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HL extension · Theory and competing interpretations

International Baccalaureate · IB Diploma · Social and Cultural Anthropology · HL · Topic 4

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4:08

HL extension: theory

In 2007 the United States Army began the Human Terrain System. It placed social scientists, including anthropologists, with army units in Iraq and Afghanistan…

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4.1

HL extension: theory

IB Diploma Programme Social and Cultural Anthropology HL (first assessed in 2019; 2017 guide). HL students go further in two ways. They use anthropological theory 理论 to explain and evaluate ethnographic material (in Paper 2 and the internal assessment), and they answer a question on anthropological ethics 伦理 in Paper 1, based on one of two short stimulus texts.

In 2007 the United States Army began a programme called the Human Terrain System. It placed social scientists, including anthropologists, with army units in Iraq and Afghanistan to explain local culture to soldiers. Supporters said this would save lives on both sides. But the American Anthropological Association (AAA) said in 2007 that the programme went against the discipline's ethics: people could not freely refuse to take part when the researcher came with armed soldiers, and what they said might be used to target them. The programme ended in 2014. Anthropology's methods can be used for many purposes, so who an anthropologist works for, and who could be harmed, is always a question.

Must-know for the HL extension:

Area Key content
theories functionalism, structuralism, interpretive, practice, political economy, feminist
using theory each theory asks different questions of the same material
evaluating which reading does the evidence support?
ethics informed consent, do no harm, anonymity, who the research serves
Paper 1 (HL) one ethics question, on one of two stimuli
Vocabulary Train
English
theory/ˈθɪəri/
ethics/ˈeθɪks/
4.2

The theory kit

Theory Key idea Names Asks of a gift
functionalism 功能主义 every institution has a job that keeps society stable Malinowski, Radcliffe-Brown what job does gift-giving do for the group?
structuralism 结构主义 culture is built on pairs of opposites in the human mind Claude Lévi-Strauss (raw and cooked) what oppositions (giver/receiver, kin/stranger) does it express?
interpretive anthropology 阐释人类学 culture is a web of meanings to be interpreted, through "thick description" Clifford Geertz what does the gift mean to the people who give it?
practice theory 实践理论 people follow learned habits (habitus) but also bend the rules for their own ends Pierre Bourdieu how do people use gifts strategically?
political economy 政治经济学 culture is shaped by unequal wealth and power, locally and globally influenced by Marx who gains, and who pays?
feminist anthropology 女性主义人类学 gender shapes both social life and how it is studied Annette Weiner what do women give, and who noticed?

Annette Weiner, returning to the Trobriand Islands in the 1970s, found that women exchange bundles of banana leaves and fibre skirts in large ceremonies after a death. Malinowski had said little about this female wealth, because, as a man, he had spent his time with men. This shows how theory and the researcher's position decide what gets seen.

Vocabulary Train
English
functionalism/ˈfʌŋkʃənəlɪzəm/
structuralism/ˈstrʌktʃərəlɪzəm/
interpretive anthropology/ɪnˈtɜːprɪtɪv ˌænθrəˈpɒlədʒi/
practice theory/ˈpræktɪs ˈθɪəri/
political economy
feminist anthropology
4.3

Evaluating material with theory

Use theory as a tool, not as a label: apply two theories to the same material, and ask which one the evidence supports better.

Yan's gift material read through Mauss's gift theory and a power reading, with only the second supported by the upward flow of gifts
Judge each theory by what the material shows, and say why.

Worked example. Material: Yan's gift lists from Xiajia (topic 02).

  • Mauss: a gift makes the receiver a debtor and gives the giver prestige. This explains exchanges between equals, where gifts are carefully returned.
  • Political economy / practice theory: gifts follow and reproduce rank. This explains what Mauss cannot: villagers give to cadres without return, and the receiver's status rises, not falls.
  • Judgement: Mauss fits the gifts between equals; the power reading fits the gifts up the hierarchy. The material shows that one theory rarely explains everything; the best answers say where each theory works and where it fails.
4.4

The ethics question

Anthropologists study real people, often less powerful than themselves. The main principles (the AAA's code of ethics sets them out):

  • Do no harm 不伤害原则: the people studied must not be put at risk.
  • Informed consent 知情同意: people must know what the research is for, and be free to say no.
  • Anonymity and confidentiality 匿名与保密: protect people's identities.
  • Openness about purpose and funding: who pays, and who will use the results?
  • Responsibility to share: the research should give something back to the people studied.

Another famous case: the American anthropologist Napoleon Chagnon described the Yanomami of the Amazon as a "fierce people" (1968). Later critics argued that this image was used against the Yanomami in debates over their land, and a book in 2000 (Darkness in El Dorado) made further accusations about the research. Some of those accusations were later rejected, but the debate showed that how a people is described can affect their lives.

Worked plan. Stimulus: a company pays an anthropologist to study how families in a city use their phones, to design advertising.

  • Consent: do the families know who will use the findings?
  • Harm: could the findings be used to sell to children or to vulnerable people?
  • Purpose and funding: the company owns the results; can the anthropologist publish freely?
  • Judgement: the research can be ethical if purpose and funding are open, consent is real and identities are protected, but the anthropologist must be ready to refuse work that harms the people studied.
Vocabulary Train
English
do no harm
informed consent/ɪnˈfɔːmd kənˈsent/
anonymity and confidentiality
4.5

Checklist

  • Six theories with key ideas and names.
  • Two theories applied to one material; a judgement on which fits.
  • Weiner's correction of Malinowski: position decides what is seen.
  • Ethics: do no harm, informed consent, anonymity, openness, sharing; the Human Terrain System and the Yanomami debate.
  • The Paper 1 HL ethics plan.
Additional notes PDF
Supported preparation: HL competing theoretical explanations

Scope and prerequisites

IB social and cultural anthropology first assessment 2019. Select one inquiry area from each of three groups at SL; HL adds a fourth and theory extension. Teacher selects real ethnographies; classroom vignettes below are original teaching cases, not ethnographic publications.

Mapped preparation outcomes: ib_anthropology_hl.4.1, ib_anthropology_hl.4.2. Read the matching native lesson first. Actual approved choices, evidence and final learner work remain separate.

Source vocabulary

power 权力; theory 理论.

Explanation and worked method

A symbolic lens asks how meanings organize action; a power lens asks who controls resources and obligations. Explain the mechanism before applying its name.

Original classroom evidence panel for HL competing theoretical explanations

Task: a giver chooses recipients while recipients describe the exchange as friendship. Are the lenses mutually exclusive?

Friendship meanings may organize participation while control of allocation creates unequal influence. Test whether recipients can refuse and whether obligations vary. Neither lens is established by one quotation; compare participant accounts with observed consequences. The school's actual ethnographies and selected theories remain required.

Independent transfer

Recipients successfully change the allocation rule. How does this affect a power-focused account?

Attempt independently before reading the model.

Checked original model

It weakens a claim that the giver controls all outcomes and suggests negotiated or distributed power. Examine whose proposals succeed and whether refusal has consequences. Formal opportunity to speak is weaker evidence than actual influence over decisions.

These are authored formative expectations, not official IB descriptors. Accept other justified arguments with evidence and material limits.

Source and task holds

This supplement teaches the method for this part of the course. The full assessment criteria and any texts your school chooses come from your teacher.

Interactive lessons on this topic

Work through it step by step, with instant-check exercises.

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