Department of Anthropology

SA3903 Module Guide

Sample only: to be updated for 2021/22

Updated 3 September 2020

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SA3902 CITY LIFE: FROM UR TO ATHENS TO

MOTOWN

This module explores the diverse ways that people inhabit, engage, experience and imagine urban environments. Over half the world’s population now live in cities and this is expected to rise to two-thirds in the next 50 years. What does it mean to be a human being in the city? Urban studies draw on a variety of disciplinary perspectives and we will address directly the benefits and challenges of an interdisciplinary approach. To begin, we will study the history of the city, followed by a review classic and modern urban theories drawing on a wide variety of examples. Next, we focus on three city case studies – Rome, Lagos and Brasília – to see how life as experienced contributes to theoretical analysis. The penultimate section of the module considers how the city is imagined, as represented in film, literature and music, and what this adds to our understanding of urban life. Finally, we consider the future of the city. From Ur to Athens to Motown, this module also incorporates academic skills training in some of the tutorials.

ARNAUTOFF: CITY LIFE, 1934

Victor Arnautoff: City Life (detail). Mural, c1934, at Coit Tower, San Francisco.

The Granger Collection / Universal Images Group Rights Managed / For Education Use Only

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Module Convener: Dr Karen Lane kll5@st-andrews.ac.uk

Office hours by appointment (Microsoft Teams) Lecturers: Dr Karen Lane Credits: 30 Teaching Format: Lectures, tutorials, films and other activities Lectures: Weekly, Thursdays 6.30-7.30pm

Online via Microsoft Teams Tutorials: Weekly, Thursdays 7.45-8.45pm

Online via Microsoft Teams Films: Most weeks, in own time before class

(see weekly class details below) Assessment: Book review – one book from group A (33.3% of mark) Essay – one question from group B (33.3% of mark) Essay – one question from group C (33.3% of mark) Exams: None Reassessment: 2,000 word essay MODULE CALENDAR WEEK DATE TOPIC 1 Thurs 17 September From Ur to Athens 2 Thurs 24 September City of darkness, city of opportunity 3 Thurs 1 October Re-structuring the city 4 Thurs 8 October Anthropology of the city or in the city? 5 Thurs 15 October Rome: then and now Sunday 18 October ESSAY DUE by 23.59 6 Thurs 22 October INDEPENDENT LEARNING WEEK 7 Thurs 29 October Lagos: ethnic tensions & petrodollars in a megacity 8 Thurs 5 November Brasília: Starting from scratch 9 Thurs 12 November The city in film Sunday 15 November ESSAY DUE by 23.59 10 Thurs 19 November The city in literature 11 Thurs 26 November Music in the city 12 Thurs 3 December Urban futures: rethinking how we study cities 13 Thurs 10 December NO CLASS Sunday 13 December ESSAY DUE by 23.59

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LEARNING OUTCOMES Students completing this module will be able to:

• Analyse the concepts of divided, contested, global, modernist and postmodern cities

• Critically read academic literature and evidence understanding through academic writing

• Explain how urban theory relates to a particular ethnographic study • Explain how representations of the city in the arts add to an understanding of the

urban environment • Analyse the merits of an interdisciplinary approach to urban studies

TRANSFERABLE SKILLS – GRADUATE ATTRIBUTES You will also develop a range of skills not necessarily specific to anthropology, including:

• Comprehension and analytical skills: students will be able to read and understand complex materials, discussing and asking relevant questions during tutorials

• Writing skills: students will produce three pieces of assessed work. Feedback will be provided on content, structure and presentation in order to help students improve their essay writing technique

• Time allocation skills: students will balance their time such that they complete weekly key readings and to research for and write essays by set due dates

• Communication skills: students will participate in tutorial discussions and may also be asked to give oral presentations

• Research skills: students will make use of the university library facilities when researching their written work and preparing for tutorials

• Information Technology skills: students will use Moodle and the Internet in preparing for this module

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MODULE CONTENT Ancient City (1 week) WEEK 1 (17 September) FROM UR TO ATHENS

What is a city? A simple question, but one that begins to unravel when trying to pin down a definition. We begin to interrogate this by studying the ancient city. We consider why and how cities first developed in Mesopotamia and how the Aztecs ruled an empire, then turn to the ancient city of Athens and the birth of democracy. This lecture will also begin the debate on interdisciplinarity: the evening degree is an interdisciplinary degree, urban studies an interdisciplinary subject, and anthropology is deemed ‘the most interdisciplinary of disciplines’ (Milton 2007:73). Drawing on students’ own experiences we debate the benefits and challenges of an interdisciplinary approach. REQUIRED READING Zuiderhoek, A. 2017. The Ancient City. Cambridge: Cambridge University Press. Read chapter 2, Origins,

Development and the Spread of Cities in the Ancient World, pp. 20-36. FURTHER READING (RECOMMENDED) Algaze, G. 2008. Ancient Mesopotamia at the Dawn of Civilisation: The Evolution of an Urban

Landscape. Chicago; London: University of Chicago Press. Read chapter 4, Early Mesopotamian Urbanism: Why? pp. 41-63.

Carrasco, D. 2012. The Aztecs: A Very Short Introduction. Oxford: Oxford University Press. Read whole book.

Cohn, B. S. 1980. History and Anthropology: The State of Play. Comparative Studies in Society and History, 22, 2:198-221.

George, A. R. 2010. The Epic of Gilgamesh. In C. Bates (ed.), The Cambridge Companion to the Epic, Cambridge: Cambridge University Press. pp. 1-12.

In Our Time: The Epic of Gilgamesh. 2016. BBC Radio 4, 3 November. Mills, D. and Huber, M.T. 2005. Disciplinarity, Pedagogy and Professionalism. Arts and Humanities in

Higher Education, 4, 1:9-32 Mitchell, T. N. 2016. Democracy’s Beginning: The Athenian Story. New Haven: Yale University Press.

Any chapter but especially chapter 7, Athenian Democracy in its Fullest Form, pp. 211-243. De Rojas, J. L. 2012. Tenochtitlan: Capital of the Aztec Empire. Gainsville: University Press of Florida.

Read chapter 8, The Life of the Tenochca, pp. 147-175. Sandars, N. K. 1960. The Epic of Gilgamesh. English version. Assyrian International News Agency Books

Online. https://www.aina.org/books/eog/eog.htm FILM: REQUIRED VIEWING The Inca: Masters of the Clouds. 2015. Dir. D. Gallagher. 60 mins. Episode 1. TUTORIAL Debate. What is the value of interdisciplinary approach? What are the drawbacks?

