The Mosuo: Are They Really So Different?

Diane Erickson

INTRODUCTION:
This lesson is for incarcerated adults from 16 to 60, but can be adapted to any age and/or setting. It is to run for 4 days, 2 hours each day or longer if needed.  It is a study of the Mosuo people of Yunnan Province of China and is part of an ethnicity comparison study to Caucasian and Native American cultures. The teacher will introduce China with maps and then narrow the perspective to the Yunnan through a video and/or discussion and then focus closer on the Mosuo.

GOALS:
The goal of the lesson is for students to understand through: video, film, reading, group research, maps, website research, group presentations, and discussions the life, customs, and beliefs of the Mosuo and contrast these to their own cultural heritage. The Standards that would be met, although no standards are required by the correctional institution, are:

BEHAVIORAL STUDIES STANDARDS:
1. Understands that group and cultural influences contribute to human development, identity and
  behavior. http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=20&StandardID=1
2. Understands various meanings of social group, general implications of group membership, and different ways groups function. http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=20&StandardID=2
3. Understands conflict, cooperation, and interdependence among individuals, groups and institutions. http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=20&StandardID=4

THINKING AND REASONING STANDARD:
Effectively uses mental processes that are based on identifying similarities and differences. http://www.mcrel.org/compendium/Standard.asp?SubjectID=21

OBJECTIVES:
1. Individuals will read “Living With The Myth of Matriarchy: The Mosuo and Tourism” by   
    Eileen Walsh and answer the question on  the life and environment of the Mosuo.
2. Individuals will pick three other sources from books or websites and pick two questions of
     their own interest to answer and present to the group.
3. Individuals will participate in group discussion comparing the Mosuo lifestyle to their own.
4. Individuals will participate in group discussion contrasting the Mosuo lifestyle to their own.
5. Individuals will recognize the Mosuo are a unique culture.

SOURCES:

“Creating Modernity by Touring Paradise: Domestic Ethnic Tourism in Yunnan, China.” Margaret Byrne Swain.  July 2004. Journal of Tourism and Recreation Research. Vol 29, issue 2.

“The Na”  Eileen Walsh.  In Encyclopedia of Sex and Gender:  Men and Women in the World’s Cultures, Human Relations Area Files, Kluwer and Plenum.  2004.

“Review of A Society Without Fathers or Husbands:  The Na of China.”  Cai Hua, in The American Ethnologist.  2002.

“Living in the Myth of Matriarchy: Tourism and the Mosuo” In Tourism, Anthropology and China, Tan Chee-Beng, Sidney C.H. Cheung and Yang Hui ed. s, White Lotus Press. 2001.

“From Nu Guo to Nu’er Guo: Negotiating Desire in the Land of the Mosuo.”  Forthcoming.  October 2005, Modern China.

Leaving Mother Lake: A Girlhood at the Edge of the World  Christine Mathieu, Yan Erche Namu.  2003.

A History and Anthropological Study of the Ancient Kingdoms of the Sino-Tibetan Borderland-Naxi and Mosuo  Christine Mathieu.  2003.

Naxi and Mosuo Ethnography.  Michael Oppitz and Elisabeth Hsu.

“Myths of Matriarchy, the Mosuo and the Kingdom of Women.”   2000.  Christine Mathieu.  In Caroline Brewer and Anne-Marie Metcalf, eds., Researching the Fragments: Histories of Women in the Asian Context.  Manila:  New Day.

“Living with the Myth of Matriarchy:  The Mosuo and Tourism.”  Eileen Walsh. In Anthropology, Tourism, and Chinese Society.  Bangkok:  White Lotus Press.

Encyclopedia of the Stateless Nations: Ethnic and National Groups Around the World.  James Minahan.  Vols. 1-4, Westport: Greenwood Press, 2002.

China:  Global Studies.  Suzanne Ogden.  McGraw-Hill Publishing Company, 2004.

WEBSITES:

http://josambro.com/namupdf/Namu-pg3.pdf

http://encyclopedia.thefreedictionary.com/mosuo (Nested information on many topics about the Mosuo.)

http://cia.gov/cia/publications/factbook/ (Current information on China, Yunnan Province.)

http://www.chinapage.com/map/map.html (Maps of Yunnan Province.)

http://en.wikipedia.org/wiki/mosuo (General information on the Mosuo.)

http://www.triniview.com/China/pics.html (Social history of the Mosuo.)

FILM:
http://www.silkrainmedia.com (Vanishing Daughters of Lugu Lake. Documentary.)

PROCEDURES:

PREPARATION:

1. The teacher will prepare for this lesson by reading the materials suggested in any combination or amount to insure comfort.

