bluuebunny/crossref_metadata_2025 huggingface dataset:
Unpackaging Cultural Effects on Classroom Learning: Native Hawaiian Peer Assistance and Child‐Generated Activity
Authors: Weisner Thomas S. , Gallimore Ronald , Jordan Cathie
Published: May 2005

Cultural analysis of differential minority achievement can create stereotypes and restrict expectations of child performance if group‐level cultural generalizations are misapplied to individuals. Observational and interview studies of sibling caretaking and peer assistance in Native Hawaiian contexts illustrate the appropriate comparative analysis of natal and school activity settings. Results indicate Native Hawaiian sibling caretaking varies widely across households and individual child experience. Parents' beliefs about sibcare show a mix of shared acceptance and ambivalence. In natal settings, child‐generated activities, carried on without adult intervention, produce most literacy‐related behaviors (such as school‐like tasks and increased language use). Among the classroom learning activities that are successful with Native Hawaiian children are child‐generated interactions, in which children are able to use scripts similar to those observed in natal settings. Other features of natal activity settings (such as personnel, goals and motives, and everyday tasks) are discontinuous with those of the classroom centers. To reduce home/school discontinuities, these data suggest that classrooms need to be accommodated to selected features of natal culture activity settings, rather than be isomorphic in all aspects. Identification of which cultural features these are depends on “unpackaging” cultural effects on individuals by analysis of both natal and school activity settings.
Teaching International Business: A View from Anthropology
Authors: Sherry John F.
Published: May 2005

As an independent enterprise, international business has begun to achieve parity with such basic business disciplines as marketing, finance, and organization behavior. As the field matures, it will become increasingly judicious in its borrowing from other intellectual traditions, and both educational and research objectives will be profoundly affected. The current interest of anthropologists in business activity is one source of synergy that can be effectively harnessed. Applied anthropology has begun to achieve parity with the four traditional sub‐disciplines of anthropology, and business has become a critical area of application. As this field is legitimated, the contributions of anthropology will be recognized by business academics and practitioners. This exploratory article frames this interest for teachers and researchers, and discusses ways in which an anthropological perspective might be used to enhance the teaching of international business.
Understanding Complexity: A Gift of Qualitative Inquiry
Authors: Peshkin Alan
Published: May 2005

While the efficacy of quantitative inquiry is obtained by limiting the variables of interest, the success of researchers in doing so necessarily simplifies their object of inquiry. Though understanding complexity is not exclusive to qualitative inquiry, qualitative methods are notably suited for grasping the complexity of the phenomena we investigate. By not prespecifying what they will attend to, and by virtue of the relatively extended amount of time they devote to exploring their phenomena, qualitative inquirers have practically no limit to what they can uncover. This is illustrated with a sampling of data collected to study the play of ethnicity in a high school that serves an ethnically diverse population.
Instrumental Competence, Self‐Efficacy, Linguistic Minorities, and Cultural Therapy: A Preliminary Attempt at Integration
Authors: Spindler George , Spindler Louise
Published: May 2005

Concepts centering on the self and its adaptations to academic success and failure are related to each other and to “cultural therapy.” Self‐efficacy, as drawn from recent work in academic psychology, and instrumental competence, as drawn from the Spindlers' model of instrumental relations are identified as similar, but with the latter stressing more the culturally required performance aspect and less the inner‐oriented self aspect. The adaptations of the Menominee Indians to the confrontation with mainstream culture are hypothesized as similar to those performed by linguistic minorities, as they strive for self‐esteem in unfavorable academic contexts.
Degrees of Distance between Teachers and Parents in Urban France
Authors: Anderson‐Levitt Kathryn M.
Published: May 2005

This article explores the gulf between elementary teachers and parents in different neighborhoods of one French city as indicated by the teachers' criticisms of parents. While these teachers saw all parents as “natural enemies” to the extent that no parent was immune from criticism, the teachers criticized different categories of parents differently. Role conflict, class conflict, local history, and the need to blame school failure on someone all contributed to the teachers' complex perception of parents.
Turn‐Allocation in Lessons with North American and Puerto Rican Students: A Comparative Study
Authors: McCollum Pamela
Published: May 2005

This article presents an analysis and comparison of the same participation structure, teacher‐directed whole group lessons, in two third‐grade classrooms with linguistically and culturally different students. Mehan's (1979) model of lesson structure was used to analyze the turn‐allocation procedure in lessons constructed by an Anglo‐American teacher and students in Chicago, Illinois, and those of a Puerto Rican teacher and students in Rio Piedras, Puerto Rico. While the model very accurately explained the turn‐allocation process that operated in the classroom where English was spoken, it was less precise in explaining how the Puerto Rican teacher and students allocated turns during lessons. The results of this study, which demonstrate that the participation structures in the two classes were different, are discussed in terms of their implications for the education of Puerto Rican students in classrooms on the mainland where their classroom discourse patterns might not be understood.
Ethnographic Contextualization of Freire's Discourse: Consciousness‐raising, Theory and Practice
Authors: Gottlieb Esther E. , Belle Thomas J. La
Published: May 2005