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Theories of the City (3 weeks)

WEEK 2 (24 September) CITY OF DARNKESS, CITY OF OPPORTUNITY

This week we look at how sociologists help us to understand the city, from growth models to sociality, the Chicago School to contemporary analyses. The city is frequently analysed through two metanarratives: city of darkness or city of opportunity. Are these representations accurate or reductive? Modern cities, with their heterogeneous populations, can be said to exist as gatherings of strangers yet the stranger sits in a liminal space, an outsider but someone to whom confidences can be shared. How does this affect sociality in the city? And if we take the city of darkness literally, what do we learn from studying the city at night?

REQUIRED READING Hannerz, U. 1980. Exploring the City: Inquiries Toward an Urban Anthropology. New York; Guildford: Columbia

University Press. Read chapter 2, Chicago Ethnographers, pp. 19-58.

FURTHER READING (RECOMMENDED) Amin, A. 2012. Land of Strangers. Cambridge; Malden: Cambridge University Press. Read chapter 3, Strangers in

the City, pp. 59-82. Amin, A. and Thrift, N. 2002. Cities: Reimagining the Urban. Cambridge: Polity. Read chapter 1, The Legibility of

the Everyday City, pp. 7-30. Davis, M. 2006. City of Quartz: Excavating the Future in Los Angeles. London; New York: Verso. Read chapter 4,

Fortress LA, pp. 223-263. Engels, F. 1958. The Condition of the Working Class in England. Oxford: Blackwell. Read chapter 2, The Great

Towns, pp. 30-87. Goist, P. D. 1971. City and “Community”: The urban theory of Robert Park. American Quarterly, 23, 1:46-59. Krase, J. 2002. Navigating Ethnic Vernacular Landscapes Then and Now. Journal of Architectural and Planning

Research, 19, 4:274-281. Lefebvre, H. 1996. Writings on Cities. Oxford; Malden: Blackwells. Read chapter 23 Rhythmanalysis of

Mediterranean cities, pp. 228-240. Magubane, B. 1985. Engels: The condition of the working class in England in 1844 and the housing question

(1872) revisited; their relevance for urban anthropology. Dialectical Anthropology, 10, 1-2:43-68. Mumford, L. 2003. What is a city? In R. T. LeGates and F. Stout (eds.), The City Reader, London; New York:

Routledge, 3rd edition, pp. 92-96. Nash, L. 2020. Performing Place: A rhythmanalysis of the City of London. Organizational Studies, 41, 3:301-321. O’Dowd, L. and Komarova, M. 2013. Three narratives in search of a city: Researching Belfast’s ‘post-conflict’

transitions. City, 17, 4:526-546. Raban, J. 1998. Soft City. London: Harville. Read chapter 1, The Soft City, pp. 9-16. Simmel, G. 1964. The Metropolis and Mental Life. In K. H. Wolff (ed.), The Sociology of Georg Simmel, New York:

Free Press; London: Macmillan, pp. 409-424. Shirlow, P. and Murtagh, B. 2006. Belfast: Segregation, Violence and the City. London; Ann Arbor: Pluto. Read

whole book. Stoller, P. 2002. Tracing African Paths on New York City Streets. Ethnography, 3, 1:35-62. Tadié, J. and Permanadeli, R. 2015. Night and the city: clubs, brothels and politics in Jakarta. Urban Studies, 25,

3:471-485. Wacquant, L. and Wilson, W. J. 1989. The cost of racial and class exclusion in the inner city. The Annals of the

American Academy of Political and Social Science, 501:8-25. Wirth, L. 1938. Urbanism as a Way of Life. American Journal of Sociology, 44, 1:1-24.

FILM: REQUIRED VIEWING City of God. 2002. Dir. F. Meirelles. 2 hrs, 10 mins.

TUTORIAL REQUIRED READING Schlör, J. 1998. Nights in the Big City: Paris, Berlin, London, 1840-1930. London: Reaktion Books. Read chapter 1,

Contradictory Reports from Night in the Big City, pp. 13-39.

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WEEK 3 (1 October) SPACE AND PLACE Urban spatial formation is a key aspect to the ‘citiness’ of cities and urban planners have long used space as a means of social control. How can this be challenged, changed and understood? How do we understand space and place theoretically? Pavements are an important, but often overlooked, public space: stories of city life here as elsewhere give a uniquely emic perspective, particularly so for lives lived on the margins of society. REQUIRED READING Casey, E. S. 1993. Getting Back into Place: Toward a Renewed Understanding of the Place-World.

Bloomington; Indiana University Press. Read Preface pp. ix-xvii. FURTHER READING (RECOMMENDED) Casey, E. 2009. Getting Back into Place: Toward a Renewed Understanding of the Place-World.

Bloomington; Indianapolis: Indiana University Press. Read chapter 5, Two Ways to Dwell, pp. 109-145.

Chapman, B. 1953. Baron Haussmann and the planning of Paris. Town Planning Review, 24, 3:177-192. Doucet, B. 2009. Living through gentrification: Subjective experiences of local, non-gentrifying

residents in Leith, Edinburgh. Journal of Housing and the Built Environment, 24, 3:299-315. Hocking, B. T. 2015. The Great Reimagining: Public Art, Urban Space, and the Symbolic Landscapes of a

‘New’ Northern Ireland, New York: Berghahn Books. Read chapter 2, From ‘Gunland’ to Globalization: The ‘Space of Flows’ Meets Place in a City ‘On the Rise’, pp. 42-67.

Kim, A. M. 2015. Sidewalk City: Remapping Public Space in Ho Chi Minh City. Chicago: University of Chicago Press. Read chapter 1, Seen and Unseen, pp. 2-27.

Kramer, R. 2016. The Rise of Legal Graffiti Writing in New York and Beyond. Ebook: Palgrave Macmillan. Read chapter 2, The Extraction of Subway Graffiti: The late 1960s to 1989, pp. 9-34.

Lynch, K. 1960. The Image of the City. Cambridge, Mass.: Technology Press. Read chapter 3, The City Image and its Elements, pp. 46-90.

Massey, D. 2005. For Space. London; Thousand Oaks: Sage. Read chapter 1, Opening Propositions, pp. 9-15.

