral History?” From the Making Sense of Evidence series on History Matters: The U.S.

Survey on the Web, http://historymatters.gmu.edu/mse/oral/oral.pdf Shostak, Marjorie

1981 Nisa: The Life and Words of a !Kung Woman. Cambridge, Mass.: Harvard University Press.

Shuman, Amy

2003 “Oral History.” Oral Tradition 18(1): 130-131.

Tonkin, Elizabeth

1992 Narrating Our Pasts: The Social Construction of Oral History Cambridge: Cambridge University Press.

Vansina, Jan

1985 Oral Tradition as History. Madison, Wis.: University of Wisconsin Press.

White, Hayden

1986 The Content of the Form: Narrative Discourse and Historical Representation. Baltimore: Johns Hopkins University Press.

See also: issues of the journal, Oral Tradition, now available on line, at http://journal.oraltradition.org

(5)

4. Oral History and the Courts: Title, Treaty, and Land Use and Occupancy Studies Cruikshank, Julie

1997 “Yukon Arcadia: Oral Tradition, Indigenous Knowledge, and the Fragmentation of Meaning.”

The Social Life of Stories: Narrative and Knowledge in the Yukon Territory. Pp. 45-70; Notes 170-173.

Vancouver: University of British Columbia Press.

McLeod, Clay

1992 “The Oral Histories of Canada's Northern People, Anglo-Canadian Evidence Law, and Canada's Fiduciary Duty to First Nations: Breaking Down the Barriers of the Past.” Alberta Law Review 30.

Miller, Bruce (ed.)

1992 BC Studies Special Issue 95 (2): Anthropology and History in the Courts (The Gitk’san and Wet'suwet'en Case). [Includes articles by Cruikshank, Culhane, Miller, Ridington and Wilson-Kenni.]

Palmer, Andie Diane

2000 “Evidence ‘not in a form familiar to common law courts’: Assessing Oral Histories in Land Claims Testimony after Delgamuukw v. B.C.” Alberta Law Review 38:4.

1991 “The Oral Shape of the Law: ‘The April 7 Case.’” The Death of Luigi Trastulli and Other Stories:

Form and Meaning in Oral History. Pp. 241-269. Albany: State University of New York Press.

Delgamuukw v. BC, [1997] 3 Supreme Court Reports

5. Serving the Community: the oral historian and anthropologist as part of a collaborative process

Alfred, Agnes

2004 Paddling to Where I Stand: Agnes Alfred, Qwiqwasutinuxw Noblewoman. Martin Reid, ed. Daisy Sewid- Smith, trans. Vancouver: UBC Press.

Cruikshank, Julie

Dauenhauer, Nora Marks and Richard Dauenhauer, eds.

1994 Haa Kusteeyí, Our Culture: Tlingit Life Stories. Seattle: University of Washington Press.

Frisch, Michael

1990 A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. Albany: State University of New York Press

Nagy, Murielle Ida

1994 Yukon North Slope Inuvialiut Oral History. Heritage Branch Government of the Yukon Hude Hudan Series, Occasional Papers in Yukon History Number One.

1991 “Research as an Experiment in Equality.” The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History. Pp. 29-44. Albany: State University of New York Press.

Sarris, Greg

1993 “Lessons from Mabel McKay: The Oral Experience.” Keeping Slug Woman Alive: A Holistic Approach to American Indian Texts. Pp. 17-48. Berkeley: University of California Press.

1994 Mabel McKay: Weaving the Dream. Berkeley: University of California Press.

Sidney, Angela

1982 Tagish Tlaagu: Tagish Stories. Whitehorse: Council for Yukon Indians and the Government of Yukon.

6. Making Sense of Our Lives: Narrative and Discourse Jackson, Michael

2002 The Politics of Storytelling: Violence, Transgression and Intersubjectivity. Copenhagen: Museum Tusculanum Press

Linde, Charlotte

1993 Life Stories: The Creation of Coherence. New York: Oxford University Press

(6)

Ochs, Elinor and Lisa Capps

1996 “Narrating the Self.” Annual Reviews of Anthropology 25:19-43.

Schriffrin, Deborah

1984 “How a Story Says What it Means and Does.” Text 4(4): 313-346.

7, 8 & 9: The Representation of Oral Narrative in Written Text 7. Place and Time as Organizing Features of Oral Narrative

Behar, Ruth

1993 Translated Woman: Crossing the Border with Esperanza's Story. Boston: Beacon Press.

Blackman, Margaret B.

1991 “The Individual and Beyond: Reflections on the Life History Process.” Anthropology and Humanism Quarterly 16(2): 56-62.

Cruikshank, Julie.

1990a “Getting the Words Right: Perspectives on Naming and Places in Athapaskan Oral History.”

Arctic Anthropology 27(1): 52-65.

Kahn, Miriam

1990 Stone-Faced Ancestors: The Spatial Anchoring of Myth in Wamira, Papua New Guinea.

Ethnology 29 (1): 51-66.

