bluuebunny/crossref_metadata_2025 huggingface dataset:
Cultural Dialogue and Schooling in Schoenhausen and Roseville: A Comparative Analysis
Authors: Spindler George , Spindler Louise
Published: May 2005

Our study examines schooling cross‐culturally by looking at two examples of school culture. We suggest that the recent movement in educational anthropology and ethnography away from cross‐cultural or comparative focus to concerns with classrooms, schools, and schooling in our own society may have contributed to a blurring of focus on culture itself. We define what is meant by the study of culture and then discuss our current research in Schoenhausen, Germany and Roseville, United States (these place names are pseudonyms). Because we see education as cultural transmission, we want to look at the learning that takes place in classrooms as the result of calculated intervention. We use ethnography, the instrumental activities model, and films as evocative stimuli in reflective cross‐cultural interviews.
How Teachers Know Their Classrooms: A Cross‐Cultural Study of Teachers' Understanding of Classroom Situations
Authors: Ben‐Peretz Miriam , Halkes Rob
Published: May 2005

This article looks at teachers' knowledge and understanding of classrooms in terms of interpretation of nonverbal and situational cues. Two sets of videotapes of classroom episodes were prepared, one in Hebrew and one in Dutch, which were viewed by teachers in cross‐cultural settings. Teachers responded in writing and in group discussions regarding the perceived nature of the viewed episodes and then commented on the interpretation cues. Analysis of written responses and protocols of discussions yielded insights into the two cultures.
Writing Critical Ethnographic Narratives
Authors: Brodkey Linda
Published: May 2005

This article assumes that educational anthropologists are interested in critical theory, or what Marcus and Fischer have recently called “a renewal of the critical function of anthropology as it is pursued in ethnographic projects at home” (1986:112), because critical theory argues that social institutions, such as schools, are sites of cultural hegemony. In other words, I am presuming that educational anthropologists, like many other academics, are interested in grounding their research in a theory of social construction because they wish not only to describe and analyze social practices, but to interrupt those social practices they believe oppress certain designated classes inside educational institutions, namely students, teachers, minorities, and women. Hence, whether one's interest in cultural criticism derives from the work of the founding members of the Frankfurt School or from that of educational revisionists, such as Friere's Pedagogy of the Oppressed (1973), Bowles and Gintis's Schooling in Capitalist America (1976), Bourdieu and Passeron's Reproduction in Education, Society, and Culture (1977), Apple and Weiss's Ideology and Practice in Schooling (1983), and Giroux's Theory and Resistance in Education (1983), to name only a few, the goal of critical ethnography is always the same: to help create the possibility of transforming such institutions as schools—through a process of negative critique. NEGATIVE CRITIQUE, ETHNOGRAPHIC NARRATIVE, CULTURAL HEGEMONY, WRITING
Impression Management in Kindergarten Classrooms: An Analysis of Children's Face‐Work in Peer Interactions
Authors: Hatch J. Amos
Published: May 2005

The “face‐work” construct described by Erving Goffman is applied in an analysis of child‐to‐child interactions in kindergarten classrooms. Five‐ and six‐year‐olds in the study were found to have developed a substantial, yet incomplete, knowledge of the norms, rules, and expectations of adult face‐work and to be more aggressive and less tactful than adults in peer interactions. Children's uses of avoidance processes, corrective interchanges, and making points behavior are described and compared to adult face‐work as presented by Goffman. CHILD‐TO‐CHILD INTERACTION, FACE‐WORK, IMPRESSION MANAGEMENT, CLASSROOM INTERACTION ANALYSIS
Echar Pa'lante, Moving Onward: The Dilemmas and Strategies of a Bilingual Teacher
Authors: Montero‐Sieburth Martha , Perez Marla
Published: May 2005

Relatively little is known about the dilemmas that bilingual teachers face in negotiating between the dominant culture's requirements and minority students' predicaments and aspirations. This article is the outcome of a year and a half of participant‐observation research on a Hispanic (Puerto Rican) bilingual teacher's strategies and handling of these dilemmas. This teacher's thinking about her role and practice and the beliefs and values that shape and interpret her pedagogy are discussed.
Schooltime, Classtime, and Academic Learning Time in Rural Highland Puno, Peru
Authors: Hornberger Nancy H.
Published: May 2005

This article uses results of an ethnographic study in two Quechua‐speaking communities of Puno, Peru, to explore a specific instance of the phenomenon of schooltime spent in other than academic endeavors. It documents the uses to which schooltime is put in these communities and then seeks to account for the observed uses of time in terms of ethnographically derived insights as to social, cultural, economic, and political factors impinging on education in this setting.
Transformation and School Success: The Politics and Culture of Educational Achievement
Authors: Erickson Frederick
Published: May 2005