Merriman, P. 2004. Driving places: Marc Augé, non-places, and the geographies of England’s M1 motorway. Theory, Culture and Society, 21, 4-5:145-167.

Monge, F. 2016. The city in a quarter: An urban village with many names. Urbanities, 6, 1:57-72. Murtagh, B. 2008. New spaces and old in ‘post-conflict’ Belfast. Divided Cities/Contested States,

Working Paper No. 5. Ong, A. 2016. The path is place: Skateboarding, graffiti and performances of place. Journal of Applied

Theatre and Performance, 21, 2:229-241. Thompson, V. E. 2003. Telling spatial stories. Journal of Modern History, 75, 3:523-556. Ward, S. 2003. On shifting ground: Changing formulations of place in anthropology. Australian Journal

of Anthropology, 14, 1:80-96. FILM: REQUIRED VIEWING Manhattan. 1979. Dir. W. Allen. 1 hr, 36 mins. ACADEMIC SKILLS WORKSHOP Writing book reviews.

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WEEK 4 (8 October) ANTHROPOLOGY OF THE CITY OR IN THE CITY? On our interdisciplinary journey, this week we ask what has urban anthropology added to understandings of the city? Participant observation, the key method employed by anthropologists, enables the particularities of urban lives to bring richness and depth to ethnographies, what Geertz (1973) calls thick description. Finally, we consider how the notion of the flâneur can be incorporated into our research methods. REQUIRED READING Jaffe, R. and de Koning, A. 2015. Introducing Urban Anthropology. London: Routledge. Read chapter 4,

Social life in public spaces, pp. 55-68. Other chapters useful too. FURTHER READING (RECOMMENDED) Bach, J. 2010. ‘They come in villagers and leave citizens’: Urban villages and the making of Shenzhen,

China. Cultural Anthropology, 25, 3:421-458. Duneier, M. 2013. A Christmas on Sixth Avenue. In R. E. Ocejo, Ethnography and the City: Readings on

Doing Urban Fieldwork, New York; London: Routledge, pp. 87-99. Engebretsen, E. L. 2012. On urban anthropology in contemporary China. In L. Pardo and G. Prato, (eds.),

Anthropology in the City: Methodologies and Theory. London; New York: Routledge, pp. 191-213. Evans, J. and Jones, P. 2011. The walking interview: Methodology, mobility and place. Applied

Geography, 31, 2:849-858. Hannerz, U. 1980. Exploring the City: Inquiries Toward an Urban Anthropology. New York; Guildford:

Columbia University Press. Read chapter 1, The Education of an Urban Anthropologist, pp. 1-18. Irving, A. 2017. New York stories: Narrating the neighbourhood. Ethnos, 82, 3:437-457. Jenks, C. and Neves, T. 2000. A walk on the wild side: Urban ethnography meets the Flâneur. Journal of

Cultural Research, 4, 1:1-17. Low, S. M. 1996. The anthropology of cities: Imagining and theorizing the city. Annual Review of

Anthropology, 25:383-409. Matthews, G. 2011. Ghetto at the Center of the World: Chunking Mansions, Hong Kong. Chicago;

London: University of Chicago Press. Read whole book. Parsons, D. 2000. Streetwalking the Metropolis: Women, the City and Modernity. Oxford; New York:

Oxford University Press. Read chapter 1, Introduction, pp. 1-16. Reed, A. 2002. City of details: Interpreting the personality of London. Journal of the Royal

Anthropological Institute, 8, 1:127-141. Schwanhäuber, A. 2016. Introduction. In A. Schwanhäuber (ed.), Sensing the City: A Companion to

Urban Anthropology, Basel: Birkhauser, pp. 10-16. Taussig, M. 2011. I Swear I Saw This: Drawings in Fieldwork Notebooks, Namely My Own. Chicago;

London: University of Chicago Press. Read chapter 1, pp. 1-9 and chapter 3, pp. 21-31. FILM: REQUIRED VIEWING Good Vibrations. 2012. Dirs. L. Barros D’Sa and G. Leyburn. 1 hr, 43 mins. TUTORIAL REQUIRED READING Bourgois, P. 2003. In Search of Respect: Selling Crack in El Barrio. Cambridge: Cambridge University Press.

Read chapter 1, Violating Apartheid in the United States, pp. 19-47. (Read whole book if doing this for assignment 1).

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City Case Studies (3 weeks) WEEK 5 (15 October) ROME: THEN AND NOW The module now turns to three city case studies beginning with Rome. Known as the Eternal City, Rome was the capital of an empire and the centre of a global religion. Today, it is a modern metropolis; gentrified in the face of an intractable housing crisis, a city of intense football rivalry, and one mired in political corruption. The ancient and modern cities of Rome come into sharp focus when viewed through the lens of tourism. What useful connections can we make between the old and the new? What theoretical analyses and metaphorical constructs enhance our understanding of Roman life today? REQUIRED READING Herzfeld, M. 2009. Evicted from Eternity: The Restructuring of Modern Rome. Chicago: University of

Chicago Press. Read chapter 1, Sin and the City, pp. 7-38. FURTHER READING (RECOMMENDED) Beard, M. 2015. Why Ancient Rome Matters to the Modern World. The Guardian, 2 October. Burns, P. 1999. An Introduction to Tourism and Anthropology. London; New York: Routledge. Read

chapter 6, Issues in the Anthropology of Tourism, pp. 87-114. Chan, Y. W. 2006. Coming of age of the Chinese tourists: The emergence of non-Western tourism and

host-guest interactions in Vietnam’s border tourism. Tourist Studies, 6, 3:187-213. Dobles, G. 2013. Roman underground notes: Navigating the football ultras. The Italian Insider, 23

August 2012. Dyson, S. L. 2010. Rome: A Living Portrait of an Ancient City. Baltimore: John Hopkins University Press.

Read chapter 6, The Consolidation of the Imperial City, pp. 156-191. Other chapters useful. Gangi, G. 1985. Rome: Then and Now. Rome: G&G Editrice. McNeil, D. 2003. Rome, global city? Church, state and the Jubilee 2000. Political Geography, 22, 5:535-

556. Montanari, A. and Staniscia, B. 2010. Rome: A difficult path between tourist pressure and sustainable

development. Rivista di Scienze del Turismo, 2:301-316. Russell, A. 2016. The Politics of Public Space in Republican Rome. Cambridge: Cambridge University

Press. Read chapter 5, Gods, Patrons, and Community in Sacred Spaces, pp. 96-126. Other chapters useful.

