last rev. 01/16/09
THE ANTHROPOLOGY OF FISHING Anthropology 4570/5570 MWF 11:00 – 11:50AM, HALE 260 Spring, 2009 Professor: Office: Office hours:
Russ McGoodwin Hale 344 Mondays 1:30-2:30 PM, and Wednesdays 10 -11 AM
This course is about fishing people--their social and cultural characteristics and contemporary problems. It has three major parts: (1) fishing people, emphasizing their social and cultural characteristics and special adaptations to fishing and maritime existence; (2) fisheries management, emphasizing fisheries-management problems and theories, and the contributions that anthropologists can make toward developing more sustainable fisheries-management policies; and (3) case studies of actual fishing people living in various parts of the world. Date
Topics and Assignments
FISHING PEOPLE 1/12 Preview of the course. 1/14
Ocean biological productivity and potential for producing human food. Written summary: prepare a summary regarding the topic(s) for today’s class (because this was required before the Course Outline was revised, your score on this summary will be posted to your final average).
1/16
The first fishing people. Fishing people today: increasing competition, conflict, and complexity. Read: McGoodwin, pp. 49 -50 in chapter 3, “Unregulated Fisheries.” Read: McGoodwin, “Introduction.” Read: McGoodwin, Chapter 1, “Fishers Today: Between the Devil and the Deep Blue Sea.”
1/19
No class. Martin Luther King Jr., Holiday
1/21
Maritime anthropology. Fishers’ independence, occupational pride, and tenacity. Fishers as members of coastal communities. Most fishers are males, and low esteemed. Read: McGoodwin, pp. 21-28 in Chapter 2, “The Cultures of Fishing Peoples.”
1/23
Dangers of ocean fishing and coping responses. Read: McGoodwin, pp. 29-32 in Chapter 2, “The Cultures of Fishing Peoples.” Read: P-1 Singer, “The Castaways”
1/26
Patterns of work and social relations. Fishermen’s wives. Women in fishing communities. Read: McGoodwin, pp. 33-39 in Chapter 2, “The Cultures of Fishing Peoples.” Video: “From the Shore” (16 min.).
1/28
Women in fishing communities: Portugal and Pacific-Northwest America. Read: P-2 Cole, “The Sexual Division of Labor…in a Portuguese Fishery.” Read: P-3 Allison, “Women Fishermen in the Pacific Northwest.”
1/30
Fishers’ ecological knowledge and utilization of marine ecosystems. Read: McGoodwin, pp. 39-42 in Chapter 2, “The Cultures of Fishing Peoples.”
2
2/02
Fishers’ ecological knowledge and utilization of marine ecosystems (continued). Tidal patterns and their impact on fishing in coastal regions. Brazil and Mexico. Read: P-4 Cordell, “The Lunar Tide Fishing Cycle in Northeastern Brazil.”
2/04
Small- vs. large-scale fishing. Read: McGoodwin, pp. 42-46 in Chapter 2, “The Cultures of Fishing Peoples.” Video: “Venture at Sea” (58 min.).
2/06
Small- vs. large-scale fishing (continued). Read: a reputable publication regarding the topic(s) for this class. Video: “Venture at Sea” (concluded).
2/09
More money and bigger risks: Alaska crab fishing. Read: a reputable publication regarding the topic(s) for this class. Video: “Deadliest Job in the World” (52 min.).
2/11
Recreational fishing: subcultures and growing significance. Review for 1st exam. Written summary: prepare a summary regarding the topic(s) for today’s class.
2/13
(Friday) 1st Exam over all previous material
FISHERIES MANAGEMENT Unregulated fisheries. Unregulated fisheries in prehistoric times. Early fisheries management in 2/16 Peru. Were early and pre-modern fishing people “conservationists?” Fishery depletions in the modern era. Read: McGoodwin, pp. 51-64 in chapter 3, “Unregulated Fisheries.” 2/18
The “tragedy of the commons.” Hardin’s famous model—right and wrong. Common property, private property, and open access. Human nature and use of natural resources. Read: McGoodwin, chapter 5, “The Tragicomedy of the Commons.” Video: “The Last Hunters” (44 min.).