Various explanations for low school achievement of minority students include those of cultural differences between teacher and student and low motivation of students because of cynicism regarding their chances in the labor market. These explanations are compared, critiqued, and reconsidered in terms of critical social theory, more especially resistance theory. The article considers the perceived legitimacy of the school and its teachers and the development of oppositional culture by students. Transformation of routine educational practice is necessary, and culturally responsive pedagogy is one means of transformation. CULTURALLY RESPONSIVE PEDAGOGY, MINORITY STUDENT ACHIEVEMENT, RESISTANCE THEORY, OPPOSITIONAL CULTURE
Working in the Field as the Female Friend
Authors: CHRISTMAN JOLLEY BRUCE
Published: May 2005

This article describes a researcher's subjective experience of fieldwork conducted among her own group: returning women graduate students. It builds upon the work of feminist ethnographers who have sought to connect their feelings about the research process to their research accounts. It focuses on interactions between the researcher and her informants and discusses how these interactions affected the course of the research, the study's findings, and the researcher. The article also explores the emotional stresses and ethical dilemmas encountered by a feminist researcher working within her own culture.
The Coming of Age of American Sign Language
Authors: Stewart David A. , Akamatsu C. Tane
Published: May 2005

This article examines the social rejection and acceptance of American Sign Language (ASL) since its introduction into schools for the deaf in 1817. Attitudes toward ASL are reviewed and it is seen that by the 1900s the proponents of an oral education for deaf children had the strongest objections to ASL. However, research, legislation, and a change in educational methods have helped ASL to gain society's recognition since 1960. It is concluded that the evolutionary processes of communication are the strongest forces binding ASL to the deaf community.
Culturally Based Explanations of Minority Students' Academic Achievement
Authors: Trueba Henry T.
Published: May 2005

Some cultural ecologists have proposed a classification of minority groups as “autonomous,” “immigrant,” or “castelike,” and have defended the dichotomies between “macro” and “micro,” “explanatory” and “applied” ethnography. Other scholars, arguing against this position on both theoretical and empirical grounds, suggest that culture is crucially important at the collective and individual levels for the academic achievement and overall psychological adjustment of immigrant, refugee, and other minority children. The construction of learning environments guaranteeing academic success for all children requires theoretical and practical approaches that (1) recognize the significance of culture in specific instructional settings, (2) prevent stereotyping of minorities, (3) help resolve cultural conflicts in school, (4) integrate the home and the school cultures, and (5) stimulate the development of communicative and other skills that children need in order to participate meaningfully in the instructional process. These approaches have permitted applied ethnographers to rapidly turn failure into success.
Achievement Outside the Classroom: The Role of Nonacademic Activities in the Lives of High School Students
Authors: Murtaugh Michael
Published: May 2005

The impact of nonacademic activities on the lives of high school students was examined through interviews and participant observation. The sample consisted of 30 mildly handicapped students from special education and 30 average students from regular education. Findings indicate that regular education students were more likely than special education students to be seriously involved in activities outside of school. Boys were more likely to have outside interests than girls, but girls appeared to be more realistic in their plans to pursue their interests as future careers. Individual case studies suggest that nonacademic activities provide an alternative path to achievement and self‐esteem for many young people who are not high achievers in school.
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Authors: Goldenberg Claude N.
Published: May 2005

Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and (2) parents' and teachers' views of how children learn to read.
The Value of Conformity: Learning to Stay in School
Authors: Delgado‐Gaitan Concha
Published: May 2005

This study of 12 high school Chicano students and their families in La Victoria, Colorado, provides an understanding of the social conditions that assist some students to stay in school while others feel compelled to leave. Identified common denominators among these students included their residential tenure in the United States, language, socioeconomic status, and residential location at the time of the study. Differences of experiences among students appeared in teacher judgments about students' behavior, the family's value of schooling, and the level of parental involvement in the student's education. The students that remained in school differed on their ability to conform to the school's regulations from those students who dropped out. Students who remained in school received qualitatively different social and emotional familial support from their parents to help them deal with school rules and conflicts than did their counterparts who dropped out of school.
Microcomputers in Classrooms: Educational Technology or Social Practice?
Authors: Mehan Hugh
Published: May 2005