Smith, V. L. 1989. Hosts and Guests: The Anthropology of Tourism. Philadelphia: University of Pennsylvania Press. 2nd edition. Read chapter 1, Introduction, pp. 1-18.

Taylor, R. M. 2016. Rome: An Urban History from Antiquity to the Present. New York: Cambridge University Press. Read chapter 24, Housing Daily Life, pp. 222-231.

Urry, J. and Larsen, J. 2011. The Tourist Gaze. Los Angeles; London: Sage. 3rd edition. Read chapter 1, Theories, pp. 1-30 and chapter 6, Places, Buildings and Design, pp. 119-154.

FILM: REQUIRED VIEWING Rome: Back Street Riches. 2012. Dir. Unknown. 25 mins. TUTORIAL REQUIRED READING Luongo, M. 2002. Rome’s World Pride: Making the eternal city an international gay tourism destination.

GLQ: A Journal of Lesbian and Gay Studies, 8, 1-2:167-181

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WEEK 6 (22 October) INDEPENDENT LEARNING WEEK Use this time to prepare coursework and catch up on reading

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WEEK 7 (29 October) LAGOS: ETHNIC TENSION AND PETRODOLLARS Colonial rule in Nigeria brought together diverse ethnic groups in an arbitrary way. Meanwhile, economic and political policies favoured the elite, creating tensions that endure to this day. In the postcolonial period, these divisions are exacerbated in a city that is awash with petrodollars and enormous rubbish dumps, where colonial segregation is replaced by class segregation. But this is also a city where people have hopes and dreams. To what extent does Lagos suffer from negative stereotyping? REQUIRED READING Gandy, M. 2005. Learning from Lagos. New Left Review, 33 (May-June), 37-52. FURTHER READING (RECOMMENDED) Adebanwi, W. 2004. The city, hegemony and ethno-spatial politics: The press and the struggle

for Lagos in colonial Nigeria. Nationalism and Ethnic Politics, 9, 4:25-51. Archive on 4: Britain and Biafra 50 Years On. BBC Radio 4, 28 April 2018. 60 mins. Feldner, M. 2019. Narrating the New African Diaspora: 21st Century Nigerian Literature in

Context. Cham: Palgrave. Read chapter 4, City of Stories: The Lagos imaginary in Chris Abani’s Graceland (2004) and Sefi Atta’s Swallows (2010), pp. 61-83.

Immerwahr, D. 2007. The politics of architecture and urbanism in postcolonial Lagos, 1960-1986. Journal of African Cultural Studies, 19, 2:165-186.

Marris, P. 1961. Family and Social Change in an African City: A Study of Rehousing in Lagos. London: Routledge and K. Paul. Read chapter 1 Lagos, pp. 1-11 and chapter 10, Family Life and Social Change, pp. 132-143.

Nayar, P. K. 2010. Postcolonialism: A Guide for the Perplexed. London: Continuum. Read Introduction, Postcolonial Thought, pp. 1-33.

Neighbourhood: The Battle for the Future of Lagos. BBC World Service Radio, 29 August 2018. 28 minutes.

Oberhofer, M. A. 2012. Refashioning African cities: The case of Johannesburg, Lagos and Douala. Streetnotes. 20, 1:65-89.

Onuzo, C. 2017. Welcome to Lagos. London: Faber and Faber. Read whole book. Osaghae, E. E. and Suberu, R. T. 2005. A history of identities, violence, and stability in Nigeria.

CRISE Working Paper No. 6. Oxford: Centre for Research on Inequality, Human Security and Ethnicity.

Robinson, J. 2006. Ordinary Cities: Between Modernity and Development. London; New York: Routledge. Read chapter 1, Introduction: Post-colonising Urban Studies, pp. 13-40.

Usuanlele, U. and Ibhawoh, B. 2017. Introduction: Minorities and the National Question in Nigeria. In U. Usuanlele and B. Ibhawoh (eds.) Minorities and the National Question in Nigeria. Cham: Palgrave Macmillan, pp. 1-14.

Yeoh, B. S. A. 2001. Postcolonial cities. Progress in Human Geography, 25, 3:456-468. FILM: REQUIRED VIEWING Welcome to Lagos. 2010. Dir. G. Searle. 60 mins. Episode 1. ACADEMIC SKILLS WORKSHOP

Writing essays in anthropology: Deconstructing the question, answering thematically, using ethnographic examples, weaving in the theory.

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WEEK 8 (5 November) BRASÍLIA: STARTING FROM SCRATCH Brasília, a new capital city built in just four years from 1956 to 1960, was intended to be more than a symbol of a new age; it was an attempt to transform Brazilian society into an egalitarian utopia, to create social order and different social practices. But was this a modernist dream or a dystopian nightmare? To what extent have the people who inhabit the city subverted the planners’ intentions? REQUIRED READING Epstein, B. G. 1973. Brasília, Plan and Reality: A Study of Planned and Spontaneous Reality.

Berkley; London: University of California Press. Read chapter 4, The Spontaneous Settlements, pp. 106-138.

FURTHER READING (RECOMMENDED) Beal, S. 2010. The real and promised Brasília: An asymmetrical symbol in 1960s Brazilian

literature. Hispania, 93, 1:1-10. Beal, S. 2016. Brasília’s Literature. The Palgrave Handbook of Literature and the City. London:

Springer Science and Business Media: Palgrave Macmillan. pp. 395-406. Beal, S. 2020. The Art of Brasília. Cham: Palgrave Macmillan. Read Introduction pp. 1-38. Deckker, T. 2016. Brasília: Life Beyond Utopia. Architectural Design, 86, 3:88-95. Dowall, D. E. and Monkkonen, P. 2007. Consequences of the Plano Pilato: The urban

development and land markets of Brasília. Urban Studies, 44, 10:1871-1887. Holsten, J. 1989. The Modernist City: An Anthropological Critique of Brasília. Chicago: Chicago

University Press. Read chapter 4, The Death of the Street, pp. 101-144 and chapter 8, The Brazilianization of Brasília, pp. 289-348.

Frisby, D. 2003. Straight or crooked streets? The contested rational spirit of the modern metropolis. In I. B. Whyte (ed.), Modernism and the Spirit of the City. London: Routledge. pp.57-84.

