Assignment task:
Score the answers to the following short answer questions (percentage system), and give suggestions for revision.
1) Define the concept of the Brazilian tipo and the American concept of race according to the American Anthropological Association. Why do Jefferson Fish and the American Anthropological Association think that it is important to define and recognize these different cultural concepts?
The concept of "tipo" in Brazil refers to a system of classification based on physical appearance, particularly skin color, that is used to assign individuals to certain racial categories. This system is often referred to as "racial democracy," as it suggests that Brazil is a society in which race does not have a significant impact on an individual's social status or opportunities. However, this concept has been criticized by scholars and activists for obscuring the significant racial inequalities that exist in Brazilian society and for perpetuating discrimination against Afro-Brazilian and indigenous populations.
In contrast, the concept of race in the United States is based on a system of classification that categorizes individuals based on their ancestry and physical characteristics, such as skin color, hair type, and facial features. This system has been used to justify discrimination and segregation on the basis of race and has played a significant role in shaping the social, economic, and political status of different racial groups in the United States.
It is important for Jefferson Fish and the American Anthropological Association to define and recognize these different cultural concepts because they help to shed light on the ways in which race and ethnicity are constructed and used to divide and discriminate against certain groups of people. By understanding these concepts, we can better appreciate the diversity of human experience and the ways in which race and ethnicity have shaped the social, economic, and political systems of different societies. Additionally, recognizing these concepts can help to facilitate dialogue and understanding between people from different cultural backgrounds and promote greater equality and social justice.
2) Describe Nadine Dolby's argument about how American students' national identities move from passive to active. Do you think that Japanese Americans experience a similar or different process when they are visiting Japan? Explain your answer and give at least two examples from Jane Yamashiro's research to support your argument.
Nadine Dolby argues that American students' national identities often move from a passive to an active state as they encounter different cultural experiences while traveling or studying abroad. According to Dolby, American students often initially see their national identity as something that is fixed and unchanging, and they may not think much about their cultural backgrounds or the ways in which their national identities shape their experiences. However, as they encounter different cultures and ways of life, they may begin to reflect on their own cultural values and practices and become more aware of the ways in which their national identities shape their interactions with others.
It is possible that Japanese-Americans may experience a similar process when visiting Japan. According to Jane Yamashiro's research, Japanese-Americans who visit Japan often report feeling a sense of cultural dissonance as they encounter the expectations and norms of Japanese society. For example, Yamashiro notes that Japanese-Americans may feel pressure to conform to traditional gender roles or to follow certain social etiquette rules that are different from those in the United States. As a result, they may become more aware of the ways in which their cultural identities are shaped by both their American and Japanese cultural backgrounds.
One example of this process is described by Yamashiro, who notes that Japanese-Americans who visit Japan may feel a sense of alienation as they encounter the expectations of Japanese society. For example, they may feel pressure to conform to traditional gender roles or to follow certain social etiquette rules that are different from those in the United States. This can lead Japanese-Americans to become more aware of the ways in which their cultural identities are shaped by both their American and Japanese cultural backgrounds.
Another example is described by Yamashiro, who notes that Japanese-Americans who visit Japan may encounter a sense of cultural dissonance as they try to balance their American and Japanese cultural identities. For example, they may feel pressure to conform to traditional Japanese gender roles or to follow certain social etiquette rules, while also trying to maintain their individual identities and sense of self. This process can lead Japanese-Americans to become more reflective about their cultural identities and the ways in which they are shaped by both their American and Japanese cultural backgrounds.