Research

Although I was an anthropologist, few of the people I met knew what I did once I left the university. If I mentioned that I studied culture, I’d get a knowing wink and this reply, “Yes. But with a big C or a little c?” Others making veiled jokes about the sort of work I did would ask me where my pith helmet was. One woman who, I guess, had taken a survey course in anthropology asked, “who are your people? Where in Africa did you go?” 

When I replied that she and others like her “were my People” and that I studied American culture, She looked distraught, put her arms akimbo, and stated that she did not require study. Then, off she walked highly insulted.

I’ve run into this sort of “Colonial” attitude towards anthropology not from my peers in the field but the well-educated well to do layperson. It’s Ok if I am studying Native- Americans, Hispanic or other groups within our nation, but not them. The intimate details of other people’s culture are open to voyeuristic examination, but not how they behave at work or play. I find this amusing because neither the coastal community nor the urban ethnic communities I worked in seemed to mind. One Saints society I studied possessively claims me as “their anthropologist” a sort of role reversal of the “my People” trope.

I see it as an elite sort of thing. Everything is fair game for examination but not the Country Club, the concept of “legacy” admissions at universities, or the kind of privilege that opens doors to political and economic position. As Deep Throat might have said, ” follow the influence.”

The patterns of privilege and power in our society may be one of the best areas for future doctoral dissertations. But these days, I’d barely have to go too much farther than the pages of the Washington Post, New York times, or the cable networks to see the bones of privileged patterns laid bare for examination. It’d hardly be research, would it?

Notes

In the field, an anthropologists notebook is a friend. Yes, you may have a recorder and a camera. But there is still something about notes written in a quiet corner that cements your observations. Unfortunately, I’ve had tapes and videos meet with accidents or get misplaced. But I still have all the notes.

The notes are a path of crumbs through the forest of your memory.

A few months ago, I was sorting out junk for the dumpster when I came across one of my notebooks from a summer research visit in Maine. Reading one entry, I got transported back to the tiny post office in coastal Maine, where I learned that people in that community were as curious about me as I was about them. It was the moment of turnabout in which the observer became observed.

It was a bountiful summer for learning all sorts of things that I thought would help form a solid foundation for my doctoral research. Instead, they are a kind of cadre of experience that I draw upon for my stories. As author Carl Hiassen said – you can’t make up stuff like this.
Not that everything I write is true, by the way.

One of the principal research methods, while you are in the field, is called participant observation. Simply put, you observe, but you also participate. Years later, reading my notebooks and reflecting on some of the stories I write, I see how I was shaped – not just as the practitioner but also as the person I became.

In the field

Suave, elegant, cultured; that’s never been me, but thanks for implying it. No, by the time I’d developed the proper social camouflage, I was out of grad school and working as a practicing anthropologist. So it had become a professional disguise.
I was not in academia but almost continuously on projects for various long-term and short-term clients.

In the field, anthropologists put forward aspects of our personality to enhance our role as participants and observers in a community. This field persona is eager to learn and interested in what people tell you.
You can’t fake this for too long. Most people who wind up in anthropology will tell you that being in the field can be a drug. It juices you, and after my first year in “practice,” I was thrilled that my only academic involvement was an occasional adjunct position.

For academic anthropologists, it’s not the same – catch them in their native setting roaming the departmental offices, the lecture halls, or browsing in the faculty lounge, and you’ll see personalities vastly different than you saw when in your community. Those rivalries over tenure look more like ritualized combat sequences from bad ethnographic documentaries.
Most spend a year or two at most with you. Then talk and write about it for decades. A sabbatical year will allow them to return and do the long-desired follow-up study; if they are fortunate.
Their long arc from adjunct professor to tenure begins with some pithy dissertation and terminates with a sappy rewrite of old data. With any luck, they’ll wind up an emeritus professor with a horde of former grad students hurridly writing a book in honor of their contribution to the field.

Of course, things are changing. For decades academic programs took on more students than there would ever be full-time positions for. The interim solution was to hire on short-term contracts, dangle the possibility of tenure track positions, and then pull out the carpet and send them on their way to the next alluring college or university.
Ph.D.’s have gotten wise to this tactic. Some have decided to leave academia and go into marketing, cosmetics, urban planning, and other areas. I’m prejudiced enough to think that wherever they go, they’ll contribute positively to that enterprise.