FILM: REQUIRED VIEWING Extract from Brasília: Life After Design. 2017. Dir. B. Simpson. 1 hr, 28 mins. TUTORIAL REQUIRED READING Müller, F. and Faris, R. N. P. 2016. Geographies of Contemporary Childhood in Brasilia/Brazil.

Infancia Contemporánia, 15:1-15.

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City of the Imagination (4 weeks) WEEK 9 (12 November) THE CITY IN FILM The final section of the module studies the city through artistic representation, giving us the opportunity to consider cities as imagined places, including the city of the future. We begin this week with the cinema. Film is an urban phenomenon; not only are film industries and cinemas predominantly found in cities, the city is a frequent character in the films themselves. From Fritz Lang’s Metropolis to Danny Boyle’s Slumdog Millionaire, how is the city portrayed in film and to what extent do these cinematic representations concur with the metaphors for analysis we have already explored in the module? REQUIRED READING Webb, M. 1987. The City in Film. Design Quarterly, 136:1-32. FURTHER READING (RECOMMENDED) Anderson, D. 2015. Imaginary Cities: A Tour of Dream Cities, Nightmare Cities and Everywhere

Inbetween. London: Influx Press. Read City of Angels, pp. 138-139 and On the Road, pp. 369-374.

Barber, S. 2002. Projected Cities: Cinema and Urban Space. London: Reaktion Books. Read chapter 2, Urban Space in European Cinemas, pp. 62-106.

Brunsdon, C. 2012. The attractions of the cinematic city. Screen, 53, 3:209-227. Clarke, D. B. 1997. Introduction. Previewing the Cinematic City. In D. B. Clarke (ed.), The

Cinematic City, London; New York: Routledge, pp. 1-18. Diken, B. 2005. City of God. City, 9, 3:307-320. Elsaesser, T. 2012. Metropolis. London; Palgrave Macmillan on behalf of the British Film

Institute. Read chapter 1, Introduction: ‘Metropolis’ Forever, More Than Ever, pp. 15-17 and chapter 4, Interpreting ‘Metropolis’: Reading for the Plot, pp. 58-75.

Hell is a City. 1960. Dir. V. Guest. 92 mins. (Film). Massood, P. J. 2003. Black City Cinema: African American Urban Experiences in Film.

Philadelphia: Temple University Press. Read Introduction pp. 1-9. Mendez, A. C. 2010. Showcasing India unshining: Film tourism in Danny Boyle’s Slumdog

Millionaire. Third Text, 24, 4:471-479. Parker, A. 2016. Urban Film and Everyday Practice: Bridging Divisions in Johannesburg.

London: Palgrave Macmillan. Read chapter 1, Film in Divided Cities, pp. 1-27. Schwerter, S. 2016. ‘Titanic Town’ and ‘Good Vibrations’: Cinematic representations of Belfast

from the margins. Nordic Irish Studies, 15, 1:105-121. FILM: REQUIRED VIEWING ’71. 2015. Dir. Y. Demange. 1 hr, 39 mins. and A Brand New Day. 2016. Dir. Unknown. 2 mins,

34 secs.

I will also supply a compilation from: Too Late to Talk to Billy. 1982. Dir. P. Seed and I Am Belfast. 2015. Dir. M. Cousins;

WORKSHOP Storyboarding a film of Edinburgh or Dundee

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WEEK 10 (19 November) THE CITY IN LITERATURE The development of the social realist novel in the nineteenth century was closely allied with campaigns for social reform, to the extent that novelists are sometimes cast as social scientists. Is this a justifiable assertion? How has literary imagination contributed to an understanding of the city? What do we learn if we use novels as ethnographic data? REQUIRED READING Lehan, R. 1988. The City in Literature: An Intellectual and Cultural History. Berkeley: University

of California Press. Read chapter 1, The City and the Text, pp. 3-9. FURTHER READING (RECOMMENDED) Asad, T. 1990. Ethnography, literature, and politics: Some readings and uses of Salman

Rushdie’s The Satanic Verses. Cultural Anthropology, 5, 3:239-269. Brooker, P. 2001. Modernity and Metropolis: Writing, Film and Urban Formations.

Basingstoke: Palgrave. Read chapter 3, Inside Ethnicity: Suburban Outlooks, pp. 75-95. Calvino, I. 1997. Invisible Cities. London: Vintage. Read whole book. Claybaugh, A. 2007. The Novel of Purpose: Literature and Social Reform in the Anglo-American

World. Ithaca; London: Cornell University Press. Read chapter 3, Charles Dickens: A Reformer Abroad and at Home, pp. 52-84.

Cohen, M. 2013. Anthropological Aspects of the Novel. In M. Cohen (ed), Novel Approaches to Anthropology: Contributions to Literary Anthropology. New York: Lexington Books. pp. 1-26.

Franklin, A. 2010. City Life. Los Angeles: Sage. Read chapter 9, City Natures, pp. 192-222. Handler, R. and Segal, D. 1990. Jane Austen and the Fiction of Culture: An Essay on the

Narration of Social Realities. Tucson: University of Arizona Press. Read chapter 1, A World of Marriage, pp. 1-17.

Lindner, C. 2015. Imagining New York City: Literature, Urbanism, and the Visual Arts, 1890 to 1940. New York: Oxford University Press. Read chapter 1, Introduction: The Mutable City, pp. 3-14.

Caldwell, L. 2014. Poison. Dundonald. In A. McKinty and S. Neville (eds.), Belfast Noir, New York: Akashic Books, pp. 45-67. Other short stories in collection useful.

Wulff, H. 2017. Rhythms of Writing: An Anthropology of Irish Literature. London; New York: Bloomsbury. Read chapter 4, Modes of Writing: Genres, Topics, Styles, pp. 45-58.

ACTIVITY Student readings of London. A selection from this list: Bleak House (Dickens); Sense and

Sensibility (Austen); 1984 (Orwell); Line of Beauty (Hollingsworth); Brick Lane (Ali); The Road Home (Tremain); White Teeth (Smith); The Buddha of Suburbia (Kureishi).

TUTORIAL REQUIRED READING Parsons, D. 2000. Streetwalking the Metropolis: Women, the City and Modernity. Oxford; New

York: Oxford University Press. Read chapter 6, Wandering the London Wasteland, pp. 188-231.

