Warning! The directory is not yet complete and will be amended until the beginning of the term.
240502 SE MM1 Heritage and Anthropology (2025W)
Continuous assessment of course work
Labels
Participation at first session is obligatory!The lecturer can invite students to a grade-relevant discussion about partial achievements. Partial achievements that are obtained by fraud or plagiarized result in the non-evaluation of the course (entry 'X' in certificate). The plagiarism software 'Turnitin' will be used.
The use of AI tools (e.g. ChatGPT) for the attainment of partial achievements is only allowed if explicitly requested by the course instructor.
The use of AI tools (e.g. ChatGPT) for the attainment of partial achievements is only allowed if explicitly requested by the course instructor.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 01.09.2025 00:01 to Mo 22.09.2025 23:59
- Deregistration possible until Mo 20.10.2025 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Wednesday 29.10. 09:45 - 13:00 Übungsraum (A414) NIG 4. Stock
- Monday 03.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
- Wednesday 05.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
- Monday 10.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
- Wednesday 12.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
- Monday 17.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
- Wednesday 19.11. 09:45 - 13:00 Hörsaal C, NIG 4. Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
Weekly participation and preparation of all classes is compulsory and not negotiable (to be evaluated as either “sufficient” or “not sufficient” at the end of the course). “Sufficient” participation includes a maximum of 2 missed classes, and evidence of active engagement with the compulsory study materials through participation in discussions or classroom tasks. Students who don't attend the first class will be deregistered.
Minimum requirements and assessment criteria
For a positive overall grade, all components must be completed positively and a total of at least 50 points must be achieved. The highest score to be achieved is 100 and corresponds to a 1 (very good).
The quantity AND quality of participation are assessed in the oral work, while the time allocation, the structure and content of the presentation and the questions with discussion leader are assessed in the pre-structuring with discussion leader.Assessment standard:
87,5 very good (1)
>= 75 good (2)
>= 62,5 satisfactory (3)
>= 50 enough (4)
< 50 not enough (5)
The quantity AND quality of participation are assessed in the oral work, while the time allocation, the structure and content of the presentation and the questions with discussion leader are assessed in the pre-structuring with discussion leader.Assessment standard:
87,5 very good (1)
>= 75 good (2)
>= 62,5 satisfactory (3)
>= 50 enough (4)
< 50 not enough (5)
Examination topics
Attendance is compulsory (maximum 2 hours of absence).
The performance assessment consists of four (oral and written) components:
(a) active, discussion-based reading of the compulsory reading (15 points),
(b) Written preparation and organization of the class discussion- including an oral presentation (up to 45 points)
(c) Weekly notes to upload on Moodle (15 points)
(d) Final exam is set at the end of the seminar (25 points)Secondary literature is allowed as an aid.
The use of AI (especially ChatGPT) is only permitted for all partial performances with the explicit request of the teacher.
The performance assessment consists of four (oral and written) components:
(a) active, discussion-based reading of the compulsory reading (15 points),
(b) Written preparation and organization of the class discussion- including an oral presentation (up to 45 points)
(c) Weekly notes to upload on Moodle (15 points)
(d) Final exam is set at the end of the seminar (25 points)Secondary literature is allowed as an aid.
The use of AI (especially ChatGPT) is only permitted for all partial performances with the explicit request of the teacher.
Reading list
1. Bachis, Francesco. 2025. “‘Something I Cannot Look at’: Ruins and Dialectic of Temporalities in Southwest Post-Mining Sardinia (Italy).” Journal of Modern Italian Studies 30 (1): 79–95. https://doi.org/10.1080/1354571X.2024.2424095.
2. Bindi, Letizia, ed. 2022. Grazing Communities: Pastoralism on the Move and Biocultural Heritage Frictions. Berghahn Books. https://doi.org/10.2307/j.ctv2vr8tp1.(limited to chapter 4)
3. Hafstein, Valdimar Tr. 2018. “Intangible Heritage as a Festival; or, Folklorization Revisited.” Journal of American Folklore 131 (520): 127–49. https://doi.org/10.5406/jamerfolk.131.520.0127.