Microcomputers were given to four elementary school teachers and changes in classroom organization, teacher‐student relations, and curriculum were observed. Teachers fit their new microcomputers into previously established classroom organizational practices; they seldom modified spatial and temporal arrangements. Teachers had two students work together at a computer; a different participation structure emerged in which students assisted each other and cooperated in completing tasks. Teachers used microcomputers as a means to meet previously established educational goals and as a means to reach previously unattainable educational goals. As a result of this yearlong investigation, two of the more extreme predictions about the role of microcomputers in education are questioned for being overly deterministic. Those who predict a computer revolution assume that technology causes changes in social organization while those who predict that schools will reject computer innovations assume that social organization determines technological use. Both positions confuse technology with social practice. It is not the features inherent in the machine but what people do with the machine that determine how microcomputers will be used in education. Recognizing that microcomputers are always part of a larger social system enables us to see the relationship between classroom organization and computer use as a mutually influential, not a unidirectional, relationship.
Report of a Pilot Study in Girlfriending: An Ethnographic Investigation of a Women's Poker Group
Authors: Tutt Betty R.
Published: May 2005

This report describes a pilot study of a group of women who play poker. Included in the report are arguments for the ethnography of a women's poker group, a substantive report of the findings, a discussion of the defining characteristics of this group's social reality, and methodological considerations. Dark secrets and the honest, private talk of women are the inherent issues of the investigation.
Race and Anthropology: A Core Concept without Consensus
Authors: Lieberman Leonard , Stevenson Blaine W. , Reynolds Larry T.
Published: May 2005

Race, once a core anthropological concept, is no longer supported by a majority of members of the discipline. The history of the concept is briefly reviewed. Results of a survey are presented indicating acceptance by 50% of biological anthropologists and 31% of cultural anthropologists, while 42% of the former and 52% of the latter reject the concept. Alternatives for teaching about human biological and cultural variation are discussed. Ethnicity is suggested as an alternative for teaching about folk taxonomies that arose in the colonial era, while cline, or geographic variation, is proposed for human biological variation.
Lévi‐Strauss's Bricolage and Theorizing Teachers' Work
Authors: Hatton Elizabeth
Published: May 2005

The concept of bricolage, as it is developed by Lévi‐Strauss, is useful in characterizing the form of teachers' work. It subsumes extensive research concerning teachers' work and provides a heuristic device for developing causal explanations of teachers' work. This article begins with an account of bricolage on the technical plane and bricolage on the plane of speculation. The latter is distinguished from abstract science. Those features of teachers' work that should be seen as bricolage are discussed. These include conservatism, limited creativity, repertoire enlargement, teachers' use of theory, the use of devious means, and ad hocism. Some causal explanations of these features are then suggested. These include anticipatory socialization, preservice experiences reinforcing anticipatory socialization, failures and omissions in teacher education programs, and constraints in the work situation. The article concludes with an account of how the concept of bricolage functions to refine causal explanations of the form of teachers' work.
Language and Culture Acquisition among Iranians in the United States
Authors: Hoffman Diane M.
Published: May 2005

This interpretive analysis of Farsi and English language use among first‐generation Iranian immigrants and exiles in the United States examines the relationship between language use and second culture acquisition. Based on samples of language data collected during fieldwork among Iranian professionals and high school students, the analysis focuses on the symbolic role of language in the cross‐culture acquisition process. It suggests that although language played a role in cultural identity maintenance and in the expression of Iranian attitudes toward American culture, its most important function was to facilitate the acquisition of an intercultural frame of reference in which the meanings and values associated with particular American cultural domains could be incorporated within the Iranian worldview. By moving away from simple dichotomous or linear models of the relationship between language and acculturation to consider how language functions to mediate cultural perspectives, the discussion attempts to provide insights into second culture acquisition process.
The Journal: Teaching Reflexive Methodology on an Introductory Level
Authors: Segal Edwin S.
Published: May 2005

This article describes an approach to teaching undergraduate anthropology focused on anthropological modes of thought rather than accumulation of exotic data. The guiding paradigm is that of reflexivity as derived from recent theoretical work; the central technique is use of a journal focused on relating classroom material to the students' daily lives. The ultimate aim is to teach the students to be participant‐observers in their own cultures. REFLEXIVE METHODS, TEACHING ANTHROPOLOGY, PARTICIPANT‐OBSERVATION
Honors Anthropology and the Four Rs
Authors: Farrer Claire R.
Published: May 2005

I describe how I recruit students for an undergraduate introductory honors course, make anthropological information in the course relevant, and reinforce it in personal terms. Students are given responsibility for determining part of the course design. HONORS ANTHROPOLOGY, STUDENT INVOLVEMENT, SCIENCE FICTION
Administrators as Ethnographers: School as a Context for Inquiry and Action
Authors: Wagner Jon
Published: May 2005

Drawing on multiyear field observations of educational administrators, I examine several parallels between the work of educational administration and school ethnography. These parallels emerge in response to structural challenges faced by administrators who work in schools and other educational programs. The parallels themselves suggest several unexamined complementarities between ethnographic and administrative orientations toward the schools. They also challenge popular and theoretical dichotomies regarding educational “research” and “practice.” SCHOOL ADMINISTRATORS, SCHOOL ETHNOGRAPHY
Integration and Socialization of Exceptional Children
Authors: PETERS SUSAN J.
Published: May 2005