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WEEK 11 (26 November) MUSIC IN THE CITY From jazz to Motown to punk to hip-hop, popular music is deeply rooted in the urban, both as the site of its production and in its representation of city life. Music is also a means for the disenfranchised to express their dissatisfactions. But is it possible to personify the city through music? Can a city have a character? REQUIRED READING Forman, M. 2002. The ‘Hood Come First: Race, Space, and Place in Rap and Hip Hop.

Middletown: Wesleyan University Press. Read chapter 2, ‘Welcome to the City’: Defining and Delineating the Urban Terrain, pp. 35-67.

FURTHER READING (RECOMMENDED) Brown, S. and Campelo, A. 2014. Do cities have broad shoulders? Does Motown need a

haircut? On urban branding and the personification of place. Journal of Macromarketing, 34, 4:421-434.

Chambers, I. 1985. Urban Rhythms: Pop Music and Popular Culture. Basingstoke: Macmillan. Read chapter 7, Urban Soundscapes, 1976-, pp. 175-205.

Cohen, S. 1995. Sounding out the city: Music and the sensuous production of place. Transactions, 20, 4:434-446.

Cohen, S. 2007. Decline, Renewal, and the City in Popular Music Culture: Beyond the Beatles. London: Routledge. Read chapter 1, Music and the City: Cultural Diversity in a Global Cosmopolis, pp 9-40.

Cookney, D. J. and Fairclough, K. 2018. Childish Gambino: This is America uses music and dance to expose society’s dark underbelly. The Conversation, May 10, 2018.

Feld, S. 2003. A Sweet Lullaby for World Music. In A. Appadurai (ed.), Globalization, Durham, NC.: Duke University Press, pp. 189-216.

Fradique, T. 2018. Spaces of Representation: Identity, Otherness and Transformation in Portuguese Hip-hop. In R. Martins and M. Canevacci (eds.), Lusophone Hip-Hop ‘Who We Are’ and ‘Where We Are’: Identity, Urban Culture and Belonging, Canon Pyon: Sean Kingston Publishing, pp. 61-79.

Heron, T. 2015. ‘Alternative Ulster’: punk and the construction of everyday life in 1970s Northern Ireland. Popular Culture Today: Imaginaires, 19, Working Paper, Presses Universitaires de Reims.

Hip-Hop, Mi Desahogo. 2013. Dir. S. Rasing. (Film). Jaffe, R. 2014. Hip-hop and urban studies. International Journal of Urban and Regional

Research, 38, 2:695-699. Simmons, K. E. 2018. Race and racialized experiences in Childish Gambino’s ‘This is America’.

Anthropology Now, 10, 2:112-115. Steingo, G. 2016. Kwaito’s Promise: Music and the Aesthetics of Freedom in South Africa.

Chicago: University of Chicago Press. Read chapter 1, The Struggle for Freedom, pp. 1-26.

ACTIVITY: Develop a city playlist.

TUTORIAL REQUIRED READING

Quispel, C. 1978. City of cars, city of music. Built Environment, 31, 3:226-236.

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WEEK 12 (3 December) URBAN FUTURES In this final lecture we recap some of the key issues in the module before considering what the future may hold for life in the urban environment: Smart cities, slow cities, and an ever-greater divide between cities of rapid urbanisation versus those of stagnation and decline. The city is no longer a bounded entity, so if we are to study it as a unit of analysis what categories, cartographies and methods best address the urban as a theoretical construct? We also return to the question of interdisciplinarity: what is the future of the city and what is the future for urban studies? REQUIRED READING Knox, P. L. 2005. Creating ordinary places: Slow cities in a fast world. Journal of Urban Design,

10, 1:1-11. FURTHER READING (RECOMMENDED) Ackerman, K et al. 2014. Sustainable food systems for future cities: The potential of urban

agriculture. The Economic and Social Review, 45, 2:189-206. Ball, S. 2015. Slow Cities. In W. K. D. Davies (ed.), Theme Cities: Solutions for Urban Problems,

Cham: Springer, pp. 563-585. Benson, T. 1982. Five Arguments Against Interdisciplinary Studies. Issues in Integrative

Studies, 1:38-48. Berry, M. 2018. Technology and organised crime in the smart city: An ethnographic study of

the illicit drug trade. City, Territory and Architecture, 5:16. Brenner, N. and Schmid, C. 2015. Towards a new epistemology of the urban? City, 19, 2-

3:151-182. Gans, H. J. 2009. Some problems of and futures for urban sociology: Towards a sociology of

settlements. City and Community, 8, 3:211-219. Govada, S. S., Rodgers, T., Cheng, L. and Chung, H. 2020. Smart Environment for Smart and

Sustainable Hong Kong. In T. M. V. Kumar (ed.), Smart Environment for Smart Cities, Singapore: Springer, pp. 57-90.

Jaffe, R. and de Koning, A. 2016. Introducing Urban Anthropology. London; New York: Routledge. Read chapter 11, Conclusion: The Future of Urban Anthropology, pp. 165-167.

Moran, J. 2010. Interdisciplinarity. London: Routledge. Tomalty, R. and Mallach, A. 2015. America’s Urban Future: Lessons from North of the Border.

Washington DC: Island Press. Read chapter 1, Changing World, Changing Cities, pp. 11-32. FILM: REQUIRED VIEWING The Quito Papers. 2017. Dirs. D. Bragnato and C. Sheppard 15 mins, 11 secs. TUTORIAL REQUIRED READING Naafs, S. 2018. ‘Living Laboratories’: The Dutch cities amassing data on oblivious residents. The

Guardian, 1 March.

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ASSESSMENT There are THREE assessments that run throughout the module. ASSESSMENT 1 33.3% of final mark Book review. 2,000 words. Deadline: by 23.59 on 18th October 2020. Group A. Review ONE of the following books: Bourgois, P. 2003. In Search of Respect: Selling Crack in El Barrio. Cambridge: Cambridge

University Press. Carrasco, D. 2012. The Aztecs: A Very Short Introduction. Oxford: Oxford University Press. Matthews, G. 2011. Ghetto at the Center of the World: Chunking Mansions, Hong Kong.