2/20
Fishing and overfishing. The persistent tendency to depletion. Read: P-5 Safina, “The World’s Imperiled Fish.” Video: “The Last Hunters” (concluded).
2/23
The mis-development of contemporary fisheries management. What is a “fishery?” Fishery collapses. Theoretical models for fisheries management. The Gordon-Schaefer model. Read: McGoodwin, pp. 65-73 in chapter 4, “Developmental Problems in…”
2/25
The mis-development of contemporary fisheries management (continued). Economists, scientists, managers, and bureaucrats. Read: McGoodwin, pp. 73-88 in chapter 4, “Developmental Problems in…” Read: P-6 “Ward and Weeks, “Resource Managers and Resource Users: Field Biologists…” Video: “The Money Fish” (55 min.).
2/27
A new era in the world’s fisheries. The “freedom of the seas” doctrine. Colonialism, neocolonialism, and internal colonialism. Factory fleets precipitate a worldwide crisis. The United Nations Law of the Sea –1986. A new era for smaller-scale fishers. Rethinking fisheries management. The worsening crisis worldwide. Read: McGoodwin, chapter 6, “A New Era in the Fisheries.” Video: “The Money Fish” (concluded)
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3/02
Practical considerations in fisheries management. Needs and problems. Social equity. Conservation. Economic maximization. Feasibility and acceptability. Managing fisheries in different marine ecosystems. MSY, MEY, and OSY. Future development. Intended benefits, inherent problems, and policy dilemmas in commonplace management strategies. Read: McGoodwin, Chapter 9, “Needs and Problems.” Read: McGoodwin, Chapter 10, “Strategies and Dilemmas.”
3/04
“Folk,” “indigenous,” “community based,” “localized,” “grass roots,” and/or “self” management.” Prospects and problems. Passive and active means. Read: McGoodwin, Chapter 7, “Passive Means of Indigenous Regulation.” Read: McGoodwin, Chapter 8, “Active Means of Indigenous Regulation.”
3/06
Folk management (continued). Encouraging public regard for marine species as a management strategy. When fisheries collapse demoralization follows and folk management breaks down. Read: P-7 Anderson, “Fish as Gods and Kin.” Read: P-8 McGoodwin, “’Nowadays, Nobody Has Any Respect’: The Demise of Folk Management in a Rural Mexican Fishery.”
3/09
Folk management (continued). Co-management. Some state-level intervention, protection, encouragement, and support will always be important. So what should be done? Read: P-9 Palmer, “Are Folk Management Practices Models for Formal Regulations? Evidence From the Lobster Fisheries of Newfoundland and Maine.” Read: McGoodwin, Chapter 11, “Future Management.”
3/11
(Wednesday) 2nd Exam over all material since the 1st Exam.
CASE STUDIES OF CONTEMPORARY FISHING PEOPLE AND CULTURES Real people—exemplifications and exceptions to all the foregoing Gloucester swordfishers 3/13 Gloucester swordfishers. . Read: Greenlaw: Beginning of book including “Preface,” Chapter 1, “Turning the Boat Around,” and Chapter 2, “Mug-up.” 3/16
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 3, “Second Thoughts,” and Chapter 4, “Mug-up.”
3/18
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 5, “The Men,” and Chapter 6, “Mug-up.”
3/20
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 7, “Sea Time,” and Chapter 8, “Mug-up.”
3/23 - 3/25 - 3/27
SPRING BREAK!
3/30
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 9, “Loose Lips.”
4/01
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 10, “Mug-up,” and Chapter 11, “The Golden Horseshoe.”
4/03
Gloucester swordfishers (continued). Read: Greenlaw: Chapter 12, “Mug-up,” Chapter 12 + 1, “West Bound,” and “Epilogue,” “Appendix,” “Map,” and “Acknowledgments.”
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4/06
Gloucester swordfishers (concluded). Read: a reputable publication regarding the topic(s) for this class. Video: “Vanished: Lost at Sea” (43 min.)