This ethnographic study examines the process of socialization for physically challenged children “mainstreamed” in an elementary school program. The research goal was to determine the effects of the mainstream environment on physically challenged children as they were socialized with their peers. Analysis focuses on the social and cultural contexts of mainstreaming practices and the dynamics of interactions at the classroom level. Findings identify patterns of behavior, structural components, and processes of the integrated classroom setting that facilitate functional responses of individual children to the mainstream environment.
Authority and Voice in Student Ethnographic Writing
Authors: KUTZ ELEANOR
Published: May 2005

In this essay I look at issues of authority and voice as they have entered the current critique of ethnographic writing. Arguing that ethnographic research provides a way of helping students to gain the authority that comes from engagement in real inquiry, I examine the relationship between that growing authority and the voice in which it is expressed.
A Model for Academic Success: The School and Home Environment of East Asian Students
Authors: SCHNEIDER BARBARA , LEE YONGSOOK
Published: May 2005

This article reviews the findings of a field‐based study that compared the academic performance of East Asians and Anglo elementary school students. Variations in academic performance are viewed as the result of the relationship between sociocultural factors and interpersonal interactions. Results link the academic success of East Asian students to the values and aspirations they share with their parents, to the home learning activities, in which they participate with their families, and to the expectations and interactions they have with their teachers and classmates.
Chinese Educational Achievement and “Folk Theories of Success”
Authors: PIEKE FRANK N.
Published: May 2005

This article examines issues of human agency and Ogbu's concept of “folk theory of success” in the context of the Dutch Chinese immigrant educational experience. It argues that minority educational behavior and the way it comes about cannot be described with static interpretive frames; rather, it must be located within the context of a flexible “cultural logic” that determines the interpretation of continually changing circumstances facing an individual or group and provides malleable blueprints for behavior and folk theories of success.
Students' Multiple Worlds: Negotiating the Boundaries of Family, Peer, and School Cultures
Authors: PHELAN PATRICIA , DAVIDSON ANN LOCKE , CAO HANH THANH
Published: May 2005

This article presents a model of the interrelationships between students' family, peer, and school worlds, and, in particular, how meanings and understandings derived from these worlds combine to affect students' engagement with schools and learning. In addition, the model focuses attention on students' perceptions of boundaries between worlds and adaptation strategies they employ to move from one context to another. We use a typology to illustrate four patterns we have found among 54 students in four desegregated high schools as they move across settings: (1) Congruent Worlds/Smooth Transitions; (2) Different Worlds/Boundary Crossings Managed; (3) Different Worlds/Boundary Crossings Hazardous; (4) Borders Impenetrable/Boundary Crossings Insurmountable. Unlike most other approaches, the model we present is generic. It transcends ethnic, achievement, and gender categories to consider multiple worlds, boundary crossings, and adaptation for all students.
Propriospect and the Acquisition of Culture
Authors: WOLCOTT HARRY F.
Published: May 2005

Returning to some unfinished business from the “old” culture‐and‐personality days, the author notes that although no one really acquires culture, we employ no widely recognized term to point to the unique constellation of cultural competencies that an individual does actually achieve in the course of a lifetime. Grappling with this issue years ago, Ward Goodenough suggested the term propriospect, which he defined as the totality of the private, subjective view of the world and its contents that each human develops out of personal experience. Tracing the historical roots of several related ideas and concepts, the author suggests that we need, and can make good use of, a term like propriospect, both in doing and in teaching anthropology, with the added caution that no one really “acquires” propriospect, either.
Immigration and Schooling: An Ethnohistorical Account of Policy and Family Perspectives in an Urban Community
Authors: MONTERO‐SIEBURTH MARTHA , LACELLE‐PETERSON MARK
Published: May 2005

Comparisons to the “good old days” when newcomers to the United States purportedly learned English effortlessly and without the aid of special programs cloud debates of the education of linguistic minority children. This article considers the historical realities of an urban community in two periods of high immigration (1890 to 1920 and 1970 to 1990) to point out the fallacies and fancies of those tales of the “golden past.” Interviews with Latino community residents, longtime residents whose parents or grandparents immigrated to the community, and historical documentation provide the evidence for revising these misconceptions of the past and misinterpretations of the present.
Students' Resistance in the Classroom
Authors: ALPERT BRACHA
Published: May 2005

