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Anthropology in Austria
From the “Blue Danube“ to studying the diversity of the world
Tuesday 8 November 2016, 10.00am to 6.00pm
Venue: Wolfson Room, British Academy, 10-11 Carlton House Terrace, London SW1Y 5AH
Anthropology in Austria has long entertained lively, fairly continuous, and multi-facetted interactions with the UK. These have ranged from Habsburg Empire citizen Bronislaw Malinowski’s odyssey through London to the Trobriand Islanders, Siegfried Nadel’s emigration to England from Vienna through Berlin, Christoph Fürer-Haimendorf’s dissociation from Nazi-occupied Austria in moving to British India and later to SOAS; Vienna-born Scarlett Epstein’s affiliation with Max Gluckmann and the Manchester school, to Ernest Gellner’s engagement with those intellectual legacies of Central Europe in which his parents had grown up. Many of those past interactions in fact were related to Austrian movements of intellectual and political thought.
Yet Anthropology in Austria has completely re-organized itself in recent decades, and has opened up to the world more than ever before. Today it represents a major branch in German-speaking and European social anthropology. The RAI’s day of anthropology in Austria strives to take stock of these recent developments by presenting and discussing major trends, advances, and insights in the fields of regional studies, qualitative methodologies, and topical areas of interest. Several of anthropology’s key representatives in the Austrian Academy of Sciences and at the University of Vienna will reflect critically upon the directions anthropology in Austria is taking in the early 21st century. This will focus on studies in Eurasia, Africa, and the Americas, on comparative and historical methods, and on fields ranging from mobility and refugee studies to the anthropology of art and of the environment, and medical anthropology. Contributors will include several mid-career scholars as well as Ayşe Çağlar, Thomas Fillitz, Andre Gingrich, and Peter Schweitzer.
This event is free, but tickets must be booked. To book tickets please go to http://austriananthropology.eventbrite.co.uk
Welcome & Opening, High Representatives of the British Academy and the Royal Anthropological Institute
Welcome Address, HE Martin Eichtinger, Ambassador of the Federal Republic of Austria to the United Kingdom of Great Britain and Northern Ireland
Heinz Fassmann, Deputy Rector of the University of Vienna & Chair of the Austrian Academy of Sciences Academy Council
Andre Gingrich, A First Overview: Introducing Anthropology from Austria
Ayşe Çağlar, Migrants and City Making in a Multiscalar Perspective: Space and Time in Anthropology of Migration
Peter Schweitzer, Remote Connections: Human Entanglements with Built and Natural Environments in the Arctic and Elsewhere
Eva-Maria Knoll, In Motion: Genes, Identities and Mediated Lives in Small Scale Contexts
Discussant 1 Chris Hann, Max Planck Institute for Social Anthropology (Halle/Saale, G)
Thomas Fillitz, Visual Research in Social Sciences, and an Anthropology of Contemporary Art
Elke Mader, Ritual Transformations: Vision Quest, Shamanism, and Globalization in Amazonia
Stephan Kloos, From Buddhist Deities to the Spirit of Capitalism: Tibetan Medicine and the Remaking of Inner Asia
Maria Six-Hohenbalken, On Violence and Displacement: Memories after Extreme Violent Experiences in Kurdish Society
Andre Gingrich, Critical Re-Assessments: Historical Anthropology and the History of Anthropology
Discussant 2 João de Pina-Cabral, School of Anthropology & Conservation, Univ. of Kent
For abstracts please go to the event page on our website, https://www.therai.org.uk/events-calendar/eventdetail/417/-/anthropology-in-austria
Childhoods in Motion: Children, Youth, Migration, and Education Conference
March 3-5, 2017 UCLA, Los Angeles, California
Conference registration is now available online!
Children and youth—as people and as socially constructed categories—move in many ways: across geopolitical borders, through developmental time and culturally-defined stages of life, across spaces designed to shape their experiences of growing up or being raised by adults (homes, schools, churches, after-school programs), and within or across real and virtual spaces of their own choosing.
