Anthropology 2023 Paper I 50 marks Critically examine

Paper I — Q8

(a) Critically examine Arjun Appadurai's conceptualization of global cultural economy. 20 (b) Describe the causes of structural…

(a)

Critically examine Arjun Appadurai's conceptualization of global cultural economy. 20 marks

(b)

Describe the causes of structural abnormalities of chromosomes with suitable examples. 15 marks

(c)

Critically discuss A.L. Kroeber's contribution to kinship studies. 15 marks

हिंदी में प्रश्न पढ़ें
(a)

अर्जुन अप्पादुरै द्वारा प्रतिपादित वैश्विक सांस्कृतिक अर्थव्यवस्था की अवधारणा का समालोचनात्मक परीक्षण कीजिए । 20

(b)

गुणसूत्रों की संरचनात्मक विकृतियों के कारकों का उपयुक्त उदाहरणों सहित विवरण प्रस्तुत कीजिए । 15

(c)

नातेदारी अध्ययनों में ए.एल. क्रोबर के योगदान की समालोचनात्मक विवेचना कीजिए । 15

Q8 of the 2023 UPSC Mains Anthropology Paper I, as printed
The question as printed in the 2023 Anthropology paper

Model answer

Drafted with AI by UPSC Answer Check against this question's marking rubric, to the expected length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.

(a) Critical examination of Appadurai's conceptualization of the global cultural economy

In "Disjuncture and Difference in the Global Cultural Economy" (1990) and Modernity at Large (1996), Arjun Appadurai argued that the global cultural economy is a complex, overlapping and disjunctive order that cannot be explained by centre–periphery models. He describes five "scapes", fluid and perspectival constructs seen differently by each actor:

  • Ethnoscapes: flows of migrants, refugees, tourists and guest workers, for example the Indian diaspora.
  • Technoscapes: movement of technology across boundaries, for example Indian IT services.
  • Financescapes: rapid flows of capital through currency and stock markets.
  • Mediascapes: production and spread of images and information, for example Bollywood and satellite television.
  • Ideoscapes: chains of political images and ideas such as democracy, rights and welfare.

The scapes move at different speeds and are disjunctive. He rejects the homogenisation thesis (Americanisation), holding that global forces are indigenised, and introduces the "imagination" as a social practice and the nation-state's decline in a "postnational" world.

Critique: the model stresses fluidity, consumption and imagination while under-theorising capitalism, class and state power, and unequal access (who can move). Critics (Marxist) see it as descriptive and metropolitan, and note that the state remains strong, while the five scapes overlap and are not clearly separable.

(b) Causes of structural abnormalities of chromosomes, with examples

Types: deletion (loss of a segment), duplication (extra segment), inversion (a segment reversed, paracentric or pericentric), translocation (exchange between non-homologous chromosomes, reciprocal or Robertsonian), and ring chromosome or isochromosome.

Causes:

  • Ionising radiation (X-rays, gamma rays) breaks chromosomes.
  • Chemical clastogens: alkylating agents, benzene, some drugs and pesticides.
  • Viruses such as rubella or HIV, which can break chromosomes.
  • Errors in meiosis and repair: unequal crossing-over or faulty DNA repair, and ageing of the gametes with advanced parental age.
  • Inherited chromosome fragility in disorders such as Fanconi anaemia and Bloom syndrome.

Examples: cri-du-chat syndrome is a deletion of the short arm of chromosome 5; Charcot–Marie–Tooth disease type 1A is a duplication of the PMP22 gene on 17p; the Philadelphia chromosome t(9;22) in chronic myeloid leukaemia is a translocation; Robertsonian translocation 14;21 causes familial Down syndrome.

