Steve Cass

(photo by Hussein Baomar)

Some types of sadness lessen in time, while some submerge, then come back full-strength. Today is two years since Steve Cass passed away. I still miss him terribly – he was so cheerful that he pulled people along with his happy magic. For Steve, every morning was a fresh start, a new chance for good things to happen. The motto he taught students was ‘where there’s a will, there’s a way’ which aptly sums up his philosophy: there is always hope, always a way forward. His joie de vivre was a much needed tonic for me and many others.

Yet with all his positivity he didn’t ignore, overlook or accept corrupt behavior. He was a gentleman, but also a warrior for better teaching and he continually fought on behalf of our students. His insistence on speaking truth to power was a much needed jolt of honesty for those who only heard a chorus of approval for their policies, regardless of those policies’ effectiveness or usefulness.

Now that I have moved back to the States, I often wish I could talk over with him all of my culture shock and how much I miss Oman. I know he would have exactly the right words to make this transition easier. He made life brighter for everyone he met.

Steve Cass

Steve Cass, teacher and friend

Remembering Steve Cass

Culture Shock: The Land of Detachment and Toolboxes

photo by Onaiza Shaikh,

Instagram: Onaiza_Shaikh

To survive in the US, you need scissors, 8 square feet of empty floor space, a complete collection of tools (screwdrivers, hammers, wrenches, etc.) and a cell phone.

That’s it.

You use your phone to order everything for your apartment and then you use your floor space and tools to put it all together: a fan, a lamp, pots and pans, bookshelves, etc. I am having a hard time adjusting to the IKEAfication of the States where everyone is expected to have a Masters of Mechanical Engineering. You have to set up your own wi-fi, make chairs, reset the garbage disposal and hang pictures, no matter your manual dexterity or skill level with drills.

Even the simplest action (opening a container of guacamole!) requires patience. First you have to take off the cardboard cover, then take off the lid, then take off the inner cover.

On bad days I think American consumers have been sold a load of codswallop and told it was spun gold; everything is impersonal and do-it-yourself. Coming into the system is over-whelming; I have to deal with 3 different apps for my apartment building. Farewell to the happy days of simply calling Ali, world’s best landlord, for repairs!

But there are benefits of living in a culture in which transactions are often impersonal: there’s no one to create chaos out of personal animosity. Getting a lease required submitting certain forms: if you don’t have the paperwork, you don’t get the apartment. There’s no way to influence the outcome through networking or to stop the rental through enmity.

If you want to do anything, you go to websites, tap in information, get codes sent to your cell phone, enter the codes, type some more and voila! Then you spend hours putting whatever you ordered together, but at least it is all at your own speed and under your control.

When I think of leaving Oman, I have numerous unhappy memories of chaos with people deliberately lying to me and others about processes. I spent 2 1/2 hours my last morning in Oman trying to get people to complete a task I was told would be done days earlier. I finished the paperwork on my severance pay with ten minutes to spare before the bank closed – a harrowing and upsetting end to 19 years!

However, I don’t think systems are necessarily better in the States. It’s often entertaining in Oman to have so many things based on personal relationships; almost everything is negotiable if you stay pleasant. Yes, you can get the ‘forbidden’ I-tunes music program onto your computer if you get along with the computer tech person. When I went to get my first covid vaccine, the nurse told me to come back in a week. I said, “I live alone and I am scared,” and she gave me the vaccine.

In the States, crying, screaming, smiling or begging are of no avail: you either have the little computer code on your phone or you don’t. It’s not better, not worse – different. And I don’t say this lightly. Many times I talked to my students about how, when you arrive in the USA, everyone stands in one of two immigration lines. If the line takes 2 hours, then you stand for two hours. There are not people, as on the Arabian Peninsula, who walk along and pull people out of the immigration line who have young children or need assistance.

New book – Researching and Working on the Arabian Peninsula: Creating Effective Interactions

Culture Shock: The Basics

Reflections on Ethnographic Research: Getting it Wrong

Reflections on Ethnographic Work: Mental Maps and Wayfinding Apps in Dhofar, Oman

Reflections on Ethnographic Work: Mental Maps and Wayfinding Apps in Dhofar, Oman

This proposal was accepted for the Royal Geographical Society’s 2024 annual conference but I had to cancel as I moved back to Boston. Since I had notes written up, I decided to post this essay as a less academic version of what I planned to talk about.

Proposal – “Mental Maps and Wayfinding Apps in Dhofar, Oman” for the Royal Geographical Society (with the Institute of British Geographers) Annual Conference. August 27-30, 2024. https://www.rgs.org/research/annual-international-conference

One of the Dhofari men in my research group recently told me that the road I needed to turn off onto to get to the beach where we were meeting was after the mosque “where the road goes up and then down.” I knew that particular road weaves among foothills for over 30 kilometers without any straightaways. When I finally figured out after which mosque and which going “down” I realized that there was a sign at the turnoff.

But the men I do research with in southern Oman do not heed or discuss road signs when giving directions. Their mental maps are made up of geographical, not written, markers.

Electronic geo-locating is used throughout southern Oman for only two general purposes. The first is for finding a house. As most delivery drivers are not Omani and some do not speak Arabic or the local Modern South Arabian languages, finding a house is done with various mapping apps and the person who made the order must send a photo of their house. Also, fishermen have adopted different kinds of modern technology such as Google maps and Windguru to keep up to date about wind speed and direction. They also plot fishing areas on maps which are shared.

The result is that fishermen in my research group are very fluent in map-reading when gathering information about tides, currents, underwater formations, wave height, etc. but will navigate on land using only mental maps created from their own travels and what close friends and family members have told them. I have been lost with them many times, but the solution is always to simply keep going to see what happens, ask a person if possible or stop and look at the landscape to try to guess where the road might lead. Opening up any type of printed or electronic map is never an option. Hence, in 19 years of teaching and doing ethnographic research in the Dhofar region, I have never heard a man refer to a road by its given name. Roads are called by the towns they pass through or their endpoint.

In my presentation I will discuss how men and women in Dhofar not only create and pass on information about important locations using permanent indicators, such as mosques, tombs, hills and the color of rocks. I will also address how this use of mental mapping stands in contrast to the limited use of electronic geo-locating devices and applications.