This article describes subtle resistance of students in upper middle‐class high school classrooms who work toward achieving school success. This dialectical attitude of resistance and compliance is interpreted as being influenced by a teaching approach that attributes superiority to academic school knowledge and that promotes a recitation style of classroom interaction. It is argued that such an approach does not take into account adolescents' language and interests even though it goes along with upper middle‐class academic aspirations.
Trauma of Sioux Indian High School Students
Authors: WILSON PEGGY
Published: May 2005

This study, conducted among Sioux Indian high school students in Canada, uses an ethnographic methodology to examine the factors that impact their academic performance. The article outlines the nature of the students' experiences during the transition from reserve elementary school to public high school. It describes how Indian students respond to a school environment that operates without consideration of Indian culture. Factors affecting their performance before and after the transition are addressed.
Hierarchy vs. Democracy: Two Strategies for the Management of Knowledge in Pohnpei
Authors: FALGOUT SUZANNE
Published: May 2005

This article compares theories of knowledge and strategies for cultural transmission implicit in Pohnpei and American models of education. Imposition of the American educational system with scientific principles and democratic ideals has transformed the Pohnpei chiefdom by creating a new elite that differs in composition, content of expertise, and evaluation of persons and knowledge. The new elite has crossed over into the traditional system, introducing new material goods and ideas, and even changing Pohnpei traditions.
Colonial and Postcolonial Circumstances in the Education of Pacific Peoples
Authors: PHILIPS SUSAN U.
Published: May 2005

A historical dialectic exists between colonial powers and indigenous populations in the Pacific, where education is perceived by local elites and colonialists as the key to economic development. A major factor determining the nature of the present‐day relation between traditional and Western forms of schooling is the actual colonial status of the population in question. In newly independent nations, indigenous forms of internal social differentiation and highly valued intellectual traditions play a significant role in shaping educational systems in a way they no longer do for peoples who have been incorporated into colonizing nations.
Hard Choices: Educational Dilemmas in the Pacific Islands
Authors: BOUTILIER JAMES
Published: May 2005

Education has emerged as a central value for Pacific societies in the process of decolonization. Yet, these new governments are faced with the difficulty of reconciling colonial systems of education with indigenous systems of knowledge. Hard choices are being made in terms of the types, extent, and goals of schooling efforts within the context of the overall development in Pacific microstates.
Bridging the Horizon: American Indian Beliefs and Whole Language Learning
Authors: Kasten Wendy C.
Published: May 2005

Because of the high dropout rate among Native American Indian children, as well as the likelihood that Native students will be labeled as handicapped or learning disabled, it is clear that American education has not well served native peoples. This author explores the compatibility of many Native beliefs and the principles of whole language learning in hopes that the logic of implementing whole language with Native children may be worthy of serious consideration by more educators.
Table Hopping in the Cafeteria: An Exploration of “Racial” Integration in Early Adolescent Social Groups
Authors: Paul Zisman Professor  , Vernon Wilson Retired School Counselor
Published: May 2005

This study, based on qualitative and quantitative methods, concludes that loose‐knit peer groups encourage interracial interaction, whereas cliques do not. The conceptual significance of loose‐knit groups is that they are midway in intimacy between the classroom and cliques, and thus an important intermediate stage in the progression of “race” relations. A practical implication is that knitness is a useful indicator of the effects of the formal organization on voluntary race relations.
Attitudes Toward Education: Voluntary and Involuntary Immigrants from the Same Families
Authors: Katherine G. Hayes Senior Associate
Published: May 2005

This article discusses the explanatory model developed by John Ogbu particularly as it pertains to Mexicans and Mexican‐Americans. Ogbu addresses minority school failure by looking at whether or not immigrants came to the United States voluntarily or involuntarily. Sample students, although exhibiting some characteristics of involuntary immigrants, share the educational ideology of their voluntary immigrant parents. Essential elements of an alternative explanatory framework are presented.
Information for Authors
Authors: Katherine G. Hayes Senior Associate
Published: May 2005

This article discusses the explanatory model developed by John Ogbu particularly as it pertains to Mexicans and Mexican‐Americans. Ogbu addresses minority school failure by looking at whether or not immigrants came to the United States voluntarily or involuntarily. Sample students, although exhibiting some characteristics of involuntary immigrants, share the educational ideology of their voluntary immigrant parents. Essential elements of an alternative explanatory framework are presented.
Formation and Transformation of Funds of Knowledge Among U.S.‐Mexican Households
Authors: Carlos G. Vélez‐Ibáñez Professor  , James B. Greenberg Associate Research Professor
Published: May 2005