But every once in a while, just before bed. We’ll get visited by an apparition of the bold tenured professor we once thought of as being our future. Some dreams don’t die quickly.

Dance Lesson

One of my anthropology professors was a sociolinguist who seemed unaware that hour-long debates on terms like indegenous vs. indigenous could be boring. But it was his seminar, and we all obediently put smiles on our faces while we napped.
I once saw him stop an entire drinking session with an erudite rant on “Scott-free” at a party. And, no, it had nothing to do with the Dread Scott Decision or Scottish cheapness. Instead, it derived from skatt, an antique word for a tax in Scottish or Old Norse; I don’t remember. Eventually, many of us just went home—a depressing night.

One way to thwart the linguistic rambles was to divert him to talking about his World War II experiences as a Coast Watcher in the Pacific. To get him to do this required more than a bit of lubrication with good Scotch, but it was worthwhile. Finally, at a certain point, if you asked what he most enjoyed about that year, he’d confess that it was the local dances. Then if you were lucky, a demonstration would ensue.

these were interesting because they could be a bit ribald in nature. One night he offered free instruction, and a line of about ten of us learned the basic steps of one of his favorites.
Later on, I realized just how maneuvered we had all been. With the cost of the Scotch, we had certainly not got off scot-free. He also received an outsized pleasure from seeing many of his serious grad students making fools of themselves as we shook our hips, awkwardly stepped, and incompetently rotated.
Ahhh, the good old days!

Testing, Testing, one, two, three

When I went to grad school, you took a series of qualification exams after your first year to demonstrate your Ph. D. work readiness. The tests were on all four of the discipline’s quadrants: cultural anthropology, Physical anthropology, linguistics, and archeology. At a minimum, the expectation was that you should be capable of teaching an introductory course in each quadrant.
The tests spanned an entire week during which you ate, slept and, dreamed anthropology. My recurrent dream that week was sitting down to write my essays in the traditional little blue books, but my writing disappeared as soon as I finished.
It was not the tests or the classes that guided much of the following years. I left grad school before I completed my doctorate. Despite teaching as an adjunct professor, I knew that an academic career would not be for me. I worked in the practice of applied anthropology.
I prepared curriculum, researched topics for government, nonprofits, and for-profit corporations. I had an incredible time studying traditional crafts and creating cultural programs..
I lost track of how many public programs I designed, developed, and implemented. Throughout it all, it wasn’t the book learning or the lectures that influenced me. It was the pervasive influence of four professors. One taught me the essentials of fieldwork and applied research, another to teach—the third to adopt the book learning to practice. And the last taught me his dry humor, perhaps the most valuable gift of all.
As we would say at the end of a research paper – in conclusion – it’s not what you know, but how you use it that counts and much of that came from people, not books. As John Wooden said: “It’s what you learn after you know it all that counts.”

Megalith

I was not too fond of megaliths. As a cultural anthropologist, I was interested in more contemporary monuments. Specifically the Friday evening party I would attend. Tomorrow I might have a hangover of megalithic proportions.
But for now, I knew it might be on the final. Pay attention, Lou!