(c) A.L. Kroeber's contribution to kinship studies

In "Classificatory Systems of Relationship" (1909), Kroeber, a Boasian, criticised L.H. Morgan's evolutionary view that classificatory terms reflect past group marriage or promiscuity. He argued that kinship terms are primarily linguistic and psychological, expressing how people classify relatives, and not social institutions. He identified eight principles behind all terminologies: generation, lineal versus collateral, age within a generation, sex of the relative, sex of the speaker, sex of the connecting relative, consanguinity versus affinity, and the condition (living or dead) of the connecting relative. He also showed that terminologies are found historically and spread by diffusion.

Criticism: Rivers, Radcliffe-Brown and Lowie showed that terms are tied to social rights and duties, marriage rules and descent, so Kroeber's psychological and linguistic view was too narrow. Later componential analysis and Lévi-Strauss' structural approach took his categories further, though.

How this answer will be evaluated

What earns full marks: Comprehensive, critical, and well-structured with specific examples and named theories.

Evaluation rubric

Each sub-part is marked on its own, against the marks and word limit printed on the paper.

  1. (a) (a) Critically examine Arjun Appadurai's conceptualization of global cultural economy (20 marks). 20 marks

    examine— intro → how/why with reasoning → evidence → conclusion

    Must cover

    • Disjunctive, overlapping global order and rejection of centre-periphery
    • Five scapes with examples
    • Indigenisation against homogenisation; imagination and postnational world
    • Critique: neglect of capital, class, state and unequal mobility

    Loses marks

    • Listing scapes without critique.
    • Calling it a homogenisation thesis.

    Earns more

    • 1990 article and 1996 book.
    • Fluid and perspectival nature.

    Extra mark

    • Marxist critique
    • Indian examples
  2. (b) (b) Describe the causes of structural abnormalities of chromosomes with suitable examples (15 marks). 15 marks

    describe— define → structure or process in order → labelled diagram → significance

    Must cover

    • Types: deletion, duplication, inversion, translocation
    • Causes: radiation, chemicals, viruses
    • Causes: meiotic errors, repair defects, parental age, fragility syndromes
    • Examples: cri-du-chat, CMT1A, Philadelphia chromosome, Robertsonian translocation

    Loses marks

    • Confusing with numerical abnormalities.
    • Examples without type.

    Earns more

    • Paracentric and pericentric.
    • Clinical consequences.

    Extra mark

    • Fanconi anaemia
    • Familial Down syndrome
  3. (c) (c) Critically discuss A.L. Kroeber's contribution to kinship studies (15 marks). 15 marks

    discuss— intro → 3-4 dimensions → example → balanced close

    Must cover

    • 1909 paper and critique of Morgan
    • Terms as linguistic and psychological
    • Eight principles of classification
    • Criticism by Rivers, Radcliffe-Brown, Lowie and later impact

    Loses marks

    • Saying Kroeber was evolutionist.
    • Omitting criticism.

    Earns more

    • Diffusion of terminologies.
    • Boasian context.

    Extra mark

    • Componential analysis
    • Lévi-Strauss link
What "Critically examine" is asking you to do

Test the proposition the question puts to you and return a finding on how far it holds. Examine stems carry a claim, or ask whether something has happened, and expect evidence weighed both ways before the extent is stated — often with remedial measures attached. “Critically” is not a section added at the end: name the yardstick you are judging by — the evidence, the stated objective, a constitutional principle, a rival explanation — and let a verdict close each part of the body. Where the question quotes a claim, that verdict must land on the claim itself, accepted, qualified or rejected, and not on the theme in general.

Structure that answers it

Restate the claim as the question frames it → evidence that supports it → evidence that undercuts it → the conditions under which it holds → verdict on how far it stands

Where marks are lost

Merits in one paragraph, demerits in the next, and a conclusion calling for a balanced and holistic approach. That is a survey with the judgement left out and it holds the answer in the middle band. The opposite error is reading “critically” as permission to attack — and with the odd pairings, critically describe or critically explain, the exposition still carries most of the marks, the judgement being a layer on it rather than a substitute for it.

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