Monday, January 30, 2012

Mapping Questions

I feel fairly comfortable with my project question so far, which is, "Do familial obligations related to cocoa farming prevent female children from gaining a higher education in ________, Ghana (by, because, etc)?" I know this question will probably develop and change as I read more and prepare for my field research, and very possibly while I am in the field. However, I think it is a great start, and includes social issues I am very interested in (socioeconomics, gender issues, education). I really loved the map Jackie had us make on Friday with our questions. It helped me generate a basic layout of the things I need to be prioritizing as I prepare for my project by allowing me to compartmentalize some of the significant parts of my project related to hands-on research. I will definitely be making these maps periodically as I prepare, and hope that, as Jackie suggested, I will find helpful connections between different parts of my research. Some of the things I realized were that I need to have a good plan about what people I should be talking to and working with in Ghana, what places or facilities I should look into utilizing, and that my literary research can be much broader than how narrow my topic is. Additionally, it was helpful seeing my classmates' questions mapped out, so that I now have a general idea of what each of us is studying. With any luck, we can all be helpful resources to each other. It is vey exciting seeing our questions beginning to really come together, and realizing that the things we are learning will be applied to real ethnographic research.

Friday, January 27, 2012

The Fences of the Western Mindset

While searching for literary sources for my research project, I started to notice some interesting things that correlated with the lesson we learned in the last combined class through the story of Rosemary and Hernandez. For one, I looked over the abstract for a book by Gwendolyn Mikell (an author who has been popping up frequently with feminist African studies articles in a variety of journals) that was about feminism in Africa. The abstract acknowledged that American feminist studies are often concerned with a woman’s sexual freedom and child-bearing choices. However, Gwendolyn focuses on African feminism movement, which is often more concerned with land ownership and economic control. This surprised me initially, as I would have never thought of this on my own, because my experience with feminism has been purely based on American ideologies and value systems.
When I went to my section class, and learned more about Ghanaian history, I realized how becoming more historically and politically savvy about the area would aid my perception of social issues within the culture. For example, the differences in feminism obviously stem more from cultural variations in concepts of gender differentiation, and possibly historical events that shaped economy (such as the European colonialism that brought the concept of “property” and land ownership to many areas in Africa). This is especially relevant to me, having been brought up in a very capitalistic nation with overarching ideas of meritocracy and fundamentally conservative values compared to many areas of the world. My facilitator, Jackie mentioned how Ghanaian culture often revolved around a community mentality, such as with the rituals of reciprocity, and already I could see how this could differ greatly from the capitalistic context I have grown up in.
These lessons are applicable to my project because they will help me be more prepared to approach involved issues with the expectation of them being conceptualized or approached differently than they might have been in America. For example, I may find that although I am concerned with rural children receiving adequate schooling, this might mean a Westernized standard schooling system in my mind, and could mean something completely different for Ghanaians. Maybe their perceptions of learning include agricultural education as equally significant compared to academics, therefore cocoa farming may seen as more of a help than a hindrance to children. I cannot be sure yet, but by studying Ghanaian history to better understand cultural implications, and readying myself for completely different schools of thought and value systems I will be able to make more research progress faster while in the field.

Wednesday, January 25, 2012

Myths of Modernity

In my development classes, we have been learning about the history behind what has caused such unequal wealth distribution and living quality across the world. It is really incredible how a minority of the world's population can alter history and shift events. I wonder where Ghana, and other countries labeled as "underdeveloped," would be had African inhabitants not been coerced into colonialism. With the slave trade, ignorance and disregard for native inhabitant's traditions and identity, and the international labor distribution the Western world imposed on other nations, countries like Ghana inevitably lost much of the cultural fiber that held their societies together. And even when Ghana and other African countries started to gain independence from their British colonizers in the mid-1900s, they were at a disadvantage to quickly start up a successful nation and government because of this loss of social continuity. Even with their independence, the affects of colonialism are still very much present. Ghanaians are still dependent on farming cocoa, and selling it to the West, where companies like Cadbury become wealthier and Ghanaians remain poor.
One of the biggest lessons I have taken so far from learning about the history behind colonialism and development is that Western mentality has often been sucked down the narrow-minded drain of modernity. We gauge success and advancement based on how much technology a society has. Intelligence and competence are represented by computers and gadgets. However, with the post-modernism movement, it is finally starting to be somewhat understood that technological advancement and the Western version of being "modern" may not be what is best for the rest of the world. I want to remember this as I prepare for Ghana. I need to change my thinking, because technology and the constant flow of information that comes with it, literally shapes my consciousness. This could be very limiting to the ways I allow myself to attempt to understand Ghanaian culture, and the things the people value. Therefore, I will try to open my mind to see the other elements that make a people competent, skilled, and happy - ways that may be extremely different from the lifestyle in America.

