Anthropology The Human Challenge PDF
Preview Anthropology The Human Challenge
Wadsworth Case Studies From the fi eld to the classroom A wide and diverse array of case studies in cultural anthropology can provide additional perspective and help you succeed! Case Studies in Case Studies on Cultural Anthropology Contemporary Social Issues edited by George D. Spindler edited by John Young and Janice E. Stockard Explore how anthropology is used today in Since its inception in 1960, this series understanding and addressing problems has infl uenced the teaching of countless undergraduate faced by human societies around the world. and graduate students of anthropology. Now, Wadsworth Each case study in this acclaimed series uniquely examines offers you a selection of over 60 classic and contemporary an issue of socially recognized importance in the historical, ethnographies in this series, representing geographic and geographical, and cultural context of a particular region of topical diversity. In the earliest years of the series, each the world, and includes comparative analysis that highlights case study focused on a relatively bounded community—a not only the local effects of globalization, but also the global cultural group, tribe, or area—that could be distinguished dimensions of the issue. The authors write with a readable by its own customs, belief, and values. Today the case narrative style, and their engagement with people goes studies refl ect a world transformed by globalization, and the beyond being merely observers and researchers, as the series is committed to documenting the effects of the vast anthropologists explain, sometimes illustrating from personal cultural fl ows of peoples, information, goods, capital, and experience how their work has implications for advocacy, technologies now in motion around the globe. community action, and policy formation. The Anthropology Resource Center Demo accessible from www.cengage.com/anthropology The Wadsworth Anthropology Resource Center is a gateway to knowledge as you study in the four fi elds of anthropology. You’ll have more fun when you learn by doing! The Anthropology Resource Center is the perfect vehicle to help you explore the science of anthropology in ways not possible in lecture or with a textbook alone. Dynamic exercises and video clips help you prepare for exams and conduct research for papers. Simply choose your fi eld of study and you’re presented with a variety of study and research aids. These resources may have been packaged with your text. If not, go to CengageBrain.com to purchase and access these products at Cengage Learning’s preferred online store. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. 13e Anthropology The Human Challenge WILLIAM A. HAVILAND University of Vermont HARALD E. L. PRINS Kansas State University DANA WALRATH University of Vermont BUNNY MCBRIDE Kansas State University Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States iii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Anthropology: The Human Challenge, © 2011, 2008 Wadsworth, Cengage Learning Thirteenth Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein William A. Haviland, Harald E. L. Prins, Dana may be reproduced, transmitted, stored, or used in any form or by any means Walrath, Bunny McBride graphic, electronic, or mechanical, including but not limited to photocopying, Anthropology Editor: Erin Mitchell recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Sec- Developmental Editor: Lin Marshall Gaylord tion 107 or 108 of the 1976 United States Copyright Act, without the prior writ- Assistant Editor: Rachael Krapf ten permission of the publisher. 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Dedicated to our parents who provided each of us with a nourishing environment, inspiring guidance, and an appreciation for cultural heritage. All of them fostered in all of us an eagerness to explore, experience, and enjoy other cultures, past and present. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Putting the World in Perspective A lthough all humans that we know about are capable of producing accurate sketches of localities and re- gions with which they are familiar, cartography (the craft of map making as we know it today) had its beginnings in 16th-century Europe, and its subsequent development is related to the expansion of Europeans to all parts of the globe. From the beginning, there have been two problems with maps: the technical one of how to depict on a two- dimensional, flat surface a three-dimensional spherical object, and the cultural one of whose worldview they reflect. In fact, the two issues are inseparable, for the par- ticular projection one uses inevitably makes a statement about how one views one’s own people and their place in the world. Indeed, maps often shape our perception of reality as much as they reflect it. In cartography, a projection refers to the system of in- tersecting lines (of longitude and latitude) by which part or all of the globe is represented on a flat surface. There are more than a hundred different projections in use to- day, ranging from polar perspectives to interrupted “but- terflies” to rectangles to heart shapes. Each projection causes distortion in size, shape, or distance in some way or another. A map that correctly shows the shape of a land- mass will of necessity misrepresent the size. A map that is accurate along the equator will be deceptive at the poles. Perhaps no projection has had more influence on the way we see the world than that of Gerhardus Mercator, who devised his map in 1569 as a navigational aid for mariners. So well suited was Mercator’s map for this purpose that it continues to be used for navigational charts today. At the same time, the Mercator projection became a standard for depicting landmasses, something for which it was never in- tended. Although an accurate navigational tool, the Merca- tor