Essay

In spring 2024, one of the research guys got in touch to say that the group would go camping. If I wanted to join, I should be at one of the fishing towns on Thursday at 2pm. I met up with two other men in another pick-up and we drove about 1/2 hour on a good, one-way-each-direction road, then off onto a gravel road through a wide wadi (dry river bed). After about 20 minutes, we turned off onto small road, threading though hills about 20-50 feet high, usually with the rocky inclines on either side of one-car-wide path.

Then it got bad. Either climbing up-hill (rocks on one side of road, steep drop off on the other) or balancing along on top of hills, lots of sharp curves and most inclines were ‘hail Mary,’ i.e. the angle is so steep that when you reach top of hill, the hood is up so high, you can’t see road or which way to turn. I was thinking “thank heavens I am following someone because this is hard driving, bleak landscape and no cellphone signal” (foreshadowing!).

We finally pulled out onto a sandy track following the curve of a beach about 4:15pm and drove to a shelter where the other guys were relaxing. We chatted and had dinner about 8pm, then I realized two of the men were there for fishing and had gotten up at 5am. By 9pm, it was bedtime, whereas usually we stayed up talking until 1 or 2am. I tried to sleep (on mat, under stars) and got bit my every insect imaginable. I wasn’t feeling great so I never fell asleep; the men all got up at 5am for prayers, then breakfast and the fishermen went out to sea to check their boxes (fish traps).

I thought “I need to get home and sleep” but how could I leave when I wasn’t sure that I knew the road out? So I drank tea and chatted with the men who weren’t fishing. After 2 hours, I mentioned that I thought I should go home and by the grace of God, one man wanted to leave. They all decided it was better that he pray the Friday prayer at home; it was decided that we should leave around 10am, meaning another hour of chatting and tea-drinking. Then I drove back with the man who knew the road, he let me choose the way, correcting me when I made one mistake.

2 weeks later one of the guys sent a message on Thursday saying that we couldn’t meet on Friday as usual because they were busy, but they were free that night. So I drove out to the beach only to discover that the reason they were busy Friday was that they was going back to that same beach. And they thought I should come, driving alone with a large cool-box (almost the size of my pick-up’s bed) filled with ice. They would fill the box with that day’s catch Friday night, then Saturday morning I would drive the freezer back to town where the guy who buys their fish would take it, while they would fish all day Saturday, then return home by boat.

It was all such fantastical nonsense, that I could cope with a huge chest full of ice over that road, that I could get to that exact beach again, I just looked at them and said, “I love your trust in me and I would love to be worthy of that trust but…” But this was not a discussion.

One of them gave me verbal instructions (“turn off after the mosque where the road goes up and then down and when your car is turned like this, do not take any right, but when your car is turned to there, then take the first right…”). No cell signal, no one with me and the hills so close and high, I could not plot by the sun. Oh, and since I was going on a Friday, I had to be in the fishing town at 10am the next morning so the other men could load my pick-up before Friday prayers. And it was now 10pm!

I drove home and organized everything. Got up at 8am and packed, went to the store for water and soda, was in the town at 10am, and back on the road by 11. I was stressed for the entire drive, but made it to the right place. Other people were already in the shelter we had stayed in so I went to a nearby elevated place and waited. And waited. I had thought (from the last trip) that they would be done with fishing by about 4pm but it got to be 5:15pm with no sign. I had no idea where they were or if anything had happened.

The sun was going down and I didn’t trust myself to choose the right roads in the dark so I knew I would sleep there. I had everything I needed to spend the night and was not concerned about being alone; however, I was not sure if they were ok or if I had missed some vital piece of information, such as I was supposed to be someplace else.

I was also a little angry because they had told me to send a message when I reached the fishing town, when I turned off the main road and from the last high hill, but when I drove back up to the high hill (where I could get cell signal) at 5pm, I could see that they had not seen any of the messages I sent, meaning they didn’t know if I had reached the place or not. The road is easy for them but it was my first time driving it alone and I felt like they had asked me to do something a little difficult, then not taken care to make sure I was ok.

They finally showed up at 5:30, loaded fish into the ice chest and we set up camp. When everyone settled down to drink tea, I asked about their day. They had left their town (by boat) and had spent the whole morning fishing. The waves were high, so they could not look at their phones. At 2pm, they drove into the large bay to check messages. They could not get a signal so they drove in closer to shore until they could see my truck on a wide ledge over the ocean. Now that they knew I had gotten there and was ok, they went back out to open sea to check fish traps. It made me feel a lot better to know that they had, in fact, checked on me.

After we ate dinner, I asked one of the men where the beach road ended towards the eastern and western directions. He answered then said to me, “now you are smart,” meaning that a wise person gathered information about the nearby roads. The “now” was added because during my first trip to that beach, I hadn’t asked about the road network. The third time I went there; I drove the beach road in both directions until it ended and was again complimented for (finally!) acting like an intelligent person.

On my last trip to that beach I realized that there was a sign for a small town a few klicks before the turn off from the main road, as well as a road sign with the name of the area directly before the turnoff point. They could have used the two signs in their directions instead of “turn off after the mosque where the road goes up and then down.”

But they don’t use man-made aids to navigate away from towns. I have never seen any of them use a paper map or call a road by its official name; they call a road by the town they are going to or its termination, i.e. “the Muscat road.” And they don’t say unnecessary information, e.g. “take the wadi before Hadbeen” not “turn left into the wadi before Hadbeen,” because the ocean is on the right side of the road, a wadi could only be on the left side. The only times I have seen one of them use GPS on land is when we wanted to get to a myrrh tree which someone had dropped a pin on and to drive around in the Empty Quarter.

The point of view of the research guys is that a good person is constantly constructing mental maps as it’s your responsibility to know where you are on land. When you go to a new place you should ask about the road networks and, if there is time, drive to endpoints. It is fine to ask someone about the road if it is your first time in the area, but you should memorize every road so well that you only ask once and can easily return to the same spot years later.

And never show fear. My favorite quotes from the guys are their responses to my expressing dread at having to drive up a steep slope: “You think that’s a hill? Give me your car, go sit at home.” Upon seeing the wreck of a piece of heavy machinery that had fallen off a steep road with a sheer wall of rocks to one side and a long drop-off on the other, one of the men said, “the driver meant to do that.”

In towns, they use landmarks, usually mosques, to navigate; the Dhofari women I know navigate by mosques, but also use shops and restaurants. If you need to get to a person’s house, either someone would drive you or give precise instructions. If you are going to attend a wedding or to give condolences, once you are in the general area, it’s easy to spot the house as it would have many cars parked out front (and strings of lights for a wedding).