What You Know

<p class="has-drop-cap" value="<amp-fit-text layout="fixed-height" min-font-size="6" max-font-size="72" height="80">Where I went to grad school, you took a series of qualification exams after your first year to demonstrate your readiness for Ph. D. work. The tests were on all four of the discipline's quadrants: cultural anthropology, Physical anthropology, linguistics, and archeology. At the minimum, it was expected that you should be able to teach an introductory course in each quadrant.<br>The tests spanned an entire week during which you ate, slept and, dreamed anthropology. My recurrent dream that week was sitting down to write my essays in the traditional little blue books, but my writing disappeared as soon as I finished.<br>It was not the tests or the classes that guided much of the following years. I left grad school before I completed my doctorate. Despite teaching as an adjunct professor, I knew that an academic career would not be for me. I worked in the practice of applied anthropology.<br>I prepared curriculum, researched topics for government, nonprofits, and for-profit corporations. I had an incredible time studying traditional crafts.<br>I lost track of how many public programs I designed, developed, and implemented. Throughout it all, it wasn't the book learning or the lectures that influenced me. It was the pervasive influence of four professors. One taught me the essentials of fieldwork and applied research, another to teach—the third how to adopt the book learning to practice. And the last taught me his dry humor, perhaps the most valuable gift of all.<br>As we would say at the end of a research paper – in conclusion – it's not what you know, but how you use it that counts and much of that came from people, not books. As John Wooden said: "It's what you learn after you know it all that counts."Where I went to grad school, you took a series of qualification exams after your first year to demonstrate your readiness for Ph. D. work. The tests were on all four of the discipline’s quadrants: cultural anthropology, Physical anthropology, linguistics, and archeology. At the minimum, it was expected that you should be able to teach an introductory course in each quadrant.
The tests spanned an entire week during which you ate, slept and, dreamed anthropology. My recurrent dream that week was sitting down to write my essays in the traditional little blue books, but my writing disappeared as soon as I finished.
It was not the tests or the classes that guided much of the following years. I left grad school before I completed my doctorate. Despite teaching as an adjunct professor, I knew that an academic career would not be for me. I worked in the practice of applied anthropology.
I prepared curriculum, researched topics for government, nonprofits, and for-profit corporations. I had an incredible time studying traditional crafts.
I lost track of how many public programs I designed, developed, and implemented. Throughout it all, it wasn’t the book learning or the lectures that influenced me. It was the pervasive influence of four professors. One taught me the essentials of fieldwork and applied research, another to teach—the third how to adopt the book learning to practice. And the last taught me his dry humor, perhaps the most valuable gift of all.
As we would say at the end of a research paper – in conclusion – it’s not what you know, but how you use it that counts and much of that came from people, not books. As John Wooden said: “It’s what you learn after you know it all that counts.”

Fieldwork

When I lived on or traveled to coastal Maine in the seventies, I was tied closely to my wife’s home town by bonds created by that marriage. Back at the university, I was for studying for a career in anthropology. In Maine, I was understudying for the Cap’n on board his 34 foot ketch, being introduced as his son, and learning how to fit in.

It was not too long before seeking one led to studying the other.

There is an old and tired cartoon of natives scurrying to conceal Televisions and other tech items when one of their numbers spots a pair of anthropologists approaching – suitably attired of course in khaki and pith helmets. It plays on old stereotypes about the populations that anthropologists study and the anthropologists themselves. In Maine, the community I was about to study was interested in me much as I was in it.

At the Post Office, I got introduced to the bridgetender. Before I could get a word in edgewise, I was expertly pumped for my life history in New York, and how I liked it here on the coast. As I tried to shift the questioning my informant to be slid away to work. By evening everyone in town knew what the bridgetender knew. And so it went.

Things settled down after a few weeks, but I answered as many questions about myself as I asked about the community.

The Cap’n introduced me to a friend of his named Spinney. Spinney owned a small boatyard and decided that I’d do for a part-time hand. I began at the bottom scraping barnacles, sanding bottom paint and applying a new coat of the stuff to an endless succession of boats. When they discovered that I could carve, I received a promotion to Yaahd Cavah” ( Yard Carver), the guy who produces carved transom work, quarter boards, etc. But I also kept on scraping and painting bottoms.

One day one of the workers stopped and asked innocently enough: “hey Wes, you study anthropology. Can you explain to me what Eskimo kinship is?” Not seeing this coming, I paused, and in my best academic tone, began by explaining that it was the kinship used by most of us in the United States. Seeing some interest, I went into a bit of depth regarding kinship terms used. He asked some well-informed questions, and I enjoyed answering them.

This seemed to set a pattern over the next several weeks. Members of the crew would take an opportunity to ask me, sometimes penetrating questions about anthropology. How did balanced reciprocity systems work, and so on? I began to wonder about it, but not too hard. After answering their questions, they answered mine. But I found it more than a bit curious.

I found the answer quickly enough. I went into our rough and ready lunchroom, and there on the table sat the 1973 edition of Cultural Anthropology by Carol and Melvin Ember. Borrowed perhaps from a former student.

It was well thumbed through. I could now see where the questions had originated. The highlighted sections matched the questions they asked me. I had been subjected to the equivalent of an exam by the people I was interested in studying.

When the Cap’n didn’t keep me busy with his boat or Spinney finding bottoms to paint, I did find time to do some actual ethnography that year.

Years later, I took over a cultural anthropology course from a colleague who was leaving the state. Having inherited the course, I chose not to make any changes in the texts or reading lists. The textbook was Cultural Anthropology by Carol and Melvin Ember, with which I was by then very familiar.