2.   The teacher will go to: http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/geog/overhead.htm to obtain maps of China in general and specifically of the Yunnan Province and either run copies for each individual or make overheads to present for discussion on an overview of China and then narrowing to Yunnan Province. Teacher may use any of the other listed sources as desired.

1. Teacher will collect books, atlases, and encyclopedias needed and order video, “A World Without Fathers.”  Listed above in materials.

1. Teacher will have access to the Internet. If that is not possible, teacher will make copies of materials from listed sites.

1. Teacher will run copies for each student of:  questions from article, question chosen to research, listening sheet,and a copy of the general group discussion questions for themselves.

1. Teacher will create equal groups of  three to five and allow each group to pick two question of their own interest to research using a minimum of 3 books or 5 websites.

1. Groups will present their findings and compare it to “Living With The Myth of Matriarchy:   

The Mosuo and Tourism” by Eileen Walsh.

1. Teacher will create a master list of findings.

1. Group will discuss how the Mosuo culture is like and unlike their own.  Teacher will create a flipchart of findings on the comparison and put up in room.

DAY ONE:

1. Teacher will hand out maps created from Chinabook website listed above. Teacher will discuss China in general. How big it is, mountainous regions, desert regions, what kind of climate it has, major rivers, and the predominant ethnic group.

1. Teacher will hand out maps and materials on the Yunnan Province and discuss Yunnan               

Province in general.
www.paulnoll.com/China/Province www.chinapage.com/map/map.html –www.travelchinaguide.com/picture/yunnan/li

1. Teacher will introduce the Mosuo and hand out to each person, “Living With The Myth Of Matriarchy:  The Mosuo and Tourism” by Eileen Walsh, listed in sources, and questions to be answered.  Questions are listed in this lesson after extension activities.

1. Individuals will read “Living With The Myth Of Matriarchy:  The Mosuo and Tourism”  and answer questions handed out.

DAY TWO:

1. Teacher will create groups of three to five and hand out a list of questions from which each group will pick two questions of interest to research using three books or five websites or a combination of both, coordinated however the teacher sees fit.  List of question topics are in this lesson following extension activities.

1. Groups will research questions.

1. Teacher will hand out Listening Sheet to guide listening to groups that present.  Listening sheet is listed in this lesson after extension activities.

1.  Groups will present questions they have researched.

1. All individuals will take notes from each group on their Listening Sheet.  Teacher will create a master chart on a flipchart or on an overhead projector.

DAY THREE:

1.  Groups will continue presenting.  Individuals will continue taking notes.

1.  Teacher will lead discussion on how accurate information gathered on the Internet was compared to the article, “Living With The Myth Of Matriarchy: The Mosuo and Tourism.”  Discussion will continue comparing information from the books to the article.  Appropriateness and sensationalism will be discussed and deconstructed pulling on what has been learned or if need be, more research will be conducted to gain a fairer picture.

12.  Entire group will discuss how the Mosuo culture is like or unlike their own.   Questions are    
       listed in this lesson after extension activities.

DAY FOUR:

1. Group will finish discussion from previous day if needed, and then watch and discuss video,    A World Without Fathers.

www.filmakers.com/indivs/world_without_fathers.

1.  Teacher will assess and record according to Group Collaborative Learning Assessment listed below.  Assessments may be shared with individual if desired.

ASSESSMENT:

Group Collaborative Learning Assessment from California Assessment Program, California Department of Education. The Rubric Bank.
http://intranet.cps.k12.il.us/Assessments/Ideas-RubricsgramS

Scale 1: Group and Collaborative Learning (20 points)

17-20 EXCEPTIONAL ACHIEVEMENT:
-Almost all students enthusiastically participate
-Responsibility for task is shared
-Students reflect awareness of others views and opinions and include references to other opinions or alternatives in presentation and answers
-Questions and answers illustrate forethought and preparation

13-16 SUPERIOR ACHIEVEMENT:
 -Students show adeptness in interacting
-At least 3/4 students actively participate
-Lively discussion centers on the task

9-12 COMMENDABLE ACHIEVEMENT:
-Some ability to interact
-At least half the students confer or present ideas
-Attentive reading of documents and listening
-Some evidence of discussion of alternatives

5-8 RUDIMENTARY ACHIEVEMENT:
-Strong reliance on spokespersons
-Only one or two persons actively participate
-Sporadic interaction
-Conversation not entirely centered on topic

1-4 MINIMAL ACHIEVEMENT:
-Exclusive reliance on one spokesperson
-Little interaction
-Very brief conversations
-Some students are disinterested or distracted

EXTENSION ACTIVITIES:
-Have students read Internet articles on Mosuo and present what they have learned in other areas of the Mosuo life.
-Discuss what a conversation around a Mosuo household fire would be like. What kinds of topics could come up?
-What might motivate a Mosuo woman to enter a relationship or end a relationship with a Mosuo man?