GPS/ dropping a pin on your location is usually for expat delivery drivers who might not be fluent in Arabic or English. To receive food or a mailed package, you turn on your phone’s location and send a photo of the outside of your house or office building.

In other words, navigation is almost entirely based on visual clues. Dhofaris use what they can see to move across landscapes in contrast to using, for example, distances (“go three kilometers”), time (“drive for ten minutes”) or cardinal points. Expats use GPS to get to a general area, then use a photo of the building, as opposed to using street names and house numbers.

For navigating at sea, however, fishermen use both traditional and electronic methods of navigation. The most basic method of positioning is to triangulate using two points on land, e.g. “when I see that rock by the headland and the side of that mountain, then I know I am in the right place.” Fishermen also carry internal schedules of tides, as well as wind and wave patterns. The men I know would often tell me that, for example, the wind would die off in an hour or would start up at dawn.

I was terrified the first few times we returned from night fishing; sitting at the bow, I was amazed that they could drive their boats safely through rocky areas on moonless nights. With only weak starlight for illumination, they would bring the boat right to the beach without hesitation. If I expressed surprise at their knowledge, they would say, “If you do not know this, you should not be in a boat!”

But, in compliment to their personal knowledge, they also use GPS and weather/wave apps such as Windguru [https://www.windguru.cz/53 – sample page below]. The result is that fishermen in my research group are very fluent in map-reading when gathering information about tides, currents, underwater formations, wave height, etc. but will navigate on land using only mental maps created from their own travels and what close friends and family members have told them.

Coda

I saw The Finest Hours (2016, about an American Coast Guard rescue in heavy weather) with a Gibali-speaking hakli fisherman and he kept a quiet running critique of the boat handling skills with an occasional “not bad.” He guessed correctly that the townspeople would bring their cars to the water’s edge to help guide the boat home as he been part of similar efforts in his own town. The tagline of the movie is “We all live or we all die” which sums up how the fishermen envision their community.

They never try to hide information about good fishing locations as they know that all aspects of their lives are in Allah’s care; if they are supposed to have a good catch, they will have it, if not, then not. Therefore, all fishing spots that are marked on weather/ map apps are set for anyone to see, not hidden. There is a strong belief that a person who persistently and knowingly works selfishly against the good of the community will be given some sort of divine punishment and it is not the responsibility of the other fishermen to bring that consequence about, beyond the necessity of avoiding the man and making excuses not to fish with him.

Example of Windguru data

windguru

New book – Researching and Working on the Arabian Peninsula: Creating Effective Interactions

Reflections on Ethnographic Work – Trying to Make Sense of Words and Actions

Culture Shock – (Not) Being Under Observation

Culture Shock: The Parable of the Boxes

 

New book – Researching and Working on the Arabian Peninsula: Creating Effective Interactions

I am happy to announce that my 4th book, Researching and Working on the Arabian Peninsula: Creating Effective Interactions, has been accepted for publication at Palgrave Macmillan. I am very grateful to the two anonymous reviewers who gave positive and helpful comments.

This book outlines strategies for current or soon-to-be business professionals, government employees, anthropologists, researchers and teachers to communicate, study and work effectively on the Arabian Peninsula. Using first-person accounts, as well as scholarly research from the fields of anthropology, history, literature, political science and travel writing, this text gives clear advice so long- and short-term visitors can create successful interactions with people from Arabian Peninsula societies. By discussing how the practicalities of work and research intersect with cultural norms, this book fills the gap between guides aimed at the casual tourists and academic texts on narrowly defined topics.

Reflections on Ethnographic Work: Leaving and Learning

Presentation – “Windguru and Other Gurus: Fishing off the Coast of Dhofar, Oman”

Culture Shock – (Not) Being Under Observation

Predator Anthropologists, Anthropologist Predators: Anthropological Metaphors in Popular Movies

 

Culture Shock: (Not) Being Under Observation

(photo by Hussein Baomar)

As I am slowly settling into a new type of life, the biggest difference is the issue of observation. When I leave the house now, I am never noticed. Children in the USA are often told “it’s impolite to stare” but in Oman, there are many people from cultures in which it is usual/ expected to watch other people closely.

Oman has visual-based, high-context cultures, meaning adults learn by looking around. You have to know what is going on in nearby spaces. Plus, there are tribal-based cultures, part of which is the necessity of recognizing and acknowledging relatives and tribe-members. When men are in public places like a cafe or store, their heads swivel constantly; they need to make sure they are greeting all acquaintances. Women are also always on the look-out so, although there are less female-male exchanges of glances than in the States, everyone is constantly canvasing their surroundings.

Here, everyone here is walking distracted, staring at the middle distance or the ground, usually wearing earbuds or earphones. The goal is NOT to look at anyone. I had to live for years with two colleagues who refused to acknowledge the presence of me and several other department members, which created a very hostile work environment. But coping with that unpleasantness has helped me deal with my new reality; walking down the hallway of my apartment building people pass each other studiously examining the ground, never offering greetings.

One aspect of common Omani surveillance is a sort of, to use Anne Meneley’s term “Tournament of Value,” in that the good/ smart person is the one who identifies who they are looking at. It used to drive me crazy to go grocery shopping and hear whispered comments about me: “she’s a teacher,” “she’s at X university,” “she’s American,” etc. There was a social value in being able to place me so people who knew who I was would always display that knowledge to others.

The “tournament” part was that when people fail to acknowledge someone they know, they are judged negatively. The judgement might stay as a silent rebuke, but it might be brought out in front of family members and/ or peers, “I was sitting in Y cafe, and he came in and did not greet me, perhaps he was thinking of…” This is didactic teasing – teaching the person that they should take more care in looking at their surroundings.

In response to living in a benign panopticon in Oman, I was very careful about my appearance whenever I left my house. As a foreign teacher, I wanted to make sure that, if students pointed me out to their parents, I appeared sufficiently trust-worthy. And given my work with the research guys, I wanted to look frumpy so that no one would wonder why Z man was spending time with an immodestly dressed woman. The result was, to me, a very odd combination of being closely scrutinized while looking incredibly dowdy: long flower-print shirts, tunics in faded colors, the most uninteresting shoes on Earth, muted make-up.

So imagine my feeling of walking out of my house now wearing a bright pink sundress with messy hair and red lipstick! And no one looks! It’s both freeing and scary. In Oman, when I walked through the mall it sometimes felt like I was the star of a kind of The Truman Show as I constantly would overhear people commenting on me. Sometimes I would be told days or weeks or years later, that I had been seen in X place talking to Y person. But now I am nicely invisible.