Public schools have relied on a deficiency model to structure instruction for minority children that underestimates the funds of knowledge that U.S.‐Mexican households contain. We argue that these funds are not only a key to understanding the cultural systems in which U.S.‐Mexican children emerge, but are also important and useful assets in the classroom.
“Are They Like Their Grandmothers?” A Paradox of Literacy in the Life of Ultraorthodox Jewish Women
Authors: EL‐OR TAMAR
Published: May 2005

An attempt to withhold social change through education is described in anthropological fieldwork with ultraorthodox Jewish women, members of a Hassidic sect in Israel. After attending at least 12 years of formal schooling, they continue to study as adults in their limited free time. The meaning and social usage of their literacy are controlled by the men of the community. This article examines whether educated women can behave ignorantly and be treated as ignorant. A model of the social meaning of literacy is presented.
Changing Patterns of Language Socialization in Inuit Homes
Authors: Martha B. Crago Professor  , Betsy Annahatak Teacher, School Commissioner and Instructor  , Lizzie Ningiuruvik Pedagogical Counselor
Published: May 2005

This article explores the impact of cultural change on the home patterns of communicative interaction between Inuit caregivers and their young children in two communities of Northern Quebec. The findings are based on a longitudinal, ethnographic study of four children, two with young mothers and two with older mothers. Implications for educational policy in aboriginal communities are addressed.
Education and the “New” Inequality in Papua New Guinea
Authors: Patricia Lyons Johnson Associate Professor
Published: May 2005

This article argues that studies of growing socioeconomic stratification in Papua New Guinea have ignored or dismissed gender as a source of inequality. The article focuses on educational opportunity as the key to wealth and political power and shows that the most educationally disadvantaged group in Papua New Guinea is rural women. Data from national censuses, the author's field work, and literature concerning stratification are used to support the argument.
Minorities and Education in Plural Societies
Authors: Roslyn Arlin Mickelson Associate Professor
Published: May 2005

Accommodation without Assimilation: Sikh Immigrants in An American High School: Margaret A. Gibson

Minority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities: Margaret A. Gibson and John U. Ogbu, eds
Oracy in the Classroom: Policy, Pedagogy, and Group Oral Work
Authors: Roger Hewitt, Senior Research Lecturer  , Moira Inghilleri Visiting Research Fellow
Published: May 2005

Currently in the United States, researchers and educators are emphasizing the importance of classroom talk as a means to a particular instructional goal, while in the United Kingdom, speaking and listening skills in themselves are being foregrounded as a site of pedagogic activity. The effect of such legitimation has not been fully investigated however, and in the U.K. setting, it is not always clear what the aims and purposes of a particular oral activity are. Based on observations in six inner‐London schools, we consider how such ambiguities of purpose are reflected in official oracy policy, in the design of classroom activities, and at the level of discourse organization.
Issues in Supporting School Diversity: Academics, Social Relations, and the Arts
Authors: Judith Lynne Hanna, Senior Research Scholar
Published: May 2005

Supporting diversity in schools is a common mandate in education. It is undergirded by current demography and projected trends: within the United States young people of color are estimated to outnumber young whites in the 21st century. Some problematic issues beg consideration. What are the goals of supporting diversity? The means to reach them? Are the arts an ignored resource? What do people understand about their culture that they want children to learn at school? What are the manifestations that schools should address? How do we cope with (a) diversity within diversity, (b) lack of evidence that specific programs meet their goals, (c) the relationship between diversity and socioeconomic mobility, (d) cultural expression as cultural property, and (e) unintended offenses?
Columbus's Legacy, Conquest or Invasion? An Analysis of Counterhegemonic Potential in Guatemalan Teacher Practice and Curriculum
Authors: Wilhelm Ronald W.
Published: May 2005

This article examines counterhegemonic elements of curriculum and teacher practice in two Guatemalan bilingual (Kaqchikel Maya‐Spanish) public elementary schools. The analysis focuses on the manner in which teachers and students construct knowledge about Guatemala's major ethnic groups that challenges dominant views of Maya history and culture, as well as Maya‐ladino ethnic relations. Data were derived from classroom observations, teacher interviews, and content analyses of instructional materials.
Pragmatic Literacy and Empowerment: An Aymara Example
Authors: Mitchell Winifred L.
Published: May 2005

An adult literacy campaign in the peasant village of Kullaka in the Peruvian Andes is described as successful, not because the monolingual Aymara‐speaking women achieve Spanish literacy, but because they are empowered by the process. They insist that their teacher follow standard literacy teaching practices that allow them to pass a test and obtain their first‐grade literacy certificates and their official identity cards.
Teachers under Siege: Resistance and Appropriation in English Primary Schools
Authors: Woods Peter
Published: May 2005