This essay integrates the results of a formalist discourse analysis of Freire's Pedagogy of the Oppressed with field observations of Freire's consciousness‐raising programs in Latin America. The discourse analysis identifies some of the salient features of Freire's discursive construction of knowledge. Freire's “rehumanizing” discourse is shown to be both a means and an end in itself; for Freire, rehumanization is revolution. The field research documents the practice of Freire's rehumanizing discourse within consciousness‐raising programs in both revolutionary and prerevolutionary societies. The field observations partly confirm and partly disconfirm the results of the discourse analysis: users of Freire's discourse, it appears, sometimes “read into” Freire's text a revolutionary practice that is not really there. This suggests an important discrepancy between, on the one hand, the constraints built into a discourse and discoverable through textual analysis and, on the other hand, the reconstruction and use of that discourse within particular “interpretive communities.”
Learning to Romance: Cultural Acquisition in College
Authors: Eisenhart Margaret A.
Published: May 2005

This article addresses the topic of cultural acquisition in terms of the question: What is the process by which individuals “take meaning” (Heath) from culture and make it a part of who they are? Relying on the work of Dreyfus, Holland, and materials from an ethnographic and interview study of a small group of college women, cultural acquisition is described as stages of increasing individual expertise and identification with a given cultural system—stages in which access to the more advanced levels is limited by an individual's social relationships, a process with both positive and negative implications for individuals, and with a developmental trajectory that can be discontinuous. The social parameters of the cultural acquisition process are stressed.
“A House for My Mother”: Motivating Hispanic High School Students
Authors: Abi‐Nader Jeannette
Published: May 2005

The literature about minority education typically focuses on failure and deficits. Scant attention is paid to why some students succeed and how others can be motivated to do so. This study discovered specific teacher strategies in a college prep program for Hispanic students that effectively addressed psychosocial conditions which predict minority student failure, and motivated the students to (1) create a vision of the future, (2) redefine their image of self, and (3) build a supportive community.
Meaning of Play: Interpreting Patterns in Behavior of Persons with Severe Developmental Disabilities
Authors: Gleason John J.
Published: May 2005

This article illustrates how one play example from a five‐year study of persons with multiple severe and profound developmental disabilities in a state school setting calls into question the prevailing nature of educational and therapeutic practice. In this key event, two boys at play demonstrate the significance of applied ethnographic methods in analyzing the fundamentals of special education practice. Analysis of the boys' behavior for meaning provides a significantly different interpretation of practice in this setting. Grounded in the discussion of their play, the researcher questions the meaning of the individual's behavior and the meaning and significance of the event for professional practice. The article identifies the different levels of interpretation and forms of analysis in this setting and how each influences the other. Following the explanation of the key event between the two residents, the levels of meaning that evolved in the process of making sense of the event are explained to provide insight into the interaction and the nature of professional intervention in special education.
Three Books by Henry T. Trueba on Educational Anthropology
Authors: Menchaca Martha
Published: May 2005

Raising Silent Voices: Educating the Linguistic Minorities for the 21st Century Henry T. Trueba.

School and Society: Learning Content Through Culture Henry T. Trueba and Concha Delgado‐Gaitan

Success or Failure? Learning and the Language Minority Student Henry T. Trueba
Themes for the 1990s
Authors: Erickson Paul A. , Rice Patricia C.
Published: May 2005

We set the focus for the theme issue on “Strategies for Teaching Anthropology in the 1990s” by discussing a number of themes that pervade individual articles in the volume: critical reasoning, inductive anthropology, active learning, discovery, open versus closed anthropology, reflexivity, cross‐cultural comparisons, films, holism, and problems in the 1990s. We suggest that these themes will be at the forefront of teaching anthropology in the decade ahead. TEACHING ANTHROPOLOGY, THEMES IN ANTHROPOLOGICAL TEACHING, STRATEGIES IN TEACHING
The Inductive Case Study Approach to Teaching Anthropology
Authors: Spindler George , Spindler Louise
Published: May 2005

We present an approach to teaching cultural anthropology that combines an inductive method and ethnographic case studies. From introductory courses to graduate‐level seminars, the inductive case study approach combines written materials, films, and other aids to allow students to discover culture. CULTURAL ANTHROPOLOGY, CASE STUDIES, INDUCTIVE METHOD
A Modified Personalized Instruction Method of Teaching Introduction to Cultural Anthropology
Authors: Taylor Robert B.
Published: May 2005

For many years an introductory cultural anthropology section at Kansas State University has been taught as a self‐paced reading course. Assigned problems stimulate integration of ethnographic data with concepts. Most class periods are reserved for testing. Undergraduate assistants review and score tests during the period they are taken. Currently, the course includes book‐length and shorter ethnographic accounts. Students rate the course high, indicating they learn better than in most lecture classes. UNDERGRADUATE TEACHING STRATEGY, SELF‐PACED COURSES, PERSONALIZED INSTRUCTION, CULTURAL ANTHROPOLOGY TEACHING
As I Say, as I Do: Teaching Reflexivity through a Reflexive Subject
Authors: de Roche Constance P. , de Roche John E.
Published: May 2005