And part of my current invisibility is when I walk into a cafe now, I look similar to other customers. For the first few years I was in Dhofar, there were many expats from North America, UK/ EU, New Zealand and Australia. The number declined steadily so that for the last ten years or so, everywhere I went I was a visible minority. At the two cafes I frequented, I was usually the only woman. On college-level committees at work I was always the only woman and the only person from a Western country; by the time I left, I was the only professor who was a native speaker of English.

A related cultural change is that my 19 years of learning how to constantly check my environment and place people, has resulted in a body of knowledge that is of no use here. In Oman, by asking questions and receiving warnings, I was taught that A item of clothing meant the wearer was from B place, that a man who sat in C cafe was D sort of person, that this kind of outfit meant the wearer had that kind of job. Now I can’t derive any information about a person by looking at them.

A friend who moved back to her country after more than a decade aboard told me she went through the same learning curve. When she first moved back, she couldn’t figure out anything about the people she was seeing in daily life; it took a long time to rebuild her knowledge base, e.g. X kind of purse was expensive and Y type of car meant the owner was probably Z. I have talked about the hunt to figure out meanings when watching foreign movies [ Teaching Literature and Staying au courant – The Man from Nowhere and the Ancient Greeks ] but what was once a distanced, intellectual exercise is now my every-day life.

Culture Shock: The Basics

Culture Shock: The Parable of the Boxes

Throwing Children in the Street: Culture Shock Omani Style

Intercultural Exchanges

Screenshot
Screenshot

Culture Shock: The Basics

(photo by M. A. Al Awaid)

It is interesting after studying and discussing culture shock for so long to be in the throes of it myself. I knew it would be challenging moving back to the States, but I didn’t know how and in which ways it would be difficult. I keep telling myself it’s like body-surfing, don’t fight the wave, give up and roll with it. Some highlights of my adjustment so far:

* toddler brain – at a certain level of exhaustion and being over-whelmed, your usual cerebral safety features give up and you start saying everything you think, like a small child. I sat next to a woman on the metro who had a small fan and said, “you have a fan!” I found myself wanting to do this constantly for the first few days whenever I saw something unusual for me: telling people that they had a dog or were wearing fun sunglasses. When I went to the laundry room, there was a man with bright orange shoes and I had to tell myself over and over, “don’t say ‘you have orange shoes’!”

* odd choices – I went to a few grocery stores when I first moved in and when I eventually organized my kitchen shelves, I realized I had bought 5 different kinds of artichoke spreads. No basics like pasta, rice, honey or vinegar but I have enough artichokes for 25 people.

* simple things seem impossible – doing my first Uber ride felt like falling off a cliff – using my microwave is harder than figuring out Ancient Greek…

* transference – sometimes you do what feels right, only to realize that it’s not ok in the culture where you now are. I got into an elevator and stood with my back to the side wall, staring at the other two people as I had learned to do, got out of the elevator and realized that I had done it completely wrong! In USA, you stand facing the elevator door and don’t look at anyone. Sigh! I spent days obsessively cleaning my countertop and wondering where to get something to cover the sink drain before I realizing that hordes of bugs would not descend if there was a stray crumb laying around.

* relearning to trust – given that certain cultures value a person who is always in control, I had to learn that in asking strangers for simple information such as directions, it was a 50/50 chance of getting the right answer as sometimes people would not have the information but not want to say “I don’t know.” In the states, usually people will be up-front (I certainly am!) when they don’t know, so you can usually trust what you are told.

* rethinking safety – Before I never worried about personal safety or my possessions; I would walk out of my office and leave my purse, phone, wallet, sometimes even cash on my desk. I would leave my purse in the grocery cart and wander over to another aisle. So I had to keep reminding myself to zip my purse, be aware of surroundings etc. But I was glad to see that within my big apartment building, there is a lovely ethos of trust. Deliveries are left willy-nilly by the front door (cartons of soda, Taco John’s, bags of fresh vegetables, Target boxes, etc.) but I have never had anything stolen, or heard of something that went missing.

* getting upset at odd moments – I stood in the drinks aisle and started at the cases of Mountain Dew; no research guys means no need for Mountain Dew in my fridge. For the first time in 19 years, it’s only diet Coke and seltzer water. I picked up a box of Liptons then put it back, no need for tea or sugar.

Culture Shock: The Parable of the Boxes

Reflections on Ethnographic Work: Leaving and Learning

Reflections on Ethnographic Work: Being Safe and Secure

Reflections on Ethnographic Research: Deciding to Hire Expat Workers (part 1 of 4)

Chapter published – “Lifeways of Traditional Fishermen in Dhofar, Oman”

(photo by Hussein Baomar)

My chapter “Lifeways of Traditional Fishermen” has just been published. Because of editorial delays the information presented is now out-of-date as the interviews were conducted at the beginning of the Covid epidemic and the prices have changed. But the manner of and results from fishing remain the same.

“Lifeways of Traditional Fishermen in Dhofar, Oman,” in Fish as Food: Lifestyle and a Sustainable Future. Helen Macbeth, ed. International Commission on the Anthropology of Food and Nutrition – Alimenta Populorum series. 2024: 155-170. https://archive.org/details/macbeth-young-and-roberts-ed-fish-as-food-anthropological-and-cross-disciplinary

abstract

Although most of Oman’s gross national product is derived from oil and gas products, fishing still plays an important role in providing jobs which create a cash-producing export and help ensure food security. However, there is little current information about the lives of traditional fishermen. This chapter presents the results of extensive interviews conducted in 2020-2021 to explain the daily lives and customs of fishermen in the governorate of Dhofar, in southern Oman. The chapter focuses on two important questions about fishing economics: how much does it cost to catch fish and how does that expense create a social benefit for fishermen, regardless of the money earned from the catch?

My research concentrates on the hakli/ qara groups of tribes who speak Gibali/ Jibbali (also known as Shari/ Śḥeret, a non-written, Modern South Arabian language) as their first language. I have been looking at the theme of generosity, including sharing food, for more than ten years and in this chapter I explain how much a typical day and season of fishing costs a fisherman, as well as how giving away part of every catch creates a benefit that is more than monetary. Using interviews and personal experiences, I explain how the cash outlay for gas, nets, bait, etc. is transformed into social, in addition to economic, capital for fishermen.