Chicago; London: University of Chicago Press. Shirlow, P. and Murtagh, B. 2006. Belfast: Segregation, Violence and the City. London; Ann

Arbor: Pluto. ASSESSMENT 2 33.3% of final mark Essay. 2,000 words. Deadline: by 23:59 on 15th November 2020 Group B. Choose ONE of the following questions: How might the anthropology of tourism assist in understanding connections between ancient and modern Rome? Analyse this with reference to ethnography and urban theory. To what extent is Lagos’s colonial history responsible for tensions within the city? Analyse this with reference to ethnography and urban theory. How is sociality in Brasília understood in the context of urban planning? Analyse this with reference to ethnography and urban theory. ASSESSMENT 3 33.3% of final mark Essay. 2,000 words. Deadline: by 23.59 on 13th December 2020 Group C. Choose ONE of the following questions: To what extent do films about cities concur with the metaphors used by urban scholars to analyse urban environments? Using fictional portrayals of London as ethnographic data, what do we learn of life in the city and why is an imagined city a valid form of anthropological analysis? How is the city personified through music and how is this analysed through theories of place-making? What are some of the promises and challenges for urban futures and how might these be analysed by urban scholars?

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WRITING A BOOK REVIEW We will have an academic skills workshop to enable you to practice these skills beforehand. Key points to remember:

• Write a short introduction. • Summarise the book (introduction and summary should be approximately half of the

word count) • Analyse the book • Write a short conclusion • Remember to use single inverted commas when quoting brief passages and cite these

appropriately – see ‘More Detailed Advice’. Do NOT copy out passages from books or articles and pass them off as your own words. Plagiarism offences will lead to zero marks. Please note that the department treats plagiarism and any other form of academic misconduct very seriously.

• Your book review will be marked according to the essay marking scale in this handbook. • Consult your tutor if in doubt

WRITING AN ESSAY IN ANTHROPOLOGY There will be an academic skills workshop on preparing for your assessments. Key points to remember:

• Make use of the key texts and the further reading list. Do not use Web resources unless recommended by lecturers. The more you read, the better your answer will be.

• Remember to use inverted commas when quoting brief passages and cite these appropriately – see ‘More Detailed Advice’. Do NOT copy out passages from books or articles and pass them off as your own words. Plagiarism offences will lead to zero marks. Please note that the department treats plagiarism and any other form of academic misconduct very seriously.

• Your essay must contain a bibliography of sources cited. The citation format is that of the Journal of the Royal Anthropological Institute. See examples in the ‘More Detailed Advice’ section.

• Your essay will be marked according to the attached marking scale. • Consult your tutor if in doubt

TURNING IN YOUR ASSIGNMENTS As written coursework is marked anonymously, only your matriculation number should be included – do NOT put your name anywhere on your coursework. On the first page of your coursework, you should include: your matriculation number, the module name and number, your tutor’s name, the title of the essay and the following statement: ‘I hereby declare that the attached piece of written work is my own work and that I have not reproduced, without acknowledgement, the work of another.’ Assignments (including PowerPoint or other technical presentations) must be uploaded on Moodle. If you have any problems please contact the IT help desk within the library https://www.st-andrews.ac.uk/itsupport/ or e-mail the module coordinator (kll5@st-andrews.ac.uk) as soon as possible.

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LATE WORK AND EXTENSIONS If work is submitted after the specified deadline, the following penalties will apply:

• Missing the deadline or handed in the following day: immediate loss of 1 mark; a further mark per day will be deducted for each subsequent day late.

• Submission of work more than five working days late will receive no commentary, while submission of work more than ten working days late will receive zero.

These penalties are applied automatically by the Moodle system. If you have a good reason for not meeting the set deadline an extension may be granted in advance. Please note computer problems and pressure of work due to other courses are not valid grounds for an extension. Extensions will only be granted by the Director of Teaching. Contact Karen Lane (kll5) to request.

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ESSAY MARKING SCALE

20 outstanding first

1 The essay is creative and incorporates a number of original thoughts and insights about the material. 2 The student has read widely and carefully, including material not discussed directly in classes or included in the module reading list.

19 good first

3 The student demonstrates a sophisticated understanding of the issues, and an excellent understanding of the ethnographic or other research material and of the theoretical points put forward by the various authors.

18 clear first

4 The student shows an excellent understanding of the relationship between theory and ethnographic or other research material, and of how, it has or can be used to support or undermine particular theoretical points.

17 low first

5 The essay critically engages with the material discussed in a systematic and original way. 6 The essay has an excellent introduction and a finely crafted structure and style leading to an insightful conclusion. 7 Excellent presentation throughout, excellent use of language and consistent referencing.

16 good 2.1

1 The essay incorporates some original thoughts and insights about the material. 2 The student has read widely and carefully, possibly including material not directly discussed during classes.

15 clear 2.1

3 The student demonstrates a very good understanding of the issues and a very good grasp of the ethnographic or other research material, and of how it has or can be used to support or undermine particular theoretical points. 4 The student shows a very good understanding of the link between theory and ethnography, or other research material, and of how it can be used to support or undermine particular theoretical points.

14 low 2.1

5 The essay critically engages with the material discussed. 6 The essay has a very good introduction, a well crafted structure and a thoughtful conclusion. 7 Very good presentation throughout, with a very good use of language and consistent referencing.

13 good 2.2

1 The student has done adequate but basic reading relevant to the topic. 2 The student’s understanding of the material is adequate but basic.

12 clear 2.2.

3 The essay is over-reliant on lecture notes and hand-outs to construct an argument, although there may be some original points made or independent interpretations of the material.

11 low 2.2.

4 The essay is over-reliant on summaries of the material with little or no critical engagement. 5 The student’s understanding of the contribution of various authors to a debate is adequate but basic. 6 The essay is adequately structured and coherent, and the introduction and conclusion are adequate. 7 Adequate presentation, use of language and/or referencing throughout.

10 upper 3rd

1 The essay shows evidence of limited reading. 2 The essay shows evidence of limited understanding of the material.

9 clear 3rd

3 The student relies heavily on lecture notes and hand-outs 4 The essay shows little understanding of the contribution of various authors to a debate.

8 low 3rd

5 There is no critical engagement with the material discussed. 6 Presentation, use of language and/or referencing are limited.

7.0 pass

6 fail

1 The essay shows inadequate evidence of an anthropological understanding of the topic. 2 There is little or inadequate reference to relevant reading material.

5 fail

3 The student demonstrates poor essay writing skills.

4.0 3.9 and lower 1 Work that shows no understanding of the topic covered.