We discuss an interactive approach to teaching a year‐long, holistic introductory course that integrates anthropology with sociology. The course incorporates a number of specific techniques for eliciting student participation and is premised on the philosophy that mental engagement is especially appropriate in sciences that deal with reflexive realities. SOCIOCULTURAL ANTHROPOLOGY, INTERDISCIPLINARY STUDIES, REFLEXIVITY
Teaching Anthropology to “Nonelite” Students: A Beginning Discussion
Authors: Newman Stanley M.
Published: May 2005

I describe a strategy for designing an introductory course in cultural anthropology for “nonelite” students. The course is organized around basic themes. Emphasis is placed on the importance of using the culture concept as an analytical tool in order to understand better culturally different behaviors. TEACHING ANTHROPOLOGY, CULTURE CONCEPT, UNDERSTANDING OTHERS
Pasteboard Ethnography: Qualitative Fieldwork Projects in Card‐Game Settings
Authors: Smith J. Jerome
Published: May 2005

I describe a method of teaching fieldwork in cultural anthropology classes by having students do an ethnosemantic exercise on a card game of their choice. Through this experience, students learn how to do simple forms of fieldwork, the emic perspective, and componential analysis. ETHNOGRAPHY, FIELDWORK, EMIC APPROACH
Cultural Content in Introductory Linguistics
Authors: Lapoint Elwyn C.
Published: May 2005

Beyond acquainting students with language structure, an undergraduate survey course in anthropological linguistics must trace the cross‐fertilizing relationships that bind it to other specialties within anthropology. In particular, it must show how linguistic data illuminate cultural phenomena and how social factors constrain language usage. To accomplish the objective of integrating cultural with linguistic content, I favor a holistic approach that views language and culture as forming a continuum of coded communication. HOLISTIC ANTHROPOLOGY, TEACHING STRATEGIES, LINGUISTIC ANTHROPOLOGY, LANGUAGE AND CULTURE
Addressing the Creationist Challenge
Authors: Seaford H. Wade
Published: May 2005

I describe a method of contrasting “scientific creationism” and evolution, or pseudo‐science and science. In a seminar format fostering analytical thinking, research, and writing skills, students learn for themselves the basic differences between scientific creationism and evolution. SCIENTIFIC CREATIONISM, EVOLUTION, PHYSICAL ANTHROPOLOGY
Introductory Archaeology: The Inexpensive Laboratory
Authors: Rice Patricia C.
Published: May 2005

I describe a number of student‐focused laboratory exercises that are inexpensive, yet show the scientific character of archaeology. In one set of exercises, students learn how professional archaeologists reconstruct paleoenvironments by: identifying and quantifying pollen, analyzing earth cores, identifying prey species in owl pellets, and doing simple microwear analyses. In another exercise, students learn how to reconstruct broken pots. ARCHAEOLOGY, LABORATORY, TEACHING, HANDS‐ON
Adapting in M.B.A.‐Land
Authors: Nash Dennison
Published: May 2005

I describe an attempt to develop and teach a course, “American Business and Foreign Cultures,” in a practically oriented M.B.A. program. After an initial period of troubles with students and administrators, I hit upon a scheme of using the course itself as a foreign experience that could be analyzed in terms of principles discussed in class. This venture in experiential learning had some success. Ways of improving it are discussed. ANTHROPOLOGY AND BUSINESS, STRANGERHOOD, FOREIGN CULTURES
Helping TAs Teach Holistically
Authors: Peterson Earl
Published: May 2005

I discuss a number of problems that plague teaching assistants (TAs) in anthropology: personal problems due to the lack of anthropological experience; and in class, student‐related problems such as uninterested and unprepared students, resistance to certain anthropological concepts, and ethnocentrism. I suggest that holism can be used to overcome many of these problems. TEACHING ASSISTANTS, INTRODUCTORY ANTHROPOLOGY, HOLISM
Anglo‐Saxon Ideologies in the 1920s‐1930s: Their Impact on the Segregation of Mexican Students in California
Authors: Menchaca Martha , Valencia Richard R.
Published: May 2005

This study contends that a great deal of the current school segregation of Chicano students in public elementary and secondary schools in California has its origins in racial ideologies of Anglo‐Saxon superiority and their subsequent impact on government policies. Using an ethnohistory case study approach (Santa Paula, California), the study sheds light on the Anglo domination and control thesis. A historical review of the ideologies of Anglo‐Saxon superiority is used to illustrate their ascendance and decline in academic, religious, and governmental spheres. It is followed by an analysis of the relations between such ideologies and the rise of widespread school segregation in California. In conclusion, an ethnographic case study is used to illustrate how ideologies of Anglo‐Saxon superiority strongly influenced the formation of school segregation in Santa Paula, California, in the 1920s. Connections are drawn between ideology, segregative policies of the early 1900s, and their long‐term effects on the contemporary segregation of Chicano students. SCHOOL SEGREGATION, CHICANOS, RACISM
Language and Identity in the Education of Boston‐Area Khmer
Authors: Smith‐Hefner Nancy J.
Published: May 2005