Monday, January 23, 2012

One Step Today

Last week during Friday's class we had a lecture on the fundamentals of a qualitative research project. I was extremely appreciative of this lesson, and look forward to similar lectures and readings. The tips given seem so apparent (e.g. "start with what you know"), but I like to have things clearly outlined, and to have blatant guidelines. This characteristic of mine makes a field project, especially one where I am in charge of my research questions, conducting the applicable fieldwork, and writing ethnographic notes, very scary. Such free reign might sound liberating and fun, and it very well can be, but for me it is also somewhat overwhelming. I am afraid of my own inadequacies and limitations, and this causes stress about such independent work. At the same time, however, I am excited about the chance to learn and grow from this experience. Ashley's lesson helped me feel even more excited, as I realized that by taking each step one at a time, and working to excel in the simple things, I will be able to set myself up for success.

Friday, January 20, 2012

The History of Chance

I enjoyed the introductory history lesson on Wednesday. It seemed to help make Ghana become more "real" in my mind, for lack of a better word. Becoming familiar with a place's history and background definitely makes it a less abstract concept for me mentally. Growing up in the United States has caused me to often make ethnocentric assumptions that America is basically the star of the world, and what all other world inhabitants look to for what they desire in life. Obviously, this worldview has consistently changed as I have become more educated and less ignorant. However, I have still been left with a surreal sense of the reality of other countries. Of course I know they are there, but I have a hard time realizing that they are just as existent in their history, interactions, government, and even day-to-day human life as my own country.
Learning about contemporary politics, and the historical events that have shaped Ghana into what it is today makes it easier for me to realize that I could have just as easily been born a Ghanaian instead of an American. I would have had no less significance as a resident of Earth, and my life would be filled with historical events and everyday culture that are just as important as what I experience now. Maybe this is a strange revelation to read about because it seems so apparent. But I have become impressed again, just as I was in my other travels abroad, by the way exposure to lifestyles and histories other than my own has caused a humbling mental connection for me. This connection reminds me that nationality, ethnicity, etc. truly have no bearing on an individual's importance as a human being. Despite our regional and cultural differences, we are all trying to find happiness, satisfaction, truth, or whatnot in the same sphere of life.

Tuesday, January 17, 2012

GurlGoestoAfrica

It is interesting preparing for my field study and project in Ghana while simultaneously taking my first development classes. While my project will be conducted under the main intentions of accumulating research and data for a written paper, it is still a preparatory process for my potential future in development. Therefore, it is helpful to notice the obvious similarities between classes, and how attempting to understand culture is inextricably connected to effective developmental changes and improvement in "third-world" societies.
On Tuesday, my Intro to Development teacher displayed a picture of three African children playing in water, unclothed. They all had large smiles, and seemed to be enjoying themselves. My class was asked if we could tell whether these children were in poverty, or qualified for "first-world" assistance. This question was impossible to answer from the cursory glance we were given into these children's existence. This scenario reminded me of the iceberg analogy. Anthropology, sociology, development, and related fields of study are complex. Surface observations do not provide the data needed to make judgements on a society, whether they be moral judgements or judgments about whether or not one should provide "assistance" or "opportunity" to another group of people. With each class I am being further impacted by the complexities intrinsic to ethnographic studies, and more convinced of the necessity of being careful to not be overly confident in my ability to extract accurate meaning from a foreign culture.
However, this does not trivialize anthropology or sociology in the least bit. I have experienced the scary mental break when one realizes that cultural relativism, and the inevitability of personal bias based on upbringing, means that certain conclusions are virtually impossible to find. Nevertheless, I also understand that ethnography, development, and other anthropological studies are more about the process than the product. Geertz tells us that we do not have to know everything to understand something. Those somethings are the reasons it is important to continue studying culture. To even get a feel for what lies beneath the surface on the submerged part of the iceberg is important, because it brings humanity closer, and provides the understanding that causes humane behavior.