Screenshot

 

 

Culture Shock: The Parable of the Boxes

(photo by M. A. Al Awaid)

This is the first in a series of short essays about the shock of moving back to the states from Oman, with musing about how (writ large) the two cultures work.

When I realized I had to leave Oman, I talked to a man (X) I had known for years who helped me get through everyday life. X had a wide range of friends and acquaintances with various jobs so when I needed work done, I talked to X and he brought someone to my house, e.g. a plumber when the pipes were clogged with algae, an AC repairman, a man to repaint the walls, a man to charge the gas cylinders, etc.

I asked X if he knew someone who worked at a shipping company and of course he did. A few days later X came with supplies and we put together 4 boxes. After I had filled them, X came with the shipping company representative and a worker. I explained that I wanted door-to-door service as the boxes were mainly full of books and too heavy for me to lift.

The worker set each box on a scale; the rep calculated the weight total/ cost on his phone, gave me a price and I paid him in cash. Then I tipped the worker who carried the boxes to the truck and handed everyone a bottle of water.

Business concluded without any paperwork, although the rep did send X a photo of the bill of lading a few days later, and the whole basis of the transaction was my trust in X.

When I arrived at my apartment building in the States, I was amazed that, despite the fact that I had paid for door-to-door delivery, the 4 boxes had been stacked (2 on top of 2) in the 10-foot space between the (unlocked) door to the street and the (locked) door into the building. The apartment building had a large trolley (like bellhops have) for general use, but the space between the doors was at an incline; the trolley would not stay still while I tried to load the boxes unless I found something heavy to brace it with. The bigger problem was that I could not lift the lower boxes up onto the trolley.

I was 3 days in country, jet-lagged and at a loss. I had no one to help me and there was no way I could pick up 35 kilos of books to set up on the trolley. At least I could take the 2 boxes that were on top (resting on the other 2) as I could push them down and onto the trolley but I needed help holding it still.

There was no one in lobby, so I walked out onto the sidewalk. A young woman was walking towards me so I put my arms in front of me, palms up and asked, “Could you please help me?” She agreed so I asked her to hold the trolley in place while I pushed the 2 top boxes onto it. I pushed the boxes into my apartment, pushed them off the trolley and onto the floor, then went back to the lobby.

If I was in Oman, I would have just called X and asked for help, paid him and given him a bottle of water as I had for many years. But in the States, there was no one to call. I had no idea what I could do – asking a stranger to brace the trolley for a moment was one thing, asking them to pick up very heavy boxes was another.

I maneuvered the trolley next to the boxes and stared at them, trying to think of a solution. A man walked in from the street door, saw me, asked, “Do you need those on the trolley?” and before I could respond, he set his backpack on the ground and walked over. I sputtered thanks as he lifted each box up, then held the building door open for me. Problem solved.

As I pushed the boxes to my apartment, I thought – this is a perfect example of the difference between Oman and the States. In the States, all sorts of small public actions are easy. If I saw someone weaker than me struggling to lift something, of course I would immediately help. Strangers, especially in a city with so many transients as Boston, hold the elevator door and do general courtesies. There are endless repetitions of “please,” “thank you,” “no problem,” and “go ahead.”

In Oman, you can’t trust on that kind of minor help; people don’t hold doors open or pick up something you dropped. There is no chit-chat in the elevator.

I call this marble theory: people have only so much time/ energy/ bandwidth to give others and in Oman most of those “marbles” are given to family, so there are few left over for people you don’t know unless you see someone in great distress.

Several times I was with the research guys at a beach when someone got their car stuck nearby. “Aren’t you going to go help them?” I would ask the first few times this happened. “No, we are close to people [meaning: a town]” or “No, if they need something, they will come and ask” I was told. But when I got stuck in sand miles from anywhere, the three cars that came by all stopped. The first driver was a man with his family. He saw me, drove about two blocks on, stopped, all the passengers got out of the car, then he drove back to help me.

I stood as he tied the tow rope on, then I looked down the road at the group of women and children huddled by the side of the road in the heat. When the next car stopped, that man insisted on driving my car out of the sand, so I took some boxes of cookies over to where the women were waiting. They smiled and greeted me; standing in hot sun for 10 minutes while their relative pulled my car out of sand was nothing to complain about.

Neither way of life is better. If I approached a door with my hands full in Oman, there was zero chance of someone opening it, but there were other compensations such as being able to send all my possessions across the world without filling in forms, signing paperwork or sending e-mails. In the States, I can trust that strangers will perform simple acts of kindness, but mailing a small package involves pressing button after button on the touch-screen at the post office and a signature.

Reflections on Ethnographic Work: Ending and Beginning

Reflections on Ethnographic Research: Changes within Cultures

Foodways: Cultures, Food Selfishness and “Could I Have a Little Bite?”

Teaching: Reflections on Culture Shocks

Teaching: Reflections on Culture Shocks

I had a wonderful time teaching for 21 years on the Arabian Peninsula; I wish I could have stayed longer. My students were smart, funny, creative and kind. Yet, coming from a different culture, I had some assumptions which I needed to unlearn. I realize the following might sound negative so I want to be clear: there are difficult students no matter where you teach. My students in the Emirates and Oman were 99% lovely and 1% challenging.

teachers control all areas of a school

This was the first assumption I had to unlearn. On the Arabian Peninsula, teachers are in control of only their students only in the classroom only during class time; any other attempts to correct behavior can be seen as an unwarranted invasion of privacy. Asking a student who is leaning against a “no smoking” sign in a hallway to stop smoking was met with a furious denunciation most of the time. Asking students to stop screaming in the hallway was likewise often met with contempt, in addition to louder screaming, hysterical giggles and rude words.

The first few times this happened, I thought I was dealing with unusually difficult students but I soon realized this was the norm. It didn’t matter if I asked politely, merely gestured or evoked my status; very few students would willingly put out the cigarette or stop yelling. I did not have the right to police hallways.

if students make mistakes, they will be polite

On the Arabian Peninsula, the older you are, the more self-control you are expected to have. This can set up a kind of get-out-of-jail-free card for students in that if they are rude, they believe that the elder teacher must keep their temper. A common tactic was for a student do something wrong, act rudely, elicit anger from teacher, then claim victim status, thus shifting the conversation from the student’s mistake to the teacher’s anger.