Khmer refugee parents express strongly positive attitudes toward their native language, and toward bilingual education for their children. Yet not all parents enroll their children in bilingual classrooms. Research conducted among Boston‐area Khmer refugees explored this discrepancy between stated ideals and educational decisions and found that parents' decisions concerning their children's language learning and general education often have less to do with language attitudes than they do with Khmer notions of person, intelligence, and motivation. These notions are only implicit in Khmer discourse and behavior, and are thus often overlooked or misinterpreted by teachers and school officials. Moreover, in important respects these ideas distinguish Khmer from other Southeast and East Asian immigrants. KHMER REFUGEES, NATIVE LANGUAGE ATTITUDES, MINORITY EDUCATIONAL PERFORMANCE, ETHNOGRAPHIC RESEARCH
Chicanas Holding Doctoral Degrees: Social Reproduction and Cultural Ecological Approaches
Authors: Achor Shirley , Morales Aida
Published: May 2005

This article discusses reproduction theory and the cultural ecologists' predictions for “castelike minorities” in light of a study of 100 Chicanas who have earned academic doctorates from U.S. institutions of higher education. As minority women from predominantly low‐income, traditionally ooriented families, their successful negotiation of the educational system fails to support the inexorability of intergenerational transmission of gender, class, and ethnic stratification. The strategies of resistance employed by these high‐achieving Chicanas to overcome formidable barriers confronted in their pursuit of the doctorate are viewed as a crucial element in their academic success. REPRODUCTION THEORY, CULTURAL ECOLOGY, MEXICAN AMERICANS IN HIGHER EDUCATION, MINORITY STUDENT ACHIEVEMENT
Scholastic Antecedents of Immigrant Students: Schooling in a Mexican Immigrant‐Sending Community
Authors: MACIAS JOSÉ
Published: May 2005

Existing shortcomings in the immigrant education literature include a neglect of the formal dimensions of schooling, preimmigration education, and Mexican students. An ethnographic case study based on a cultural‐ecological conceptual framework was designed to examine these issues from a transnational perspective. This article presents findings from the project's initial phase—a study of primary (grades 1–6) schooling in an immigrant‐sending community in Mexico, including a description of the national curriculum, which was observed to be of high quality, “radical” from a U.S. perspective, and internationally oriented. The modal instructional characteristics observed were teacher direction, verbal interactivity, and group orientation. These distinct patterns of schooling observed in this case are discussed in terms of their implications for immigrant education in the United States, as well as for our continuing efforts to understand the complexity of immigrant and ethnic minority education.
Pathways and Barriers to Indian Language Literacy‐building on the Northern Ute Reservation
Authors: LEAP WILLIAM L.
Published: May 2005

This article reviews recent efforts on the Northern Ute Indian reservation (northeastern Utah) to introduce a written form of the Tribe's ancestral language and to promote tribal interest in ancestral language literacy. Tribal members have been the architects of these initiatives and tribal concerns about impending decline in ancestral language fluency have motivated them. Even under these circumstances, resistance to ancestral language literacy remains strong. This article examines factors contributing to that resistance, and then describes steps taken by tribal language educators to respond to and diffuse those concerns.
Identity, Metamorphosis, and Ethnographic Research: What Kind of Story Is Ways With Words?
Authors: DECASTELL SUZANNE , WALKER TOM
Published: May 2005

Shirley Brice Heath's Ways With Words has established itself as an inspirational classic in teacher education programs. Although the book is richly evocative as a straightforward account of field research and of an instructional approach derived from that research, it is also more than that: it is the ethnographer's own story. In the present article, the novelistic “narrator's tale” is highlighted and it is argued that the form in which Heath casts her “true story” is as important to understanding the text as the narrated episodes themselves.
Classroom Inquiry and Navajo Learning Styles: A Call for Reassessment
Authors: McCARTY T. L. , WALLACE STEPHEN , LYNCH REGINA HADLEY , BENALLY ANCITA
Published: May 2005

The educational literature continues to characterize Native American children as nonanalytical, nonverbal learners. Applied to educational practice, these generalizations downplay the use of questioning, “speaking up,” and analytical or inquiry‐based pedagogies. Here we report on the introduction of an experimental Navajo bilingual‐bicultural curriculum emphasizing open‐ended questioning, inductive/analytical reasoning, and student verbalization in both small‐ and large‐group settings. The critical elements influencing students' and teachers' positive response to this curriculum are examined as they relate to natural learning‐teaching interactions outside the classroom, and to an articulated Navajo philosophy of knowledge. These findings challenge conventional characterizations of holistic/analytical and verbal/nonverbal teaching and learning “styles,” which, when applied to educational practice, can perpetuate patterns of learned dependence that extend well beyond the classroom to the reproduction of structural relations within the wider society.
Reconsidering Anthropological Explanations of Ethnic School Failure
Authors: FOLEY DOUGLAS E.
Published: May 2005