High-latitude fisheries: Iceland and Alaska 4/08 FIsheries policies for high-latitude regions faced with global warming and climatic change. Read: P-10 McGoodwin, “Effects of climatic variability on three fishing economies…” Japan 4/10 Japanese small-scale whalers versus the “Greens.” Read: a reputable publication regarding the topic(s) for this class. West Indies 4/13 Small-scale fishers and fishery development in St. Lucia. Read: a reputable publication regarding the topic(s) for this class. If you can’t find anything about St. Lucia, anywhere in the West Indies will be fine. Newfoundland 4/15 Newfoundland geography and culture history. Read: a reputable publication regarding the topic(s) for this class. 4/17
Newfoundland women. Life in Newfoundland outports. Read: P-11 Belbin and Green, “Louise Belbin and Violet Green.” Read: P-12 Clarke, “Lil Clarke.” Video: “Outport” (49 min.)
4/20
Newfoundland’s fishery collapse (1992): culture and economic crisis. Read: a reputable publication regarding the topic(s) for this class.
4/22
Future policies for Newfoundland’s fisheries. Read: P-13 Carroll, “End of Line.”
Pacific Mexico 4/24 The development and then decline of Mexico’s rural-inshore Pacific fisheries. Read: P-14 McGoodwin, “Mexico’s Conflictual Inshore Pacific Fisheries…” 4/27
Small-scale shark fishers in Pacific Mexico. Read: P-15 McGoodwin, “Do Randomizing Devices Aid Marine Hunters?”
4/29
Biographies of actual fishers. Read: a reputable publication regarding the topic(s) for this class. The Professor will present the life story of a Mexican fisherman, his family, and friends.
EDUCATION AND CAREER POSSIBILITIES 5/01
Last class. FCQ. Future prospects for the world’s fishing people. Marine science, marine education, and career possibilities in fishing and the maritime. How to prepare for the final exam. If you are doing a term research paper instead of the final exam you may turn it in at the end of class today, and no later than the beginning of the final exam period (see below).
5/05
(Tuesday) 7:30PM to 10:00 PM, Final Exam over all material since the 2nd Exam, OR Term Research Paper (see details, below).
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Note: the University’s policy regarding multiple final exams on the same day is, “If you have three or more final exams scheduled on the same day, you are entitled to arrange an alternative exam time for the last exam or exams scheduled on that day. To qualify for rescheduling final exam times, you must provide evidence that you have three or more exams on the same day, and arrangements must be made with your instructor no later than the end of the sixth week of the semester (Friday, February 20, 2009).” READING MATERIALS YOU SHOULD OBTAIN Books (available in CU Bookstore in UMC) Greenlaw, Linda. The Hungry Ocean: A Swordboat Captain’s Journey. New York: Hyperion. 1999. McGoodwin, James R., Crisis in the World’s Fisheries: People, Problems, and Policies. Stanford, California: Stanford University Press. 1990. Readings Packet (available at CU Bookstore in UMC) P-1 Singer, “The Castaways” P-2 Cole, “The Sexual Division of Labor and Social Change in a Portuguese Fishery.” P-3 Allison, “Women Fishermen in the Pacific Northwest.” P-4 Cordell, “The Lunar Tide Fishing Cycle in Northeastern Brazil.” P-5 Safina, “The World’s Imperiled Fish.” P-6 Ward and Weeks, “Resource Managers and Resource Users: Field Biologists and Stewardship.” P-7 Anderson, “Fish as Gods and Kin.” P-8 McGoodwin, “’Nowadays, Nobody Has Any Respect’: The Demise of Folk Management in a Rural Mexican Fishery.” P-9 Palmer, “Are Folk Management Practices Models for Formal Regulations? Evidence From the Lobster Fisheries of Newfoundland and Maine.” P-10 McGoodwin, “Effects of Climatic Variability on Three Fishing Economies in HighLatitude Regions: Implications for Fisheries Policies” P-11 Belbin and Green, “Louise Belbin and Violet Green.” P-12 Clarke, “Lil Clarke.” P-13 Carroll, “End of the Line.” P-14 McGoodwin, “Mexico’s Conflictual Inshore Pacific Fisheries: Problem Analysis and Policy Recommendations” P-15 McGoodwin, “Do Randomizing Devices Aid Marine Hunters? Shark Fishermen in Pacific Mexico.”