These movements both shape and are shaped by local and global flows of people, capital, ideas, discourses, and values. In diverse spaces and discourses, young people may be viewed or treated as innocents; victims; passive recipients of adults’ socialization efforts; or active agents in their own lives as well as in their families, communities, and other institutions. In social science research, different aspects of their identities are made salient: most often as students or family members, but sometimes as immigrants/refugees, targets of violence, laborers, warriors, and more. As members of society who are often vulnerable to adult power, children’s lives and experiences are also shaped by ideas that circulate through media and in public policies and educational practices. Movement— across communities, spaces, social identities or social systems—shapes particular children’s experiences of childhood and the meanings that attached to this life stage. As young people navigate multiple cultural, physical, and electronic landscapes, research from diverse disciplines that highlights children’s migration, motion, and movement across space and time may help us understand children and childhoods in new ways. It may inform our understandings of educational institutions, cultural practices, and political, legal and economic systems.
This conference seeks to unite scholars and practitioners across the fields of migration, education, and anthropology to investigate the conceptual and physical mobility of children and youth across diverse contexts.
The conference will also feature a public forum that is co-sponsored by the AAA Committee for Human Rights to discuss public engagement, advocacy, and teaching immigration rights/issues in the classroom.
SECOND INTERNATIONAL CONGRESS ON THE ANTHROPOLOGY OF SALT
12–16 October 2017, Los Cabos, México
Registration and paper submissions now open
We welcome sessions on any and beyond the following themes: Salt and Gastronomy, Salt and Medicine, Shamanism, magic, esoterism and witchcraft, Art and salt, Tourism and salt, Religion Rituals and salt, Ecotourism and salt, Salt and science, Salt, astronomy and space exploration, Economy and salt, History and salt, Prehistory and salt, Lexicon and vocabulary of salt, Toponymy, Literature and salt, Salt inheritance, Archaeology and salt, Salt, Art rock and petroglyphs, Sal and technology, Health, healing and salt, Salt and industry, Salt and ancient costumes, Salt and indigenous culture, Salt and university education, Salt palaeontology, Salt and artcraft, Salt and environment, Microbial carpets and salt, Salt and biology, Salt and geology, Salt, beauty, cosmetics and make up, Cinema, music and arts of salt, Photography and salt, Salt and tanning leather, The Encyclopedia of Salt.
Updated for 2017, our new William T. Grant Scholars application guide is now available online. The Scholars Program is a career development award tailored to early-career researchers in the social, behavioral, and health sciences. The online application will open on April 24, 2017 at 3:00 PM EST. All applications must be received by July 6, 2017 at 3:00 PM EST.
- Download the application guide: http://wtgrantfoundation.org/library/uploads/2017/03/2017-Scholars-Program-Application-Guide.pdf
- Browse the Scholars webpage for our program priorities and funding criteria: http://wtgrantfoundation.org/grants/william-t-grant-scholars-program
Our Arabic program for children is committed to the task of building an appreciation of the language and understanding of its culture among the youth. We aim to prepare young students to become confident speakers at an early age. We teach Modern Standard Arabic at all levels and across different age groups. Lessons are conducted in MSA in an immersion style environment and
No prior knowledge of Arabic is required for students to participate in our program. However, students with some Arabic proficiency will be given an assessment test to determine their level before attending class. Students will be grouped in different classes based on language ability and age. Heritage Speakers and Non-native Speakers of Arabic follow the same course of study in our program.
Our program is a scholarship-based program available to qualified children who reside in Washington, D.C., Virginia, and Maryland.
Open House: January 27, 2018, 11:00 am to 2:00 pm
Application Deadline: February 18, 2018
Assessment Test: February 19 to February 22, 2018, 3:00 pm to 8:00 pm
Session I: March 3 to May 19
Time: 10:00 am to 11:30 am
Levels and Age Groups
Our courses are divided into two levels for each age group category: Level 1 for beginners and level 2 for intermediate.
Level 1 (Ages 6-11 years)
In this course, students will learn the Arabic alphabet and long and short vowels. This course is designed to enable students to read three and four-letter words. They will also be able to develop basic writing skills by joining letters. Students will be able to express themselves in simple sentences, learn numbers, and learn basic conversation skills. The course curriculum incorporates the use of educational games, stories
Level 2 (Ages 6-11 years)
In this course, students will be introduced to basic Arabic grammar – singular pronouns and possessive pronouns. Students will engage in conversation about personal data, school life, family members etc. In addition to the required textbook, this course will utilize educational posters and handouts which will help students to verbally express themselves with simple sentences. Students will have spelling tests to assert their proficiency of letters and vowel sound recognition. The course places a greater emphasis on reading and listening comprehension.