This article reviews the anthropological debate on why some ethnic minorities fail more frequently in schools. Although neither side presents overwhelming empirical evidence, John Ogbu's caste theory is clearly a more comprehensive, systematic explanation than the “cultural difference” explanation. In addition, Ogbu's “multilevel” or macro style of school ethnography has important methodological advantages over the less historical, more decontextualized micro ethnographies of classrooms. Nevertheless, as various micro ethnographers have pointed out, caste theory has difficulty accounting for in‐group variance and the school success of some oppressed ethnic minorities. Results from a field study in South Texas are used to illustrate that Ogbu's notion of an “oppositional culture” does underestimate both in‐group variation and the self‐valorizing potential of ethnic oppositional cultures. The school‐level description of students' “dramaturgical communicative competence” demonstrates why many middle‐class Mexicanos are not held back by their ethnic oppositional culture. The article ends by advocating a model of macro school ethnography that is based on a multiple dominance view of society and a phenomenological notion of ethnic culture rather than caste theory.
Migration, Minority Status, and Education: European Dilemmas and Responses in the 1990s
Authors: SUÁREZ‐OROZCO MARCELO M.
Published: May 2005

This essay provides an overview of key issues in the recent literature on migration, minority status, and schooling in Europe. It articulates a plea for U.S.‐Europe comparisons. By focusing on some emergent themes, including the problem of variability in minority schooling in Europe and the United States, the essay proposes a tentative typology for exploring comparative aspects of migration, minority status, and schooling.
Ethnicity and Educational Attainment in England: An Overview
Authors: TOMLINSON SALLY
Published: May 2005

This article notes some characteristics of ethnic minority groups in Britain, notably those originating from the Indian subcontinent and the Caribbean, reviews some issues and research relating to the educational performance and attainments of minority pupils, and focuses on a longitudinal study of 20 multiethnic schools carried out during the 1980s. This study suggested that the school a child attends makes more difference to performance and attainment than ethnicity. The article concludes with a consideration of the likely effects of the 1988 Education Reform Act on the education of racial and ethnic minority children.
The Education of Immigrant Children in Belgium
Authors: LEMAN JOHAN
Published: May 2005

This article examines the Flemish and French educational communities in Belgium, notes some characteristics of the largest minority groups in Belgium (the Italians, Moroccans, Turks, and Spaniards), and reviews some issues related to educational performance of minority students. The article concludes with a discussion of changes in Belgian educational policies for the children of minorities.
Educational Conditions of Turkish Migrant Children in German Schools
Authors: ALAMDAR‐NIEMANN M. , BERGS‐WINKELS D. , MERKENS H.
Published: May 2005

The subject of this article is the children of Turkish labor migrants, who represent the major group of migrants in the Federal Republic of Germany. Analyzing the situation of Turkish migrant children in German schools, we first looked at the medical and social preconditions of children starting school. Second, we addressed the effect of family socialization on school performance of Turkish children. Finally, we reviewed the statistical data reflecting the influence of the German school system on the integration process of Turkish migrant children.
More than a Golden Bangle … The Significance of Success in School for Returning Turkish Migrant Families
Authors: WOLBERT BARBARA
Published: May 2005

This article describes the extent to which Turkish returnees from Germany are involved in promoting their children's careers in school. The significance of schooling for the process of reintegration is considered in the context of social change in urban Turkey. An overview of Turkish labor migration in Germany is presented, as are return migration statistics. Results of an anthropological study among returnees in two Turkish metropoles that differ from these findings are developed and substantiated using interview material.
Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher
Authors: LIPKA JERRY
Published: May 2005

This case study is part of an ongoing collaborative research project with Yup'ik teachers in southwest Alaska. On the surface, this lesson appears to be an art lesson, but a cultural interpretation suggests it is about subsistence and survival. Implicit in this case for minority education is the importance of adapting social interactions, knowledge, and values toward the minority culture as one possible means for improving schooling.
Reactions and Worries
Authors: GEORGE Professor Emeritus  , SPINDLER LOUISE
Published: May 2005

In this brief response to Harry Wolcott's paper, we provide a few reactions to what he has said rather than a systematic analysis of it. Almost every word in our response evokes other words that might be written, and we are frustrated by this; but isn't that always the case when something important is being discussed? So bear with us. We start with a truncated discussion of uniformity versus diversity and move quickly to the transmission and acquisition of culture, to propriospect, and to some consideration of instrumental competence. Throughout, we take a cultural, at times psychocultural, position rather than a psychological one.
Dialogue and the Transmission of Culture: The Spindlers and the Making of American Anthropology
Authors: SUÁREZ‐OROZCO MARCELO M.
Published: May 2005