SOURCES FOR EXTENSION ACTIVITIES:

ENCYCLOPEDIAS:
Minahan, James. Encyclopedia of the Stateless Nations: Ethnic and National Groups Around the World, Vols. 1-4, Westport: Greenwood Press, 2002

Ogden, Suzanne. China: Global Studies. McGraw-Hill Publishing Company, 2004

WEBSITES:
http://encyclopedia.thefreedictionary.com/mosuo (Nested information on many topics about Mosuo.)

http://cia.gov/cia/publications/factbook/ (Current information on Mosuo.)

http://en.wikipedia.org/wiki/Mosuo (Information on Matriarchy.)

Questions to be used in this lesson as follows:

Questions: “Living With The Myth of Matriarchy: The Mosuo and Tourism.”

1. What area is being discussed by the author of this article?  (Lakeside, hub of the “Daughter’s Kingdom.)

1. Where do the Mosuo live?   (Southwest China. Yunnan Province.)

1.  What is their population and language?    (40,000, Na.)

1.  Where do the children of the Mosuo stay?  Who takes care of them?   (Mother & her family which includes aunts, uncles, and cousins.)

1.  Why have many of the residents of Lakeside been interviewed?  (Their unique family structure and sexual relations.)

1.  How did tourism in the Lu Gu Lake area start?  (As a trickle in mid-1980’s)  What did it grow to?   (Most important source of income in the area.)

1. Why can’t the Mosuo be modern for tourists?    (They must represent a traditional past that the tourists come to see.)

8.  How do the ticket sales work at Lakeside?  
(First ticket gets you through thegate.  There are other tickets you have to buy as you go along.)

9.  Who are selling the tickets?   (The county government.)

10.  What is the traditional dress made of?   (neon synthetics)

11.  What is zou hun?  
       (One version is those who are freely accessible to outsider males for sex.)

12.  What does it mean if you are asked if you zou hun’ed today?  
       (Euphemism for sex.)

1. Do the Mosuo have any problems?  (Change, walking marriages, cultural preservation, embarrassment.)

RESEARCH QUESTIONS

1.  What are “walking marriages”?  Explain in detail.  What problems are involved.  (Traditional Mosuo sexual partnerships that are made and kept voluntarily and free of economic binds.)

2.  Why are the Mosuo targets for outside studies?    
(People think they are a pure matriarchal society, unaffected by the outside)

3.  How do the Mosuo know that their identity sells?  
     (They are making a lot of money and bringing in a lot of tourists.) 

4.  What tensions does holding this Mosuo “inauthentic” identity create? 
 (What to say and how often.  Staged identities seep through to real life.   
 They distort their culture for tourists.

5.  What is “matriarchal” Mosuo that is sold at Lakeside?  
     (male fantasy of female sexuality available for the asking.)

1. What is the difference between “matriarchy” and “matrilineal”?  (Matriarchy is a system in which women have more power than men.  Matrilineal is a society in which the family name or lineage, and inheritance is passed down through the women’s line.)

1. What is the ethnic composition of Lakeside?

(40% Mosuo, 40% Pumi, 15% Han.) 

8.  What are the two reasons that tourists are drawn to Lakeside?  
     ( zou hun and to see the last matriarchy)

9.  Why do women have to do so much of the physical labor?    
(Men say that if they help they would be breaking tradition, women don’t want them to it would embarrass them, men were meant for bigger things.)

1. What do you think might be a legitimate reason men do not share the labor?

 (Will vary, subjective.   Example, They don’t want to.)

                                         LISTENING SHEET

What topic is being discussed?

Who is presenting?  (names)

List important points.

1.

2.

3.

4.

Questions you have?  List.   

What sounds sensational?

GROUP DISCUSSION

1. What do you think about what you’ve heard?

1. What seemed most interesting to you?

1. Least interesting?

1. What problems do the Mosuo face?

1. What do you think is the biggest problem?

1. What did you run across that seemed most sensationalized?

1. What gave it away to you?

1. What was the underlying truth of this sensationalized topic?

1. What do the Mosuo have in common with you?   List.

1.   What do the Mosuo have least in common with you?  List.

1.   What would you like to adopt into your culture if you could?  Why?

1.   What was the most “real” aspect of the Mosuo that spoke to you?

1.   Other?  What haven’t we talked about that you would like to address?   

            Why?

1.   How has your ethnic group been sensationalized?  Was it fair?  How did it   

            make you feel?