Kari, Jim and James A. Fall

1987 Shem Pete's Alaska: The Territory of the Upper Cook Inlet Dena'ina. Fairbanks, Alaska: Alaska Native Language Center.

Nabokov, Peter

1987 Present Memories, Past History. The American Indian and the Problem of History. Calvin Martin, Ed.

Pp. 144-155. New York: Oxford University Press.

Palmer, Andie Diane

2005 Maps of Experience: The Anchoring of Land to Story in Secwepemc Discourse. Toronto: University of Toronto Press.

8. "Myth and Tradition as Narrative Framework"

Cruikshank, Julie

1988 “Myth and Tradition as Narrative Framework: Oral Histories from Northern Canada.”

International Journal of Oral History 9(3): 198-214.

2005 Do Glaciers Listen?: Local Knowledge, Colonial Encounters, and Social Imagination. Vancouver: UBC Press.

Palmer, Andie Diane

2005 “Story.” Maps of Experience: The Anchoring of Land to Story in Secwepemc Discourse. Pp. 118-135.

Toronto: University of Toronto Press.

9. Orality, Literacy, and Remembrance Foley, John Miles

2002 “What the Oral Poets Say (In their Own ‘Words.’)” How to Read an Oral Poem. Pp. 11-21.

Chicago: University of Illinois Press.

Finnegan, Ruth H.

1988 Literacy and Orality: Studies in the Technology of Communication. Oxford, UK: Blackwell.

Goody, Jack

1977 The Domestication of the Savage Mind. Cambridge: Cambridge University Press.

Ong, Walter J.

1982 Orality and Literacy: The Technologizing of the World. London: Meuthen.

(7)

Mather, Elsie

1995 “With a Vision Beyond Our Immediate Needs: Oral Traditions in an Age of Literacy.” When Our Words Return: Writing, Hearing, and Remembering Oral Traditions of Alaska and the Yukon. Pp.

13-26. Phyllis Morrow and William Schneider, eds. Logan: Utah State University Press.

1991 “The Death of Luigi Trastulli: Memory and the Event.” The Death of Luigi Trastulli and Other Stories:

Form and Meaning in Oral History. Pp. 1-26. Albany: State University of New York.

Attendance:

Because this class is a seminar, its success depends on the active participation of all members. Regular attendance, careful attention to readings, and active participation are essential, and will benefit both the individual and the group.

The term project or paper:

Each participant should be able to make use of this seminar to expand his or her own interests in the area of life story narrative. For many, this will take the form of a project to record parts of another individual's life story (on audiotape, film, or some other medium) a translation of that text to a form that makes it accessible to a wider audience, and an explication of the process of translation. Other participants may wish to explore new expository modes and theoretical approaches to work on oral histories already in progress. The

development of papers that are based on information in the available literature, such as a comparison of the ways that life histories vary cross-culturally, or a critique of method in the life story approach to

anthropology, would also be appropriate. The development of this work as a prospective thesis or dissertation chapter is warmly supported! Term projects or papers (between 10 and 20 pp.) are due on the last day of class, April 9^th,with copies in electronic and paper form.

Presentation of term project or paper to the class:

Near the end of the term, each participant will make an in-class presentation for fifteen minutes to half an hour based on their term project or paper.

Grading:

30% Class participation in discussions

includes: attendance; reading the readings and showing evidence of that;

quality of contribution to discussion 30% Presentation of seminar

includes: assigning readings to the class, preparing an outline or set of questions on the topics to be discussed, and providing an introduction to the discussion topic.

30% Written or other final project 10% In-class presentation of final project Schedule of Seminar Presenters:

Students will work out their preferred future dates of presentation as part of the second seminar meeting of the term. These will be scheduled in accordance with key dates in the University Schedule, shown below, taking into account that the schedule for student-led seminars may vary depending on the number of students enrolled.

(8)

Key Dates in the 2019 University Schedule:

Jan.8: 1^st class. Introduction to materials.

Jan. 15, 22, 29: Instructor-led seminars and workshops Jan 29: First student-led seminar materials available.

Feb. 5: Class available for student led-seminars

Feb. 12, 18-22: Instructor away, Statutory Prov. holiday & Winter Term Reading Week (no classes) Feb. 26, Mar 5, 12, 26: class available for student-led seminars

Mar 19: TBA

April 2: Final project presentations.

April 9: Instructor-led seminar. Projects or term papers due.

On or around April 18: Evaluated final projects available for pickup in Anthropology main office, Tory 13-15;

grades appear on BearTracks.

Communications and Distribution of Materials:

An email list will be circulated where students permit, for ease of communicating class information and materials. Our syllabus and retrospective, course announcements, readings (where permitted), and directions to those articles accessible online through our university library e-journal subscriptions, are circulated via email OR posted on our eClass site, accessible at: https://eclass.srv.ualberta.ca/portal/ Please check email at for announcements, updates on readings, and to exchange information with other students in the class. Your university email account (e.g.: [email protected]) is used for official communication; please avoid using personal email accounts (except as a ‘dot forward’) to send or receive in order to ensure communications via eClass and BearTracks reach you and are received.

