Envolvendo-se com a etnografia
International Baccalaureate · IB Diploma · Social and Cultural Anthropology · SL Tópico 2 4:24 Narração em inglês · Legendas em inglês + 中文 gravadas
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In the Trobriand Islands, Malinowski watched men sail for days across open sea, risking storms, to give away necklaces of red shell. Months later they received armbands of white shell.
在特罗布里恩群岛，马林诺夫斯基看到男人们冒着风暴在海上航行好几天，只为送出红贝壳项链；几个月后，他们收到白贝壳臂环。
Nobody kept them. Each was passed on to the next partner.
没有人留着这些东西，每一件都会转给下一位伙伴。
To a European economist this looked mad.
在欧洲经济学家看来这简直疯了。
Malinowski's answer was that the kula is not about the objects. It builds partnerships between islands, and a man becomes famous by giving famous shells away.
马林诺夫斯基的回答是：库拉交换的重点不在物品，它在岛屿之间建立伙伴关系，一个人因为慷慨送出过有名的贝壳而出名。
This topic is about the areas of inquiry and how to read ethnographic material, the books and articles anthropologists write after fieldwork.
本单元讲探究领域，以及如何阅读民族志材料，也就是人类学家在田野工作后写的书和文章。
It is examined in Paper 2, two and a half hours and forty-five per cent at HL, and an hour and a half and forty per cent at SL.
它在试卷二中考查：HL 两个半小时，占百分之四十五；SL 一个半小时，占百分之四十。
Section A connects a concept, an area and a real-world issue. Section B asks about your other areas.
A 部分把概念、探究领域和现实问题联系起来，B 部分考你学过的其他领域。
The course has nine areas of inquiry in three groups.
课程有九个探究领域，分为三组。
SL students study one area from each group, and HL students add a fourth from any group.
SL 学生每组学一个领域，HL 学生再从任意一组加学一个。
For each area you need material from at least one real study, with the details that make it real, the anthropologist, the place, the time and the methods.
每个领域都要有至少一项真实研究的材料，并掌握让它真实可信的细节：人类学家是谁、在哪里、什么时候、用什么方法。
Ask five questions of every ethnography.
每部民族志都问五个问题。
Take Yunxiang Yan's The Flow of Gifts.
以阎云翔的《礼物的流动》为例。
Who is the anthropologist?
人类学家是谁？
Yan grew up in China and had lived in the village, so he was partly an insider.
阎云翔在中国长大，曾在这个村子生活过，所以他部分是局内人。
Where and when?
在哪里、什么时候？
Xiajia, in Heilongjiang, in 1989 and 1991.
黑龙江下岬村，1989 年和 1991 年。
How?
怎么做的？
Participant observation, interviews and families' own gift lists.
参与观察、访谈，以及村民家里自己的礼单。
What does it show?
说明了什么？
Gifts keep guanxi, and many flow upwards to cadres without being returned.
礼物维系关系，许多礼物流向干部却得不到回报。
And which concepts it uses.
最后看它用了哪些概念。
Yan's material can test a theory.
阎云翔的材料可以检验一种理论。
Marcel Mauss argued in The Gift that a gift creates three duties, to give, to receive and to give back.
莫斯在《礼物》中认为，礼物带来三项义务：给予、接受和回报。
The giver gains prestige and the receiver is in debt.
送礼的人获得声望，受礼的人欠下人情债。
But in Xiajia, gifts to people of higher rank often went one way. The receiver did not give back and did not lose status.
但在下岬村，送给地位更高者的礼物常常是单向的：受礼人不回礼，也不会因此丢面子。
Here gifts followed hierarchy instead of creating it.
在这里，礼物顺着等级流动，而不是制造等级。
Exchange is part of production, exchange and consumption, so compare two ethnographies.
交换属于“生产、交换与消费”这一领域，所以拿两部民族志来比较。
In the kula, partners on different islands pass shells, building partnerships and fame.
库拉交换中，不同岛上的伙伴传递贝壳，建立伙伴关系和名声。
In Xiajia, relatives and neighbours give money and goods at weddings and funerals, keeping guanxi and showing rank.
在下岬村，亲戚邻居在婚礼和葬礼上送钱送物，维系关系、显示地位。
In both places giving creates lasting relationships. What differs is what counts as a proper return, and who is expected to give to whom.
两地的给予都建立起长久的关系；不同的是，什么算得体的回报，以及谁该给谁。
A third area is health, illness and healing.
第三个领域是健康、疾病与治疗。
Nancy Scheper-Hughes studied mothers in a very poor town in north-east Brazil, where many babies died.
南希·谢珀-休斯研究了巴西东北部一个非常贫穷的小镇里的母亲，那里许多婴儿夭折。
Some mothers did not grieve openly for babies who died young.
有些母亲并不公开哀悼早夭的孩子。
The easy reading, that they did not love their children, would be ethnocentric.
轻易得出“她们不爱孩子”的结论，就是民族中心主义。
She linked it to poverty and hunger, a way of surviving in a place where many children did not live.
她把这和贫困与饥饿联系起来：在许多孩子活不下来的地方，这是一种生存方式。
Section A asks you to connect a key concept, an area of inquiry and a real-world issue, such as inequality, violence, poverty, mobility or the environment.
A 部分要求你把一个核心概念、一个探究领域和一个现实问题联系起来，比如不平等、暴力、贫困、流动或环境。
Section B asks about your other areas, one question at SL and two at HL, for example how the body is constructed through symbolism or social relations.
B 部分考你学过的其他领域，SL 一道题，HL 两道，例如身体如何通过象征或社会关系被建构。
Here is a Section A plan. Concept, materiality.
这是一份 A 部分的答题计划。
Area, production, exchange and consumption.
概念：物质性。 领域：生产、交换与消费。
Issue, inequality.
问题：不平等。
Start from a real example, the rising cost of wedding gifts in rural China.
从真实例子入手：中国农村婚礼礼金越来越高。
Use Yan's gift lists, which show that poorer families must still give to keep their place.
用阎云翔的礼单说明，贫困家庭也必须送礼才能保住自己在关系网中的位置。
Compare the kula, where exchange creates equal partnerships. Then evaluate.
再比较库拉交换，那里的交换建立的是平等的伙伴关系。
Being partly an insider gave Yan trust and access, but may have made some habits seem normal to him.
最后评价：部分局内人的身份让阎云翔获得信任和机会，但也可能让一些习惯在他眼里显得理所当然。
Check yourself without notes. Name the groups of areas and how many you study, ask the five questions of Yan's ethnography, say how Xiajia challenges Mauss, and plan a Section A answer.
不看笔记自测：说出三组探究领域以及你要学几个；用五个问题读阎云翔的民族志；说明下岬村如何挑战莫斯的理论；再规划一个 A 部分的答案。