Nothing was more infuriating for a student than a composed teacher, such as my saying sadly and slowly, “I am so sorry, this paper is more than a week late so I can’t give you a grade. I will review it for mistakes so you are ready for the midterm, but your grade is zero.” My staying calm meant they could not get traction to change the focus from their not doing the work to my being “angry.” My expressing sorrow and speaking quietly meant the discussion centered on them, not me.

students with a low level of English will be the hardest to teach

This seemed to me quite straightforward, the less I could communicate with a student, the less I would be able to teach them. But the opposite was true. Students with low language skills would either make an effort by focusing in class, getting help from friends, coming to see me in my office or signing up for tutoring. A few tried to cheat, but if I caught them, they would either give up and drop the class or settle down to work honestly.

The worst difficulties were always with the students who had a high level of English. There was often a terribly dynamic in which they felt that, since they had always received straight As, high grades were their right. Other teachers had feted their ability to speak fluently, so they felt they had mastered all the necessary skills.

The most grueling conversations I had were with students who expected a perfect grade for perfect English combined with problematic elements such as giving a presentation while twisting their body, clutching their clothing and reading long paragraphs off PowerPoint slides or someone who wrote an essay without any grammar mistakes which was a hodge-podge of ideas in no discernable order.

Trying to explain that there was a difference between writing correct sentences and having well-organized essays was futile. Trying to explain that even good writers revised and reorganized their work was futile. It was also futile to explain that shorter sentences and essays divided into paragraphs are expected in English essays. Some students had gone through high school and some university-level classes with non-native speakers of English who allowed 60-word sentences and two-page essays which were all one paragraph. My saying that this was not usual in academic English was viewed as an attempt to steal their well-deserved marks.

It was frustrating for both me and the student to have these kinds of conversations. My point was, “you have the basics down, now let’s get you to the next level of writing with stronger openings, more fluid transitions between topics, better quotes, more interesting endings, etc.” Their point was, “I am getting 100/ 100 in my other classes, I know everything I need to know.”

teachers’ interactions with students are based on professional considerations

The most common metaphor for teachers is that they should be like a “mom,” i.e. endlessly forgiving and accepting. And like any situation with one mom and several children, students were always on the lookout for any signs of partiality.

Over the years, I tried to refine my teaching to eliminate any chance of being accused of favoritism. Instead of asking “who wants to read” or picking a random student, I would always start with the student who was sitting to the far right in the semi-circle. I used rubrics with highlighters to grade papers. For example, if a student lost points because of grammar issues, I would highlight the word “grammar” on the rubric in yellow and then highlight the paper’s grammar mistakes in yellow so they could easily see the correlation between their paper and their grade.

When they handed in an exam, I would immediately flip over the cover page with their name and I graded exams by going through everyone’s first page, then everyone’s second page (without looking back to see how a student did on page 1), etc.

All this effort mitigated some of the complaints but there was no way to make all the grades unbiased in their opinion. For example, I based the portion of the grade for “class participation” on three types of grades: 1) homework and recitations, 2) if they participated in group work and 3) reading checks, when I would walk around the room at the start of class to see if they had written notes/ definitions for the text we would read that day.

I picked which days I would check for reading at random and would write them in my planner ahead of time so I would not base my decision given who was present or whether I could see writing in their texts as I walked into class. But students would still complain, “She KNEW I didn’t do the reading, that’s why she checked today.”

One semester, as I walked out of the last class, one student was telling the others (in English, i.e., wanting to make sure I understood) “She ONLY checked readings on the days I didn’t prepare for class.” I know this was a self-preservation tactic (related to the next point) but the ones who practiced it created an unhealthy atmosphere of distrust towards teachers.

you make your choices and you live with the consequences

I went through my education with the idea that my grades were under my control. However, some students held the view that their grades were concocted from mysterious forces beyond their ken. Bad grades were not a result of them deciding not to do homework, come to class, ask questions or study; bad grades were the result of bad teaching and “circumstances.”

Being caught cheating on an exam or copying from the internet produced anger at me for not telling them that they were not allowed to copy paragraphs verbatim from other sources. When I printed out and highlighted the sections of the syllabus and assignment which explained that copying was not allowed, they said that they had not read that and hence didn’t know, so I did not have the right to lower their grade.

Some students had what I call the “two-world theory”; if they were late to class, they have a good reason but there was no acceptable excuse if another person (such as a food delivery person) was late. This odd dichotomy played out often. Students who missed 25% of my class complained viciously if a teacher missed their office hours. Students who turned in papers late complained about unorganized teachers. Students who broke rules such as using their phones in class, talking incessantly and copying homework from their friends complained if someone in administration did not do their job properly.

I never quite saw the contours of this problem – was it that the students were so endlessly coddled at home that they truly believed nothing could ever be their fault, or they felt so endlessly put upon that they were going to fight for whatever advantage they could get, or they felt everything was unfair and everyone was behaving badly so it didn’t matter if they did as well?

Of course, not all students acted like this, but the ones who did held on to the two-world theory so tightly that pointing out their hypocrisy (“yesterday you complained to me about how that person did not organize their time well and today you were 15 mintues late to class”) effected no change in attitude.

communal cultures means students will work well in groups

This is another issue that I don’t see all the contours of. I assumed that given the students were from tribe-based cultures and often spoke of the Omani dedication to peaceful coexistence, that group work would be a breeze. I quickly learned that a tribal upbringing meant that students would never rat out the students who did no work. It got to the point that a student wrote me an anonymous note asking me to stop doing group work as she had to do all the assignments; the other students in her group did nothing but she couldn’t say that publicly.

So I reworked groups as just discussion-based and told them that I would pick one student from the group at random to explain what the group had decided. This solved the issue of some students not participating.

But another problem remained: some students refused to speak to other students. I would set students in groups, then sit at my desk and pretend I was busy with paperwork. After a few minutes, I would look up and try to asses what was going on. Often if they were in groups of three, two students would talk and ignore the third one. So I learned to put students in pairs or groups of five. And I would always decide on the groups (deliberately splitting up any pairs of friends) as, the few times I let them choose, they would either pick their one friend, sit by the person they thought was the smartest person in the class or sit silently alone, making no effort to create an alliance, which is related to my next point.

try the new

When I was an undergraduate at University of Wisconsin-Madison, I signed up for a class on Northern European history on a whim because I didn’t know anything about that topic. On the first day we were given a list of possible topics for a presentation which would involve us teaching an entire class on the subject we picked. I choose the Finnish Civil War as I knew nothing about it.

When I went to the library to find some books on my topic, I discovered that my professor had written the definitive three volume history of the Finnish Civil War. I researched and cobbled a draft together, then went to his office to ask some questions and ended up sobbing as I was overwhelmed by having to explain this war to all my classmates in front of a Finnish professor. The poor man calmed me down and I managed to pull through.