BASIS FOR EVALUATION and COURSE POLICIES 1. Basis for calculating final grades Average of the 3 exams 90-100 80-89 70-79 60-69
Final grade A B C D
2. The three exams The lst, 2nd, and 3rd (final) exams will cover everything discussed or presented in class, including videos, DVDs, photo presentations, guest speakers, and the content in the assigned readings. These exams will not be cumulative and will only cover material since the previous exam. Exam questions will be in multiplechoice, fill-in-the-blanks, and short answer formats.
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All exams must be taken at their scheduled times. Makeup exams will not be given unless the student has been granted an accommodation to take it at some other time (see accommodations process, below). Students adding the course after it has begun will be responsible for everything presented, discussed, and assigned from the beginning of the course. 3. Term research paper instead of the final exam You may submit a term research paper instead of taking the 3rd (final) exam. Term research papers can be turned in at the end of the last class meeting and no later than the beginning of the scheduled final exam, after which they will be regarded as late. The paper’s title must be, “Contemporary Innovations and Trends in Fisheries Management” It must be an original work and will be considered light if it is less than 10 single-space pages text in length. Following the main text there should be a section that is sub-headed “References Cited.” It is permissible to cite readings that were assigned for the course, as well as readings from the web, but your paper must also cite and demonstrate a good understanding of at least 10 published sources that were not among the assigned readings or on the web. The paper will be evaluated on basis of the research that went into preparing it, the author’s understanding of contemporary issues in fisheries management, and its originality, organization, and writing. 4. Other factors that can influence your final grade When figuring up final grades the Professor may adjust some of these upward on the basis of class participation that was consistently outstanding, well prepared, passionate, or otherwise memorable throughout the term. An undue number of unexcused absences (3 or more) may lower your final grade. Final grades may also be adjusted on basis of documented disabilities, unforeseen personal hardships, and other compelling reasons. 5. Accommodations Students desiring an accommodation that departs from the course schedule or policies must: (1) present a written request to the Professor at the beginning or end of class, explaining why the accommodation is desired and merited, including documentation where appropriate that supports the request; then (2) meet with the Professor during his regularly scheduled office hours soon thereafter to discuss what accommodation, if any, will be granted. Whatever is agreed will be noted on the written request and signed and dated by the Professor, who will return the original to the student while retaining a copy. This process is the only way an accommodation can be obtained. The Professor welcomes free and open communications, but when it comes to granting accommodations he insists on having a written record and talking with you in person, rather than over the telephone, or via voice or email messages. In addition to providing accommodations for documented disabilities, extreme and unforeseen hardships, and obligations to participate in religious observances, accommodations are also sometimes extended to students whose first language is not English, students on athletic scholarships who are required to participate in competitions in their particular sport, and for other compelling reasons.
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6. The University has also advised me to include the following policies in my course outline (1) Disabilities. If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or www.Colorado.EDU/disabilityservices (2) Religious observances. Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. If you desire an accommodation to attend or participate in a religious observance, please submit a letter to me sufficiently in advance stating the reason for the accommodation you desire, and then meet with me during my regularly scheduled office hours the next week to discuss your accommodation. Before submitting your letter, it is suggested you review the University’s policy details for such accommodations at http://www.colorado.edu/policies/fac_relig.html (3) Classroom leaning environment. Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions. See the University’s policies regarding these matters at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code (4) Academic integrity. All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (
[email protected]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/ (5) Sexual harassment. The University of Colorado Policy on Sexual Harassment applies to all students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises or create an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student, staff or faculty member who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the OSH and the campus resources available to assist individuals who believe they have been sexually harassed can be obtained at: http://www.colorado.edu/sexualharassment/