Level 1 (Ages 12-15 years)
In this course, students will learn the Arabic alphabets and long and short vowels. Students will master recognition of Arabic script and dictation. While students are learning basic grammatical patterns, they will learn Arabic greetings, know how to introduce themselves, tell time, days of the week, and numbers. In addition, they will engage in educational games, stories
Level 2 (Ages 12-15 years)
In this course, students will be able to read sentences and small paragraphs. They will master essential grammar structure to form correct sentences. The will learn verb and noun conjugation, adjectives, and adverbs. Students will be introduced to the ten measure chart. They will be able to write short paragraphs. This course is designed to hone students’ verbal communication skills through role plays and guided conversations to advance their proficiency and fluency in Arabic.
Application is open now for Session I (March 3 to May 19)
Application Deadline is February 18.
The AAA Department Leaders Summer Institute is an opportunity to take part in face-to-face dialogue about the various challenges department leaders face in administering their departments and to share successful practices for meeting these challenges.
6:30 Opening Reception and Dinner (Provided)
8:00 Registration and Continental Breakfast
9:00 Welcome and Introductions – AAA President Alex Barker
9:15 Departments as a Force for Change – (Speaker)
10:00 Facilitated Breakout Groups:
-Leadership and Department Management
-Program Review and Assessment
12:00 Lunch (provided)
1:30 Plenary Discussion – Innovations in Pedagogy and Career Diversity
3:45 Facilitated Breakout Groups:
-Doctoral Program Chairs
-MA / MS Program Chairs
-2- and 4-year Degree Program Chairs
6:00 Dinner (provided) and Fun Evening Event
8:00 Continental Breakfast
8:30 Facilitated Breakout Groups:
-Encouraging Research and Finding Funding
10:15 Plenary Discussion – Making the Case for Advancing the Discipline
11:30 AAA’s Department Services Program – How Can AAA Help?
12:00 Wrap Up and Recommendations for 2020 Summer Institute
Our program is a cohort program. This means that applicants are admitted only in the Fall I session to join the academic year’s cohort. However, depending on availability of seats and individual needs, additional students may be admitted to the program in Fall II, Spring I or Spring II sessions.
To ensure satisfactory progress through the program, we require that students obtain a minimum grade of a B and have a strong attendance record in order to continue to the next level. Upon successful completion of the program, students will receive a Certificate of Completion. Students with poor attendance or unexcused absences may have their scholarships withdrawn.
Specific goals of SQCC’s Arabic Language program include:
- To develop the student’s ability to understand, speak, read, and write in Arabic in accordance with ACTFL guidelines.
- To acquaint the student with Arab culture and civilization including art, music, history, and literature.
- To cultivate awareness and appreciation for one’s own language and culture through contrast and comparison.
- To promote an interest in the acquisition of the Arabic language and its usefulness in enhancing career opportunities.
Methodologies and Pedagogics
We apply a variety of teaching methods and styles in our courses. All teaching approaches rely heavily on communication and on using culture as a context for that communication. At the lower levels, students are exposed to concrete examples of cultural usage, and these contexts become more complex as students progress through the program. All levels of instruction offer a keen focus on culture, the arts, and history. In our specialized Arabic courses, we expect students to practice the integration of these four language skills (speaking, writing, listening comprehension, and reading comprehension). They are expected to study, research, and analyze abstract problems, and to think critically in Arabic. At the same time, students need to communicate and manipulate a variety of linguistic structures and learn abstract concepts related to Arab culture. Guided by a proficiency-based assessment, instructors evaluate students based on their ability to use the language. Students’ language progress assessments include listening and reading-comprehension homework, oral exams, research papers and presentations.
The most effective way to measure language proficiency is to use a well-defined and broadly accepted proficiency scale. Our Arabic program standards are based on ACTFL Proficiency Guidelines 2012, developed by the American Council on the Teaching of Foreign Languages. These guidelines are organized into five levels: Novice, Intermediate, Advanced, Superior, and Distinguished. The levels of Novice, Intermediate, and Advanced are subdivided into Low, Mid, and High sublevels.
Distinctive Features of Our Arabic Program: Assets
- Highly dedicated and caring Arabic language Instructors a new classroom facility to meet the needs of 21st century language learners.
- ACTFL standards-based curriculum
- Small class sizes
- Technologically equipped classrooms
- Blended learning methodology and web-enhanced instruction
- Communicative language teaching (CLT)
Our Evening Courses
All courses run for 8 weeks and provide 32 in-class contact hours. The following is a general guide to the courses available in SQCC’s Arabic Language Program.
Our program offers:
- General Arabic Courses
- Specialized Arabic Courses