I continued on this path of picking classes that were way beyond my knowledge base with similar consequences. When I studied at a German university, I took a class on Russian drama because I had never read one. German universities give collective exams after 3 years of study, but since I was transferring back to Wisconsin, I had to go to the professor’s office and have an oral exam at the end of the semester. One of his questions was “What is distinctive about Chekhov’s dramas?” I answered the best I could but I could not get the right answer which was the pauses between when actors speak. I had no idea about this feature as I had only read the plays; I had never seen one performed.

When I was accepted into my Masters of Education program for foreign language and social studies, the university required that I take two American History classes. I picked one on the 1600s and 1700s and one on the civil war. The Early American class had Masters and PhD in American History students and was based on class discussions. In the Civil War class, my classmates were two American History PhD students and we three traded off presenting books we had read. I was in way over my head all semester. I also moved overseas three times without knowing anyone in the country and traveled solo through Europe and several Asian countries.

I am laying this all out to explain why I was surprised that students generally refused to take any new class, even when they had lobbied for the class to be added to the plan of study. The first time a course was offered, so few students would sign up that it was closed or run with only a handful of students. Sometimes a new class was offered for 2 or 3 semesters before it was finally had enough participants. And the first semester of teaching a new class was misery as students dealt with their anxiety by skipping class.

Even a new type of assignment (such as writing a shape poem or a dialog with a character) was met with steep resistance. There would be endless questions and if I said “just go ahead and try, just write something, there’s no grade for this, dive in” inevitably several students would simply stare at the paper until I came and reexplained what to do to them personally. It was never a language issue; they understood what I was asking them to do, they were simply paralyzed at the thought of trying a new style of writing.

Reflections on Ethnographic Work: Ending and Beginning

Teaching Metaphors: Conducting a Jazz Symphony

Teaching: Reflective Teaching and Motivation

Teaching Paired Literary Texts

Reflections/ Research on Teaching Cultural Studies and Literature

Reflections on Ethnographic Work: Leaving and Learning

(photo by M. A. al Awaid)

When I worked at Sloan School of Management, one of the business books that was often mentioned was In Search of Excellence (1982) which includes the theory of “management by walking around.” This idea posits that good managers leave their desks and talk to other employees to figure out what is going on in the company.

I like that concept because some of my ethnographic work comes from my deciding on a research question and some comes from “anthropology by walking around,” meaning that I am living my life and an ethnographic puzzle falls into my lap. Sometimes, ready or not, the research comes and finds you.

In September 2022, my dear friend Steve Cass died suddenly. I had met him on the first day I was in Oman, so we had known each other for 17 years; 15 of those years our offices were next to each other so we chatted several times a day about teaching issues.

He was a well-respected colleague and teacher, so I knew that he had affected many Omanis but I was surprised to find that many people wanted to process their sadness through me. In the weeks and months after he passed away, several of his former colleagues and students would stop by my office, talk about what a wonderful man he was, weep, then leave.

It felt like being ambushed as no one ever let me know ahead of time that they were coming. I would be in the middle of grading papers or writing an exam, trying to keep myself on an even keel – then suddenly I was dispensing Kleenex, bottles of water and sympathy. My days were often derailed by these unexpected visits as my own grief, carefully bottled up for work, came spilling out.

The worst part for me is that I was expected to listen to their sorrow, but not share my own. People who had not seen him in years would want a detailed description of how he died, cry and tell me stories about Steve, but if I tried to say something, I was interrupted. Even close Omani friends would let me say a sentence or two, then change the subject.

Eventually I started to wish that the mourners would bring their sadness to someone else. I felt that I, with the least resources available, was forced into the position of dealing with other people’s unhappiness when I could scarcely handle my own. People with a spouse, children, a secure job, a house and support systems would express their sorrow, then exit my office, leaving me a complete wreck.

I kept thinking of Ring Theory, the idea that you should dump your emotions on people less affected by a problem [ https://www.latimes.com/opinion/op-ed/la-xpm-2013-apr-07-la-oe-0407-silk-ring-theory-20130407-story.html ]. I was experiencing the opposite effect. If I was with someone who knew Steve and tried to talk about my feelings, they would interrupt and talk about their distress. If the person did not know Steve, then they would listen to me for a moment or two, then interrupt to tell me that I should not dwell on his death.

For reasons I did not understand then, Omanis did not want me to verbally process my feelings. People who could easily talk for an hour straight about a minor irritation in their life refused to listen to me say for more than a few sentences about the loss of a 17-year friendship. I could not find a vantage point to understand these conversations; I endured the best I could and eventually those type of interactions stopped.

Then in April 2024, I started to tell Omani friends that I was leaving Oman and I fell into a new series of problematic interactions. The main reaction to learning that I was going was rage and, as Omanis rarely show fury, it was extremely disorientating to hear “no, you are not going. That is the wrong decision.” I weathered these storms of anger with increasing confusion and, eventually, my own anger.

No one said, “I am sorry you are going”; they went straight into pointed, hurtful declarations, telling me straight out that I was making the wrong choice, demanding to know my reasons then refuting them, telling me to change my mind and saying that I would regret my decision. I was already sad at the thought of leaving; receiving no compassion, understanding, support or empathy made it worse. A European friend who had left Oman a year before me had mentioned the anger of their colleagues when they said they were leaving but I did not expect such vehemence.

And people who knew full well why I was going tried to spin my leaving as my choice. One Omani colleague said, “You are leaving because of your family.” I stared at them and said, “No. Not because of my family at all.” There was a strained silence, then we parted.

Others, after our initial conversation, studiously avoided me with the attitude of “you are making a bad choice and I will leave you alone until you rethink.” Their silence was broken by periodic check-ins, “Are you really still going?” To which I replied, “I would not tease you by saying that I was leaving as a joke!’ This was followed by more silence.

Even saying that the administration had quickly accepted my resignation without talking to me did not elicit acceptance. “No, go take your letter back! You will not resign!” was the response. Any sign of sadness was interpreted as proof that I had made the wrong decision

As the brutal “you are wrong” conversations continued, I wondered if the reaction was because I had made such a big decision without asking for advice. Since I had wanted to know about the local cultures, I was always doing what I could to adjust, taking to heart any suggestions and corrections that were offered by Omanis. I checked in with the research guys before deciding things like where to live; for the two cars I bought, I left the choice entirely in their hands. Maybe the issue was that I had not shown grief over sad events such as my father’s death so perhaps my Omani friends thought I was much tougher than I am. Maybe it was a reflection of Omanis’ fear of the unknown, their confusion as to how I could quit my job without having another job lined up.