The American Cultural Dialogue and Its Transmission: George and Louise Spindler with Henry Trueba and Melvin D. Williams

Interpretive Ethnography and Education: At Home and Abroad Edited by George Spindler and Louise Spindler

Education and Cultural Process: Anthropological Approaches Edited by George Spindler
Are Colombian Street Children Neglected? The Contributions of Ethnographic and Ethnohistorical Approaches to the Study of Children
Authors: APTEKAR LEWIS
Published: May 2005

Data from ethnographic notes, ethnohistorical documents, and standardized tests given to Colombian street children illustrated that the children functioned with adequate mental health. Using cross‐cultural comparisons, including North American “runaways,” it was shown that street children lived as nomadic entertainers in a politically volatile sedentary society. They were abused by society because they challenged the concept of “family” depicted by the dominant social class. Adolescence was shown to be a developmental period defined by historical and societal phenomena.
Schooling, Knowledge, and Power: Social Transformation in the Solomon Islands
Authors: WATSON‐GEGEO KAREN ANN , GEGEO DAVID WELCHMAN
Published: May 2005

Western schooling has been a major agent of social change in the Pacific islands for over a century. We examine planned and unplanned social transformations associated with Western‐style schooling in one Pacific society: the Solomon Islands. Indigenous and introduced models of education are briefly described, including the social distribution of access of schooling, competing theories of education and knowledge, and the role of schooling in maintaining and changing power relations in Solomon Island society. We find that transformations are not only manifested at the societal level, but also enacted in everyday educational settings.
Transmitting Traditional Values in New Schools: Elementary Education of Pulap Atoll
Authors: FLINN JULIANA
Published: May 2005

Although formal schooling in Micronesia has fostered change, data from Pulap Atoll indicate how indigenous culture can transform schooling. At the elementary school level, Pulapese have most control over the system, with local teachers and little direct oversight from the central administration. In this setting, many Pulapese values, attitudes, and standards of behavior are transmitted even without conscious attempts. The school creates potential conflict by encouraging both the movement of youth into the modern employment sector and the maintenance of traditional values.
The Impact of Preschool on Teaching and Learning in Hawaiian Families
Authors: LEVIN PAULA
Published: May 2005

This article discusses what happens to teaching and learning in the homes of low‐income Hawaiian families when children attend preschool. Parents develop two distinct scripts for their preschool children's learning: one for learning skills that are used in the home (chores) and another for skills that parents believe prepare children for success in school. The development of these two scripts in the same setting complicates the management of adult‐child relations within Hawaiian families, as well as inhibits the acquisition of literacy skills at home.
Student Teaching as Initiation into the Teaching Profession
Authors: Head Fay A.
Published: May 2005

In this research project an ethnographic study of participants in student teaching seminars was undertaken. The results of the study are described and then analyzed in terms of attributes of initiation rites from a wide range of anthropological literature. It is concluded that, although student teaching seminars are not currently organized to maximize the processes inherent in initiation rites and rites of passage, application of these concepts has the potential to improve student teacher education.
Meaning in Mud: Yup'ik Eskimo Girls at Play
Authors: DeMarrais Kathleen Bennett , Nelson Patricia A. , Baker Jill H.
Published: May 2005

This study describes storyknifing as played by one group of girls in a Yup'ik Eskimo village. We describe the utensils, symbols, and stories used in this activity as well as the historical role storyknifing has played in traditional Eskimo culture. We found that despite the Westernization of the culture, storyknifing in this village continues to provide a forum for young girls to learn both cultural and cognitive knowledge.
The Fabric of a Student's Life and Thought: Practicing Cultural Anthropology in the Classroom
Authors: Barnes Nancy
Published: May 2005

This article describes an approach to college teaching in which certain “uses” of cultural anthropology contribute to constructing what Paulo Freire calls a problem‐posing pedagogy. The process of prolonged formal schooling in American culture influences the formation of consciousness so profoundly that teachers concerned with social change and political awareness must attend to their classrooms, as well as to their students' experiences in the world. The article explores four distinctive aspects of teaching anthropology. For students to be able to think well about difference, for example, is an important step toward understanding complex social issues and being sensitive to injustice of all kinds.
Joint Action on the Wild Side of Manhattan: The Power of the Cultural Center on an Educational Alternative
Authors: Rosemarie Rizzo‐Tolk External Learning Coordinator  , Hervé Varenne Professor
Published: May 2005

Five minutes of group discussion by African‐American and Hispanic students in an alternative high school were videotaped and submitted to a form of discourse analysis that demonstrated the students' sensitivity to the task. Despite this pragmatic success, teachers evaluated this performance as a failure. The source of this evaluation lies in the nature of “success” as an American category.
Attempts to Make Meaning of Terror: Family, Play, and School in Time of Civil War
Authors: Assal Adel , Farrell Edwin
Published: May 2005