Student Resources:

The best all-purpose website for student services is: https://www.ualberta.ca/current-students.

Accessibility Resources: (1 – 80 SUB)

The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential. Accessibility Resources promotes an accessible, inclusive, and universally designed environment. For general information to register for services visit the Accessibility Resources webpage.

The ways that people learn are enormously variable; your instructor strongly supports the Student

Accessibility Services system, and hopes that you will feel free to approach Accessibility Resources staff to discuss any special assistance you may require to reach your academic goals.

The Academic Success Centre: (1-80 SUB)

The Academic Success Centre offers a variety of workshops on effective study and exam strategies. There are in-person and online sessions available for a modest fee.

The Centre for Writers: (1-42 Assiniboia Hall)

The Centre for Writers offers free one-on-one writing support to students, faculty, and staff. Students can request consultation for a writing project at any stage of development. Instructors can request class visits and presentations.

Health and Wellness Support: There are many health and community services available to current students. For more information visit the Health and Wellness Support webpage.

Office of the Student Ombuds:

The Office of the Student Ombuds offers confidential interviews, advice and support to students facing

(9)

academic, discipline, interpersonal and financial difficulties.

“Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar.” Or, see: https://policiesonline.ualberta.ca/PoliciesProcedures/Policies/Assessment- and-Grading-Policy.pdf

“In compliance with academic regulations at the University of Alberta, each course outline must make clear reference to the student code of behaviour, and the instructor’s responsibilities to the student, in part thorough certain mandatory quotations from the university policy as set down by the General Faculties Council. While much of the information contained in this section, drawn from the Code of Student

Behaviour will be well known to most students, its inclusion in this document is required or strongly advised by the General Faculties Council and/or the Office of the Dean of Arts.”

“The University of Alberta is committed to the highest standards of academic integrity and honesty.

Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour any behaviour that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” See:

https://www.ualberta.ca/governance/resources/policies-standards-and-codes-of-conduct/code-of-student- behaviour and www.governance.ualberta.ca.

Students should familiarize themselves with the information on Academic Integrity found at the Academic Integrity website. All students should consult the information provided at the website above “regarding avoiding cheating and plagiarism in particular and academic dishonesty in general. If in doubt about what is permitted in this class, ask the instructor.”

“An instructor or coordinator who is convinced that a student has handed in work that he or she could not possibly reproduce without outside assistance is obliged, out of consideration of fairness to other students, to report the case to the Associate Dean of the Faculty. See the Academic Discipline Process.” See:

https://www.ualberta.ca/provost/dean-of-students/student-conduct-and-accountability/discipline-process

“Students involved in language courses and translation courses should be aware that on-line “translation engines” produce very dubious and unreliable “translations.” Students in language courses should be aware that, while seeking the advice of native or expert speakers is often helpful, excessive editorial and creative help in assignments is considered a form of “cheating” that violates the code of student conduct with dire consequences.”

Learning and working environment:

“The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines that environment.

The department urges anyone who feels that this policy is being violated to:

• Discuss the matter with the person whose behaviour is causing concern; or

• If that discussion is unsatisfactory, or there is concern that direct discussion is inappropriate or threatening, discuss it with the Chair of the Department.

For additional advice or assistance regarding this policy you may contact the student omsbudservice, at:

https://www.ualberta.ca/current-students/ombuds

The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community.

(10)

Policy and Procedures are described in UAPPOL at

https://policiesonline.ualberta.ca/PoliciesProcedures/Pages/DispPol.aspx?PID=110.”

Missing Term Work:

“When a student is unable to hand in an assignment (or other term work) on time or is absent from an examination, the student may apply for an excused absence. Students should contact their instructor as soon as they are able, having regard to the circumstances. If a student fails to notify an instructor of their request for an excused absence within a reasonable period of time, the instructor may deny the request unless the student provides a legitimate reason for the delay. According to the University of Alberta Calendar, the following are examples of conditions that would justify consideration for an excused absence: Illness;

Domestic Affliction; Religious Conviction. Students must apply to the instructor within two working days of the absence (or as soon as possible with due regard for the circumstances.)”

“Deferral of term work is a privilege and not a right; there is no guarantee that a deferral will be granted.

Misrepresentation of Facts to gain a deferral is a serious breach of the Code of Student Behaviour.”

Recording of Lectures:

“Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching

environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the content of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).”

Class exercises using recording devices in peer-to-peer interviews for instructional purposes will form a part of the course. No other in-class recording of presentations or class activities is permitted without the express consent of the instructor and participants. In no case shall distribution of recorded materials created in class be posted, distributed, or circulated beyond the class without the express written consent of the participants.

Copyright: Andie Diane Palmer, Department of Anthropology, Faculty of Arts, University of Alberta 2019.

This syllabus, course outline, and all lecture outlines on eClass are copyrighted by the instructor, except where created by the teaching assistant, or guest lecturer.