One American friend pointed out “they are making it easier for you to leave” and I realized sadly that it was true. Good friends, people I liked and respected, brow-beat me to tears. Then I had an awful day full of problematic conversations, culminating when a dear friend called and asked what, to me, were a series of ridiculous questions about people’s response to my leaving: Of course A had done this nice act, yes? No, they had not. Well, of course B person had done that nice thing to help me, yes? No, they had not. Well, of course, C and D had done this nice action, yes? No, they had not.

I wanted to fling the phone across the room. I had spent the last 2 hours throwing out dozens of carefully collected and organized files full of poem, stories and dramas that represented 19 years of hard work finding good texts for my students. There was no one to give the files to which made me sad and this ridiculous conversation in which my friend kept asserting that there were many helpful people doing positive things made me wonder, why was my friend being such an obtuse Pollyanna? I was miserable, where was the sympathy?

I thought of a recent time when I had been supportive of a close Dhofari friend who had just lost a close family member. As I reflected, I realized that my friend was calm and collected when I came to give my condolences. They, and all their relatives, talked peacefully, trying to put me at ease. In the Dhofari perspective it is the job of the person most affected by a problem to appear the most serene, making a difficult situation easier for others. And finally my perspective shifted and I was able to see the previous few weeks from a new point of view.

I have written a lot about the importance (and difficulty) of “self-control,” but now I was living that cultural aspect and failing miserably. The problem was me. My Omani friends were giving me chances for me to display my self-control and trust in my decisions while I was flailing around like a dying fish. They were leaving me alone so I could save “face” at a time when I was totally uninterested in “face.” They were waiting for me to pull myself up as I felt pulled under.

Of course they were ignoring me, when the going got tough, I resorted to acting like a child, complaining, crying, blaming others and showing sadness. This was exactly the wrong way to go about dealing with a difficult decision. I should have channeled Cyrano and Candide, loudly and happily proclaiming the self-agency of my decision.

They were giving me the compliment of assuming I had their grace and poise but I was abnegating my social responsibilities. Their interruptions of my attempts to verbally process were done in the spirit of kindness; they were trying to stop me from making a fool of myself. I had written about their impressive insistence of public composure at all times in my first book, but now that I was supposed to do that myself I did not have the strength.

The Omani colleague who asked me if the reason for my going was “my family” was allowing me to show that I was not so weak as to leave because someone was treating me badly. They were trying to let me have my self-respect but I blew that interaction. And I blew the phone call with my friend who was trying to give me chances to show how I didn’t care if people were behaving badly. Instead I was petulant and aggrieved.

As soon as I made this breakthrough I tried it out on an Omani friend. “You think I should be strong! You think I am a Dhofari! You think I am hakli! HAH! I can’t carry my sadness like you.” They instantly understood what I was getting at and answered, “Yes, I don’t understand you. I thought you would be strong but you are so weak.” Their framework was: yes, X is horrible but I should not give up my power by saying that X influenced my decision to leave. I should proclaim that was my choice to go.

Then they told me a story of someone who had gone through much more hardship than I but had stayed pleasant and friendly to everyone, acting as if nothing bad had happened. I said I did not have that much power and we had a long talk about differing responses to hard times.

Later, I had the same conversation with several other Omanis, always starting with something along the lines of, “in your culture, the saddest person must be the strongest so maybe you were thinking I would be strong about going, but I cannot be as tough as you.”

The reaction was always laughter, agreement and a discussion of cultural perspectives, with many remarks about my odd behavior. My stating that I understood what was expected of me yet I could not meet those expectations allowed our relationships to smooth out. My despondency ebbed as we all got back on regular footing.

When an Omani friend asked me to dinner, I agreed, then left them a long voice message explaining that I did not want to spend our time with them demanding that I stay and me defending my position. This was very un-Omani boundary setting but now that I was seeing the outline of the problem, I knew I needed to get out in front of it.

At the dinner we discussed my new insight, and I mentioned how I really struggled with interactions after Steve died.

They said, “People were coming to your office to share your grief.”

“But I could never talk!” I responded.

My friend shook their head in exasperation, “You are not supposed to talk!”

“But I wanted to talk!”

“No! They came to show that they are sharing your feelings.”

We stared at each other. It was one of those moments in which the right behavior is so clear, it’s impossible to understand why someone is not agreeing with you.

So, while I still don’t see all the contours of the issue and I can’t easily or automatically adjust, at least I now can, mostly, get myself into the correct mindset. The day after that dinner, two people came into my office to discuss my leaving and I, with difficulty, handled the interaction appropriately.

I smiled, didn’t complain, listened to everything they said with a benign expression and thanked them for their kindness in stopping by. When each person left, I unclenched my jaw and congratulated myself for managing an approximation of the right behavior.

I can now see that if I hadn’t reflected on Omani responses to my leaving, I would never have understood all these interactions. I knew the cultural rule, but it had never been applied to me with such force.

In After Babel, George Steiner asks the hypothetical question “if you speak more than one language fluently, how do you tell what is your real language?” then gave various answers including, the language you choose when you are talking to the person you are in a romantic relationship with, when you see a small child, when you are in danger or when you are sad. That question helps me frame my last few months in Oman. Despite 19 years trying to learn Omani cultures, when I was sad, I went straight back to my American culture, forgetting the lessons I had learned.

The research guys often told me “congratulations” when I said I was sick. It was their understanding that being ill gave you the chance to reflect on your mortality and improve your behavior. So congratulations for this chance to become a better person! Any inconvenience, from running out of cooking gas in the middle of making dinner to loud construction noise that started at 6:30am, was dismissed as “it didn’t kill you, why are you complaining?” They stay calm in every difficult circumstance and expected that strength from me. Somewhat similar to the understanding that you don’t know if you have a good life until you die, you don’t understand a culture until you leave it.

Reflections on Ethnographic Work: Ending and Beginning

Reflections on Ethnographic Work: The Grasshopper

Antigone and Ismene – Making Difficult Choices

Reflections on Ethnographic Research: Deciding to Hire Expat Workers (part 1 of 4)

Two poems for courage: “Against Hesitation” by Charles Rafferty and “Thalassa” by Louis MacNeice