In the recent radical educational changes in the United Kingdom, teachers' work has become increasingly intensified. Teaching has lost status as a profession, and in some schools teachers have become isolated. Early resistance from teachers involves a reaffirmation and restatement of their educational philosophy and goals, increased collaboration, and expressions of self‐determination. In some instances, this has developed into “appropriation” of the changes through processes of recognition, identification, engagement, and making alliances. Through gaps opened up by collective resistance, some schools are generating new sources of power.
“Jumping Tracks”: How Language‐Minority Students Negotiate Evaluations of Ability
Authors: Harklau Linda
Published: May 2005

This article illustrates a process by which two language‐minority students were able to change their initial track placement in mainstream classes, and to position themselves in ability groups that were higher in status and, arguably, in educational value. Employing the notion that academic ability is a construct that is situationally negotiated among students, their teachers, and counselors, it explores the means by which these students were able to “jump tracks.”
Encouraging Talk in Chinese Classrooms
Authors: Schoenhals Martin
Published: May 2005

This article describes a classroom activity used by a secondary school teacher in the People's Republic of China to encourage students to talk and actively participate in class. The activity is analyzed in terms of the way in which it responds to three orientations of Chinese culture: the inclination to compete, the enthusiasm for debate, and the tendency to use representatives to speak on behalf of the group.
Behind the Model‐Minority Stereotype: Voices of High‐ and Low‐Achieving Asian American Students
Authors: Lee Stacey J.
Published: May 2005

This article examines the complex relationship between Asian American student identity(ies) and perceptions regarding future opportunity and attitudes toward schooling. The article argues that identity and attitudes toward schooling are not static, as some have argued, but are negotiated through experiences and relationships inside and outside of school. Data for this article were collected as part of a larger ethnographic study on Asian American high school students.
Gendered Ideology: Voices of Parent and Practice in Teacher Education
Authors: Vare Jonatha W.
Published: May 2005

Contrasts in teacher educators' cultural knowledge about teaching and differential exercise of power relations show how their practice embodies two distinct gendered ideologies—a voice of the professor/father and a voice of the teacher/mother. Each voice reproduces an engendered loyalty and a corresponding engendered practice among the prospective teachers who learn with a particular teacher educator. By decentering each voice, teacher educators can begin a dialogue about power/knowledge issues in collaborative school‐university relationships with colleagues.
Directivity: The Cultural and Educational Construction of Morality and Agency. Some Questions Arising from the Legacy of Vygotsky
Authors: del Rio Pablo , Álvarez Amelia
Published: May 2005

A short review of mainstream psychology's reductionisms that the Vygotskian approach tries to avoid and an overview of central concepts for understanding directivity are offered. Finally, a study in progress on the cultural‐psychological organization of emotions—narratives, cultural‐psychological tools and devices—for directing human behavior in Castile is offered as a meeting point between psychology, anthropology, and education.
From Aesthetics to Psychology: Notes on Vygotsky's Psychology of Art
Authors: Lima Marcelo Guimaraes
Published: May 2005

Vygotsky's investigations on art in the early part of his career prepared the way for his discovery of the semiotic‐historical dimension of psychological development. The Psychology of Art was a pioneer work in the field of art psychology, exploring issues such as the role of emotion in art, the nature of aesthetic experience, the semiotic nature of psychological processes, and the foundations of a Marxist psychology and a Marxist aesthetics. Central to the elaboration of Vygotsky's ideas was his dialogue with, and criticism of, Russian formalism. In this respect, his ideas on art psychology have many points of contact with the criticism of the formal method in literary studies by Bakhtin.
Between Discourse and Schema: Reformulating a Cultural‐Historical Approach to Culture and Mind
Authors: Hill Dorothy Hollandpel , Cole Michael
Published: May 2005

Vygotsky and the Russian cultural‐historical school offer an alternative psychology well suited to anthropological studies of culture and mind. This is the case even though their 1920s understanding of “culture” needs reformulation. Here we argue strongly for the school's recognition of mediation through cultural artifact as the foundation of human mental and emotional activity. At the same time we begin to rework a more contemporary notion of culture, using both discourse and schema theory to flesh out a novel concept of cultural artifact. We suggest that the outcome of this reworking also provides a bridge between these two, seemingly exclusive approaches to the study of cultural forms.
Vygotsky in the International Scene: A Brief Overview
Authors: Lima Elvira Souza
Published: May 2005

Cultural‐historical theory is increasingly getting attention worldwide as an important source of knowledge for different disciplines. The interest in the writings of Vygotsky, a major name in this school of thought, has led to translations into various languages. As publications appear, different facets of this interesting researcher and scholar are revealed, opening new paths for the understanding of human development.
Computational studies of nonadiabatic effects in gas—surface encounters
Authors: Corriol Cécile , Darling George R. , Holloway Stephen
Published: May 2005