(Random throw-in: I found this interesting satirical tumblr that seemed to reflect at least some of the sentiments from the "What Students Don't Learn Abroad" article. I do not necessarily agree with much of the harsh judgement displayed on this tumblr, but it definitely got me thinking and made me make a double-take on my intentions for going abroad to Ghana. http://gurlgoestoafrica.tumblr.com/ )

Friday, January 13, 2012

Swimming in Context: The Cultural Iceberg

I really appreciated the iceberg analogy we talked about in class. It was a great way to conceptualize the theory I have been consistently learning in my anthropology and sociology classes. I realized the lesson of the iceberg applies not only to relating with differing cultures on an international level, but also to relating with everyday aquaintances. Navigating the waters of contrasting internal realities between all human beings can be extremely intimidating, but realizing that personal context is a mini-culture in itself, and then connecting this to the iceburg analogy can put things into better perspective. There are a number of things I see when I first meet any person - their physical appearance, whether they are outgoing or shy, the body language and vocal cues they employ - but realizing that this is just the tip of their iceburg can help me be better prepared to relate to them as a fellow human being. I believe this realization can translate into the field as I encounter a culture and people foreign to me. Practicing with individuals who have been shaped by a variety of environmental factors, and who share my general culture, will allow me to seek the submerged part of the iceburg in Ghana, the deeper elements that shape the culture and society I will be experiencing. This will allow for better fieldnotes and an overall greater project and learning experience.

Wednesday, January 11, 2012

Beginnings in Anthropological Awareness: What I Hope to Gain from this Prep Course

For a long time now I have been obsessed with travel. However, my intentions and perspectives surrounding travel and cultural exposure have drastically changed over the past year and a half. Before delving into the literature behind anthropological theory, especially humbling ideologies like those of Geertz, my view of travel was highly romanticized. I was very much swept away in the exoticism of foreign places, and the novelty of bringing home quaint souvenirs to show off. Even when I had the chance to actually visit parts of Peru, and live in Japan for over a month, I did not allow myself to appreciate and learn from the variety of culture my privilege had allowed me to become exposed to. I breezed through my travels, enjoying them immensely, but taking away a rather shallow experience.
My major in Sociocultural Anthropology has allowed me to begin the process towards better understanding what may be improved options for exploring different cultures. This mental and theoretical development has caused me to ask questions about society I had never thought to ask, and venture thoughts about issues I had not even been aware of before. When I began to think about embarking on a field study to Ghana, Africa, I was wary, and felt much more intimidated because of my new awareness. I have realized it is extremely important for me to develop and understand my own intentions and attitudes as I prepare for this field study, because entering an unfamiliar culture as an outsider does not give me any entitlement, and the way I will learn the most is by realizing how much I have to learn. The more I travel the more I will become aware of how little I know, instead of deciding that because of it I know more.
With this being said, my hope for this preparation course and field study is that I will make much more progress down the pathway I feel I have at least slowly begun. I want to learn the skills necessary to interact in different cultures without coming across as arrogant, and veering as far away as possible from the ignorance born from narrow mindedness. My desire is that the preparation course will be a vehicle for my personal development as a researcher and traveler, into someone who can learn as much as possible from my environment and the people I interact with, and who can suppress my socialized tendencies to make situations about me, turning my thoughts and actions outward instead. I want my experiences in and out of the field to help expand anthropological discourse, and to humble and shape me as I work towards becoming a successful studier of humanity.