How Lebanese youth attempted to confer meaning on the events of their lives in the midst of the terror of war was investigated by participant‐observation. An emic view of life for children and adolescents was presented in terms of war, politics, religion, family, play, boredom, career, school, and the acceptance of a warrior identity. Analysis proceeded in terms of identity formation, the internalization of identity, and the effects of the dislocation of life patterns on cultural transmission. Although children rejected politics and were terrified by war, as adolescents they were pushed, in a cycle of war‐induced poverty, to join militias. Becoming a warrior gave one a job, an identity, a way to control terror and relieve boredom.
Paris‐Barcelona: Invisible Interactions in the Classroom
Authors: Ana Vásquez Researcher  , Isabel Martínez Director
Published: May 2005

In this comparative ethnographic research carried out in Paris and Barcelona (and their suburbs), the focus was not on the differences but on the similarities in these two places. The hypothesis is that the School Culture is represented in the common aspects within schools of different countries. Having specially analyzed pupil interactions in the classroom, we found the same principal characteristics in the schools of both cities. A second hypothesis points out that these interactions play an important (and less perceived) role in pupils' socialization.
“Those Loud Black Girls”: (Black) Women, Silence, and Gender “Passing” in the Academy
Authors: FORDHAM SIGNITHIA
Published: May 2005

This article explores the impact of gender diversity on school achievement. Using data obtained from an ethnographic study of academic success in an urban high school, this analysis examines how the normalized definition of femaleness—white middle‐class womanhood—juxtaposed with a two‐tiered dominating patriarchy, propels African‐American females to resist consuming images that assert their “nothingness”. “Loudness”,1 thus becomes a metaphor for African‐American women's contrariness, embodying their resistance to this proclaimed “nothingness”. How “loudness” reflects their efforts to subvert the repercussions of these prevailing images is examined along with an assessment of its impact on academic achievement.
High School As an Arena for Cultural Conflict and Acculturation for Latino Angelinos
Authors: PATTHEY‐CHAVEZ G. GENEVIEVE
Published: May 2005

Schooling has traditionally been viewed as the means of integrating ethnic and linguistic minorities into the educational, and by implication into the wider sociocultural, mainstream. As a result, schools are commonly thought of as arenas for cultural assimilation. For areas like inner‐city Los Angeles, where a Latino “minority” has become so dominant that it has begun to reproduce its own cultural patterns in richly networked cultural enclaves, this assimilationist frame becomes problematic. This qualitative study examines the cultural dynamics resulting from the advent of the “minority‐majority” in one innercity high school with a large (more than 80%) Latino student population. It focuses on the relationship between the predominantly mainstream teaching staff and the predominantly Latino student body. Ethnographic data collected from 1986 to 1989 indicate that high school is an arena in which the boundary between Latino and Anglo culture is being negotiated, with “minority” and “majority” in conflict over the extent to which their versions of a cultural identity are to be reproduced in the American educational system. The mutual accommodation necessary to resolve this conflict and negotiate acceptable group boundaries is a daily enterprise for the school community.
How Culture Misdirects Multiculturalism
Authors: WAX MURRAY L.
Published: May 2005

In the ongoing debates over whether, or what sort of, multiculturalismshould be curricularly provided, the origin, evolution, and rhetorical function of the basic termculturehas been unwisely neglected. Having been accepted as a key term of anthropological discourse, the term conveys sufficient authority to misdirect political‐educational energies. Viewing humanity historically, it is sounder to think in terms of anecumene,and educationally, to return to the notion ofculturing.
To Walk in Two Worlds—Or More? Challenging a Common Metaphor of Native Education
Authors: HENZE ROSEMARY C. , VANETT LAUREN
Published: May 2005

The metaphor of teaching students to “walk in two worlds” is frequently used to describe the goals of education for indigenous groups in the United States. Far more than a poetic device, the metaphor runs deep in our collective consciousness and permeates many everyday conversations. In this article, we critically examine five assumptions that lie behind the metaphor. We argue that walking in two worlds not only masks the complexity of choices faced by Native Alaskan and American Indian students, but also dangerously reduces their options.
Education, Gender, and Generational Conflict among Khmer Refugees
Authors: SMITH‐HEFNER NANCY J.
Published: May 2005

This article explores an example of in‐group variation in minority educational achievement by investigating the reasons why a disproportionately high number of young Khmer women drop out of school. Based on 30 months of ethnographic study among Khmer refugees in metropolitan Boston, the research demonstrates the importance of cultural and social‐historical influences for understanding Khmer educational achievement and distinguishing it from that of other East and Southeast Asian immigrant groups.
Study Time: Temporal Orientations of Freshmen Students and Computing
Authors: ANDERSON KENNETH T. , MCCLARD ANNE PAGE
Published: May 2005