RITUAL

It was among the few things I fondly missed when I left grad school to return to the world—the dancing. Anthropologists are taken up with the study of casual and formal rituals. Imbibing psychoactive beverages and dance performed the role of ceremony for our tribe of graduate students. Our tribal elders frequently joined in too.
That’s right, the booze-filled evenings with crazy dance tapes. Dancing till four AM, even if it was sometimes with enemies, was normal. Tomorrow in the colloquium was tomorrow. Tonight we danced our unity as a tribe.
The parties could start as early as Thursday, and run through the weekend. An utterly successful round of parties might see a group of beached graduate students washed up like whales at our morning coffee spot, desperately seeking to replace fluids with coke and coffee—a subdued first class on Monday, routine.
After grad school, American Anthropological Association meetings had to do. Hoteliers were happy to see us. Once I asked a hotel manager how we were as a group. He smiled and said that Anthropologists drank more, but broke less than other groups. Which I guess was his way of saying the company made money on our stay – we attended meetings during the day, then drank and danced all night.
Dance was how I met the professor who was to have the most profound influence on me. It was at an Anthropological meeting In Toronto. At the time, I barely knew what the term Anthropology meant. I was visiting friends in Canada, and having lunch in the same hotel as the meetings. During lunch, a stocky man got up on a table and started dancing. Hotel management seemed OK with the performance. Years later, I learned who he was and what he was dancing. At the time, he was just an oddity.
It’s been long years, but on occasion, I recall the mornings ( around four AM) that a group of us would wake up sober while line dancing to Greek music.

Teacher

For the first time, I walked to the front of the classroom. Carefully set up my pocket watch where I could track the time, sipped my tea, and addressed my class. I was teaching anthropology.

In 1963 I had been expelled from high school in New York. I spent more time in the coffeehouses of Greenwich Village than in class. Present any of my colleagues from the 1960s with a photo of me in front of a class teaching; they’d have told you it was absurd, laughed, and walked away. But, there I was in a tweed jacket, khaki pants, blue oxford button-down shirt, and regimental striped tie.

A friend had accepted another position, and she recommended me to replace her at the local college as an adjunct professor. The nursing students had a social science prerequisite for their degree, and anthropology was one of the available courses. My friend maintained that I had the edge over other candidates because I had worked in an operating room, and was familiar with the needs of professionals working in a health care setting. It was true. After grad school, I had been unable to find work as an anthropologist. My answer to new found poverty was a retreat to the operating room for almost two years. Scrubbing, as an OR tech was something I had felt was safely behind me. I had never seen it as a gateway to Academia. I was a maritime anthropologist on his way back to coastal Maine.

But soon I was to be standing in front of a class. Then it struck me. I could do anthropological fieldwork. I knew the material and approaches in all four quadrants of my discipline. I did not know how to teach.

My training had included extensive training in ethnography, analysis of data, sociolinguistics, archaeology, physical anthropology, and lots more. Truthfully many of my professors at grad school had no idea how to teach. One professor’s lectures were bound in leather with gold leaf on the binding edges. His delivery was as restricted as his notes. Never varying.

As sometimes happens to me, I found the answer in a dream. I was back at 232 Bay State Road. Boston University’s Department of Anthropology on the first floor. Buried in the back, my advisor’s office was barely more than a large walk-in closet. We frequently would spend an afternoon discussing everything from how to brew a good cup of coffee to anthropology. At the time, I did not understand my good fortune in having access to such a generous person as an advisor. Usually, it was here are the office hours, make an appointment with the departmental secretary. In my dream, we were sitting back having a leisurely smoke of some very illegal Cuban cigars I had procured from a Canadian friend. I asked him bluntly: how do you teach? ” Wes, It’s all presentation, orchestration, and knowledge. The knowledge you have. Just work on the presentation and orchestration. You’ll do fine. I taught you.”

When I woke up, I realized he was right. That weekend I made notes on everything I remembered about his presentation and how he orchestrated his lectures. Then I studied my notes, practiced gestures and mannerisms, and pulled together a suitably Ivy League wardrobe. 

On Monday, I patterned my appearance on his; the walk to the desk, setting up the pocket watch, and the style of greeting the students. After a while, it flowed naturally. 

I’ve taught anthropology, woodcarving, media, and television production to adults, high school students, and even middle school students. I eventually grew into my style. But, it began in that cramped office, where I learned the basics of teaching: presentation, orchestration, and knowledge.

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