projection greatly exaggerates the size of landmasses in higher latitudes, giving about two thirds of the map’s sur- face to the northern hemisphere. Thus the lands occupied by Europeans and European descendants appear far larger than those of other people. For example, North America (19 million square kilometers) appears almost twice the size of Africa (30 million square kilometers), while Europe iv Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Putting the World in Perspective v is shown as equal in size to South America, which actually The Robinson Projection, which was adopted by the has nearly twice the landmass of Europe. National Geographic Society in 1988 to replace the Van der A map developed in 1805 by Karl B. Mollweide was one Grinten, is one of the best compromises to date between of the earlier equal-area projections of the world. Equal- the distortions of size and shape. Although an improve- area projections portray landmasses in correct relative ment over the Van der Grinten, the Robinson Projection size, but, as a result, distort the shape of con tinents more still depicts lands in the northern latitudes as proportion- than other projections. They most often compress and ally larger at the same time that it depicts lands in the warp lands in the higher latitudes and vertically stretch lower latitudes (representing most Third World nations) landmasses close to the equator. Other equal-area projec- as proportionally smaller. Like European maps before it, tions include the Lambert Cylindrical Equal-Area Projec- the Robinson Projection places Europe at the center of the tion (1772), the Hammer Equal-Area Projection (1892), map with the Atlantic Ocean and the Americas to the left, and the Eckert Equal-Area Projection (1906). emphasizing the cultural connection between Europe and The Van der Grinten Projection (1904) was a com- North America, while neglecting the geographic closeness promise aimed at minimizing both the distortions of size of northwestern North America to northeastern Asia. in the Mercator and the distortion of shape in equal-area The following pages show four maps that each convey maps such as the Mollweide. Although an improvement, quite different cultural messages. Included among them is the lands of the northern hemisphere are still emphasized the Peters Projection, an equal-area map that has been ad- at the expense of the southern. For example, in the Van opted as the official map of UNESCO (the United Nations der Grinten, the Commonwealth of Independent States Educational, Scientific, and Cultural Organization), and a (the former Soviet Union) and Canada are shown at more map made in Japan, showing us how the world looks from than twice their relative size. the other side. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. The Robinson Projection The map below is based on the Robinson Projection, which projections. Still, it places Europe at the center of the map. is used today by the National Geographic Society and Rand This particular view of the world has been used to identify the McNally. Although the Robinson Projection distorts the rela- location of many of the cultures discussed in this text. tive size of landmasses, it does so much less than most other INUIT IÑUPIAT ESKIMO NETSILIK INUIT INUIT YUPIK ESKIMO TLINGIT SCOTS INUIT TORY BELLA COOLA NASKAPI (INNU) ISLANDERS DUTCH CREE KWAKIUTL OJIBWA ABENAKI MONTAGNAIS (INNU) BLACKFEET MALISEET ARAPAHO CROW IROQUOIS MI’KMAQ FRENCH CROAT POMO SCNHH. OPEASYHIEUONTNNEEE LAKOTOAMAHA AMISH PEQUOT PENOBSCOT BASQUES MORMONS UTE S. PAIUTE ORTHODOX JEWS HOPI NAVAJO CHEROKEE PUEBLO COMANCHE MEXICANS (TEWA, ZUNI) APACHE CANARY ISLANDERS YAQUI GOMERANS HAITIANS HUICHOL AZTEC MAYA PUERTO RICANS HAWAIIAN JAMAICANS TUAREG ZAPOTEC CARIBBEAN YORUBA BAULEFON BENIN MENDE IBIBIO IGBO SHUAR KPELLE YANOMAMI GA EGBU YAKO CANELA ASHANTI MUNDURUCU SHERENTE CINTA-LARGA MEKRANOTI KAYAPO KAYAPO SAMOAN PITCAIRN INCA KUIKURO ISLANDERS QUECHUA NAMBIKWARA JU/’HOA TAHITIANS RAPANUI AYMARA BUSHM AYOREO BUSHMAN MAPUCHE YAGHAN vi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. SAAMI YUPIK ESKIMO CH RUSSIANS SLOVAKIANS MONGOLIANS CROATS SERBS CHECHENS BOSNIANS UYGHUR TURKS UZBEK TAJIK KURDS JAPANESE KOHISTANI BAKHTIARI TIBETANS HAN CHINESE PASHTUN AWLAD ALI BEDOUINS BAHREIN MOSUO TAIWANESE KAREN TRUK SHAIVITE NUER TIGREANS ORUBA NAYAR DINKA AFAR SOMALI BENIN KOTA AND VEDDA IBIBIO AZANDE TURKANA MKUALRDUIMVEBSA TODA AND ACEH WAPE PINGELAP ISLANDERS MBUTI NANDI BADAGA KAPAUKU ENGA KO KIKUYU MINANGKABAU TSEMBAGA HUTU MAASAI AND TUTSIGUSII TIRIKI SOLOMON ISLANDERS HADZA BALINESE ARAPESH TROBRIANDERS DOBU JU/’HOANSI BUSHMAN ABORIGINAL MAN SWAZI AUSTRALIANS ZULU BASUTO MAORI TASMANIANS vii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. The Peters Projection The map below is based on the Peters Projection, which has does show all continents according to their correct relative been adopted as the official map of UNESCO. While it dis- size. Though Europe is still at the center, it is not shown as torts the shape of continents (countries near the equator are larger and more extensive than the Third World. vertically elongated by a ratio of 2 to 1), the Peters Projection AUSTRIA GREENLAND GERMANY ICELAND DENMARK USTNAITTEEDS NETHENROLARNWDASY S BELGIUM UNITED KINGDOM CANADA IRELAND FRANCE SWITZERLAND ITALY SPAIN UNITED STATES PORTUGAL SLOVENIA O TUNISIA CR OCC OR M ALGERIA THE BAHAMAS MEXICO WESTERN CUBA HDAOIMTIINICAN REPUBLIC SAHARA MAURITANIA BELIZE JAMAICA MALI NIGER GUATEMALA HONDURAS SENEGAL EL SALVADOR NICARAGUA GAMBIA COSTA RICA GGUUIINNEEAA-BISSAU GERIA NI PANAMA VENEZUELA FRENCH GUIANA SIERRA LEONE LIBERIA COLOMBIA IVORY COAST BURKINA FASO GUYANA GHANA SURINAM TOGO BENIN ECUADOR EQUATORIAL GUINEA BRAZIL PERU A BOLIVIA NA PARAGUAY CHILE ARGENTINA URUGUAY ANTARCTICA viii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
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