This article presents an ethnographic examination of the student domains of “study” and “time,” and how these domains relate to a technological innovation in a freshman residence hall. We argue that technological innovations in education warrant attention as part of the more general movement toward reform in higher education. We believe that a closer examination of student life is necessary before discussing effects of educational reform. In this article we point out some of the ways in which students' conceptions and configurations of time differ from those of others, including university administrators and professors, and the implication of their differing perspectives on the way they use personal computing facilities in a residence hall.
Career Choice among Second‐Generation Korean‐Americans: Reflections of a Cultural Model of Success
Authors: Eun‐Young Kim
Published: May 2005

This article examines the pattern of career choice among Korean‐American college students at a prestigious California university and analyzes how that pattern reflects their immigrant parents' cultural model of success and subsequent educational strategies. It describes the influence of the cultural model as a family and community force on Korean‐American students' career choices as well as the costs incurred by that model.
Rethinking Literacy: Comparing Colonial and Contemporary America
Authors: Deborah Keller‐Cohen, Associate Professor
Published: May 2005

This article compares literacy in colonial and contemporary America along four dimensions: conceptions of literacy; the practice of literacy; the relationships among speaking, reading, and writing; and sites for learning literacy. These comparisons suggest several directions for refiguring literacy today: clarifying our conception of what people need to know and what role literacy plays in it; placing more emphasis on literacy as a collaborative practice; examining the relationship between the speaking and writing skills of students; and broadening the sites for literacy acquisition.
Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy
Authors: Mary Catherine O'Connor Faculty  , Sarah Michaels, Chairman Director
Published: May 2005

“Revoicing” by teachers in classroom group conversations creates participant frameworks that facilitate students' “alignment” with academic tasks and their socialization to roles and identities in intellectual discourse. Three examples demonstrate the potential of “revoicing” to: (1) position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; (2) share reformulations in ways that credit students with teachers' warranted inferences; (3) scaffold and recast problem‐solution strategies of non‐native‐language students.
Dilemmas of Identity: Oral and Written Literacies in the Making of a Basic Writing Student
Authors: Jenny Cook‐Gumperz Professor
Published: May 2005

This article is a case study of an African American woman student returning to a basic‐skills program in an inner‐city community college. The student participates in a one‐on‐one writing conference in order to prepare a written essay. During a life‐history telling by the student, the topic of her first paid job emerges. The task of transposing the telling into writing presents issues that are not covered in composition theory but that challenge accepted notions of schooled literacy.
Literacy and “Empowerment”? A Case Study of Literacy behind Bars
Authors: Alissa Shethar Ph.D.
Published: May 2005

A Chicano prison inmate's progress in a year‐long literacy tutorial course demonstrates ways in which writing can negotiate and reorganize race, class, gender, and power identities for both tutor and student, and legitimize the student's voice, native language, and discourse stance. Through dialogue, the student progresses from the passive‐learner role to a presentation of self as knowledgeable expert; from denial of his prison group‐membership, he progresses to a critical analysis of the power structure it represents.
Critical Literacy and Beyond: Lessons Learned from Students and Workers in a Vocational Program and on the Job
Authors: Glynda Hull, Associate Professor
Published: May 2005

This article reports a study of students' experiences in a community college vocational program in banking and finance and the jobs the students got and lost in the data center of a bank. The study is situated in current concerns about the presumed literacy problems of North American workers and the relationship between skills and competitiveness in the global economy. The discontinuities between such concerns and the situations of the vocational students in this study are discussed, as are calls for “functional context” and “critical” literacy programs. An argument is made for the educational, social, and political importance of studies of work in juxtaposition to studies of schooling.
Afrocentricity: A Cornerstone of Pedagogy
Authors: George J. Sefa Dei, Assistant Professor
Published: May 2005

In this article I examine alternative ways that Afrocentric knowledge can be constructed and legitimized within various epistemological constructs. I make relevant connections to African cultural patterns and cultural production in order to emphasize the legitimacy of the Afrocentric perspective. In the discussion I address the implications of Afrocentric knowledge for contemporary schooling and education of particularly students of African descent in North America.
The Cultural Context of Aggression: The Transition to Junior High School
Authors: Don E. Merten, Cultural Anthropologist
Published: May 2005

Starting with Bandura's 1979 formulation regarding the relationship between aversive experience and aggression, this paper asks the logically prior question—what are the cultural influences that lead attitudes or actions to be experienced as aversive? The focus is on aggression among junior high school students. The community culture of a middle‐class suburb is identified as a significant contributor to the aggression found among these students.
The Educational Achievement of the St. Paul Hmong
Authors: Miles McNall Doctoral Candidate  , Timothy Dunnigan, Associate Professor  , Jeylan T. MortimerProfessor Director
Published: May 2005

A longitudinal survey study of St. Paul high school students shows that Hmong compare favorably with the general population in social adjustment and academic achievement. Questionnaire responses of parents indicate a strong Hmong emphasis on educating children as a way of improving the status of the entire family. When interpreted in the context of recent Hmong history, the survey data support a “cultural model” proposed by Gibson and Ogbu to explain why immigrants generally perform well in school (1991). Modifications of cultural model characteristics are suggested to fit the Hmong case.