4. Harrison, Rodney. 2013. Heritage: Critical Approaches. 1. publ. Heritage Studies. London: Routledge. (chapters 2, 3, 6 and 8).
5. Lähdesmäki, Tuuli. 2019. “Conflicts and Reconciliation in the Postmillennial Heritage-Policy Discourses of the Council of Europe and the European Union.” In Dissonant Heritages and Memories in Contemporary Europe, 25–50. Palgrave Macmillan UK.
6. Noyes, Dorothy. 2016. Humble Theory: Folklore’s Grasp on Social Life. Indiana University Press. https://doi.org/10.2307/j.ctt1zxz0bs.
7. O’Connor, Sue, Sandra Pannell, and Sally Brockwell. 2013. “The Dynamics of Culture and Nature in a ‘Protected’ Fataluku Landscape.” In Transcending the Culture–Nature Divide in Cultural Heritage Views from the Asia-Pacific Region, 203–33. Canberra: Australian National University E Press.
8. Parga Dans, Eva, and Pablo Alonso González. 2021. “The Unethical Enterprise of the Past: Lessons from the Collapse of Archaeological Heritage Management in Spain.” Journal of Business Ethics 172 (3): 447–61. https://doi.org/10.1007/s10551-020-04504-6.
9. Turnen, Johanna. 2019. “A Geography of Coloniality: Re-Narrating European Integration.” In Dissonant Heritages and Memories in Contemporary Europe, 185–214. Cham: Palgrave Macmillan.
10. Ween, Gro B. 2012. “World Heritage and Indigenous Rights: Norwegian Examples.” International Journal of Heritage Studies 18 (3): 257–70. https://doi.org/10.1080/13527258.2012.663779.
2. Bindi, Letizia, ed. 2022. Grazing Communities: Pastoralism on the Move and Biocultural Heritage Frictions. Berghahn Books. https://doi.org/10.2307/j.ctv2vr8tp1.(limited to chapter 4)
3. Hafstein, Valdimar Tr. 2018. “Intangible Heritage as a Festival; or, Folklorization Revisited.” Journal of American Folklore 131 (520): 127–49. https://doi.org/10.5406/jamerfolk.131.520.0127.
4. Harrison, Rodney. 2013. Heritage: Critical Approaches. 1. publ. Heritage Studies. London: Routledge. (chapters 2, 3, 6 and 8).
5. Lähdesmäki, Tuuli. 2019. “Conflicts and Reconciliation in the Postmillennial Heritage-Policy Discourses of the Council of Europe and the European Union.” In Dissonant Heritages and Memories in Contemporary Europe, 25–50. Palgrave Macmillan UK.
6. Noyes, Dorothy. 2016. Humble Theory: Folklore’s Grasp on Social Life. Indiana University Press. https://doi.org/10.2307/j.ctt1zxz0bs.
7. O’Connor, Sue, Sandra Pannell, and Sally Brockwell. 2013. “The Dynamics of Culture and Nature in a ‘Protected’ Fataluku Landscape.” In Transcending the Culture–Nature Divide in Cultural Heritage Views from the Asia-Pacific Region, 203–33. Canberra: Australian National University E Press.
8. Parga Dans, Eva, and Pablo Alonso González. 2021. “The Unethical Enterprise of the Past: Lessons from the Collapse of Archaeological Heritage Management in Spain.” Journal of Business Ethics 172 (3): 447–61. https://doi.org/10.1007/s10551-020-04504-6.
9. Turnen, Johanna. 2019. “A Geography of Coloniality: Re-Narrating European Integration.” In Dissonant Heritages and Memories in Contemporary Europe, 185–214. Cham: Palgrave Macmillan.
10. Ween, Gro B. 2012. “World Heritage and Indigenous Rights: Norwegian Examples.” International Journal of Heritage Studies 18 (3): 257–70. https://doi.org/10.1080/13527258.2012.663779.
Association in the course directory
Last modified: Mo 27.07.2026 09:27
The course has three learning objectives. First, students gain insight into current debates about heritage and anthropology. Second, students learn to recognize and evaluate the structure, argumentation, and style of academic articles. Third, students develop independent academic reading skills and speaking skills, especially those necessary to analyze a text’s argument and construct an original response to it.