2 The essay is often very short, superficial, or uses irrelevant examples. 3 The student fails to take an anthropological perspective to the material s/he is presenting in the essay.

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MORE DETAILED ADVICE FOR ESSAY WRITING PREPARING YOUR IDEAS FOR WRITING 1. Writing an essay is an exercise in the handling of ideas. Your essay must show evidence of hard (ideally, original) thinking. 2. An essay must be based on a sound knowledge of the subject it deals with. This means that you must read. Avoid answering a question off the top of your head or entirely from your own personal experience or general knowledge. Instead, use the readings to support your argument(s). 3. For a book review read your source material very carefully and more than once. You do not need to read any other book or articles, as a book review is just that – a review of one book. For an essay you do need to do further reading. Each class has a list of further readings so choose some from this list. Discuss with your tutor if you need some guidance on this. Make brief notes as you read and record the page references. When reading ask yourself: What is the author/director driving at? What is the argument? Does it apply only to a particular society, or are generalised propositions being made? How well do the examples used fit the argument? Where are the weaknesses? Also think about the wider implications of an argument. Copy the actual words only if they say something much more aptly than you could say it yourself. 4. Before starting your book review or essay, make sure you plan it. Give it a beginning, a middle, and an ending. Much of the information you will have collected, particularly for an essay, will have to be rejected, as it won’t be relevant. Don't be tempted to include anything that does not have a direct bearing on the book being reviewed or the problem expressed in the title of the essay. The cardinal rule for essay writing is to Answer The Question. WRITING YOUR ESSAY 5. In the introductory paragraph make your understanding of certain crucial concepts clear - these concepts will probably be those that appear in the essay title. Define concepts if you think there may be any ambiguity. 6. When you provide examples to illustrate a point, be careful not to lose track of the argument. Examples are intended to illustrate a general (usually more abstract) point; they are not a substitute for making the point. In anthropology essays you will use ethnographic examples – these are taken from the research anthropologists do with the people they work with. We will discuss this in more detail in the workshop. 7. When you write the book review or essay, please remember to follow the word count. The rule of thumb is you have 10% leeway, but very short or very long essays will be penalised. Essays should be typed and one-and-a-half-spaced in a word document. REFERENCING 8. Correct referencing is critical. It is one of the skills that you are expected to learn, and it guards against plagiarism. Make sure that when you are reading texts that you note the source of information by recording the name of the author, the book title, page number and so forth. This will enable you to reference correctly when it comes to writing your essay. Adequate referencing requires you to indicate in the appropriate places in body of your essay the source of any information you may use. Different disciplines use different referencing systems. This is annoying but part of the joys of academia (different publishers use different systems).

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In anthropology at St Andrews we use the referencing system in The Journal of the Royal Anthropological Institute, known as the JRAI. References in the body of your essay will be cited with the author’s surname and date of publication, sometimes with the page number. See below for examples: A general reference • … as Turnbull’s (1983) work demonstrates … • … the romanticisation of Pygmies has been commonplace in anthropology (e.g. Turnbull 1983) Note: In this example, the author is referring to Turnbull’s work in a general way. If the author was referring to specific ideas or details made by Turnbull, then the page number needs to be specified A paraphrase • … Turnbull describes how the Ituri Forest had remained relatively untouched by colonialism (Turnbull 1983: 24) … Note: This is more specific than a general reference as it refers to a particular point or passage by an author. It is your summary of a point made by someone else (in this case Turnbull). When paraphrasing, you must always include the page number in your reference. Note: it is better to paraphrase rather than quote. Putting an author’s ideas into your own words better demonstrates your understanding. A quotation • … under these circumstances, ‘the Mbuti could always escape to the forest’ (Turnbull 1983: 85). Note: All quotes from anyone else’s work must be acknowledged and be placed within single quotation marks. The page number or numbers must be referenced. If you need to alter any of the words within the quote to clarify your meaning, the words changed or added should be placed in square brackets [thus] to indicate that they are not those of the original author. BIBLIOGRAPHY All tests referenced within the body of your essay must be included within the bibliography. Entries in the bibliography should be organised in alphabetical order. They do not need to be separated out into types of reading – just the complete list in alphabetical order. The bibliography should contain full publication details. Consult an anthropological journal, such as the Journal of the Royal Anthropological Institute (JRAI), to see how the correct format should appear. All the readings in the weekly breakdown of classes are in the preferred referencing style. The bibliography should only include any works cited in the essay, and all works cited in the essay should be in the bibliography. In other words, it is an account of the work you’ve used to answer your essay, not a general reading list. The standard format of bibliographic referencing is as follows: Book Turnbull, C.M. 1983. The Mbuti Pygmies: Change and Adaptation. New York, Holt Reinhart and Wilson. Edited Collection Leacock, E. & R. Lee (eds) 1982. Politics and History in Band Societies. Cambridge: Cambridge University Press.

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Chapter in edited collection Woodburn. J.C. (1980). Hunters and gatherers today and reconstruction of the past. In E. Gellner, (ed.) Soviet and Western Anthropology. London: Duckworth. Pp. 48-64. Journal article Ballard, C. 2006. Strange alliance: Pygmies in the colonial imaginary. World Archaeology, 38, 1, 133-151. Film The Man Who Almost Killed Himself. 2014. Dir. J.Azouz. 16 mins. Web pages It is unadvisable to use web sites unless directed to them by a lecturer. However, if you do, it is important that you provide full details of the web address as well as the date on which the page was accessed. Social Media is Not Making Us More Individualistic. Why We Post, Discovery 1. https://www.ucl.ac.uk/why-we-post/discoveries/1-social-media-is-not-making-us-more-individualistic/index Accessed 13 August 2020 If the website article has a specific author and date (not all webpages do), these should be written before the webpage title. Collins, S. G. 2020. The Impoverishment of the COVID Future. All Tomorrow’s Cultures. https://tomorrowculture.blogspot.com/ Accessed 13 August 2020. Please also note the following: • Spellings, grammar, writing style. Failure to attend to these creates a poor impression. • Foreign words: Italicise these, unless they have passed into regular English. • PLEASE TRY TO AVOID GENDER-SPECIFIC LANGUAGE. Don't write he/him when you could be referring to a woman! You can avoid this problem by using plurals (they/them).

AllstudentsareadvisedtoreadtheUndergraduateRegulations.Thehandbookcontainsusefulguidanceforstudentsandfurtherinformationon

departmentpolicy.