Model studies are presented, each of which employs a different approach to solving the problem of nonadiabatic dynamics occurring at a solid surface. The jumping wave packet‐type approach involving dynamics on two potential energy surfaces punctuated by Franck—Condon transitions was applied to the dynamics of CO desorbed from Ru following energetic electron bombardment. Classical dynamics was also employed in this system to gain a more detailed understanding of the factors important to the final molecular state distribution. To study charge transfer from an alkali‐halide surface to a scattering atom, we have used full multi‐surface quantum dynamics. A simple, but effective, analysis method was used to make a more detailed connection between the potential energy surfaces and the dynamics. To study the fate of the transferred electron and to model how this depends on substrate and projectile species, we have used a four‐dimensional wave packet implementation in which two of the dimensions explicitly account for the electron dynamics. Finally, we consider the famous electron—hole pair excitation problem, from a density functional theory perspective. Spin nonadiabaticity is found to be a new important feature in gas—metal surface interactions.
Nonadiabatic charge transfer processes of oxygen on metal surfaces
Authors: Katz Gil , Zeiri Yehuda , Kosloff Ronnie
Published: May 2005

The dynamics of charge transfer processes of oxygen on metal surfaces is reviewed. Two theoretical frameworks, the adiabatic and the nonadiabatic, are compared with experiment. The O2/Al system is chosen as a representative example. In the adiabatic approach there is no barrier to dissociation. This fact contradicts experimental observations of an increase of the dissociation probability with incident energy. In this study a nonadiabatic framework is formulated where the encounter takes place simultaneously on four electronic surfaces, each representing a different charged oxygen species. The dynamics, starting from an oxygen molecule in the gas phase, is followed by solving the multichannel time dependent Schrödinger equation. The transition from the diabatic to the adiabatic limit is explored by varying the nonadiabatic coupling terms. By so doing the dissociation probability dependence on incident energy changes from a strong monotonic increase in the diabatic case, to a flat dependence in the adiabatic case. The influence of electronic quenching is also studied, based on a numerical solution of the Liouville von Neumann equation. The dynamics subject to quenching shows a stronger initial dependence on incident kinetic energy leading to saturation. The general trend is quite similar to the dynamics without quenching.
Nonadiabatic pathways in the dissociative adsorption of simple molecules
Authors: Hasselbrink Eckart
Published: May 2005

Molecular beams and laser spectrometry have been used to study nonadiabatic processes in the interaction of molecules with well‐characterized surfaces. The emission of exoelectrons and the formation of O− ions in the interaction of O2 molecules with a Cs(√3 x √3) structure on Ru(001) is studied as a function of translational energy, extending previously reported results. The interaction of O2 with an Al(111) surface exhibits an abstraction channel, which is predominant at translational energies smaller than 0.5 eV. In the interaction of NO2 with an Al(111) surface, the operation of an abstraction channel resulting in O(a) and NO(g) is observed. All three examples are interpreted to indicate the significance of early charge transfer channels in molecular dissociative adsorption processes. Delayed charge transfer may lead to nonadiabatic reaction routes in this scenario.
Acoustic and Trawl Surveys to Locate Eulachon Aggregations in the Lower Fraser River, British Columbia
Authors: Stables T. Brock , Perrin Chris J. , Rosenau Marvin L.
Published: May 2005

Coordinated acoustic and trawl surveys were performed to locate aggregations of adult eulachon Thaleichthys pacificus in the lower Fraser River, British Columbia, during spring 2001 and 2002. Aggregations were encountered in one portion of the study area in both years. They contained mature, spawning, and spent eulachon of both sexes, of which over 80% were spent males. These groups were 880–2,000 m long and averaged 117–140 m wide. Within them, mean fish density was 0.27–0.29 fish/m3 and species composition was 87–99% eulachon. They occurred in 6–8.5 m of water over substrate that was mainly sand with a small fraction of pea gravel. We did not determine whether these eulachon spawned in that area or had congregated there for another purpose, such as holding or migration. Other species occasionally encountered in appreciable numbers were juvenile pink salmon Oncorhynchus gorbuscha and chum salmon O. keta. Mean in situ target strengths of eulachon were −53.3 dB at 123 kHz and −50.3 dB at 208 kHz. Coordinated acoustics and trawling were effective for locating eulachon aggregations at low to moderate flows (river discharge of 3,200 m3/s or less), but were hampered by entrained debris during higher flows of spring runoff. Under suitable river conditions, the high resolution and rapid spatial coverage of this technique are apt for habitat preference studies and point source environmental assessments in large, turbid rivers.
Laboratory Studies on the Vulnerability of Young White Sturgeon to Predation
Authors: Gadomski Dena M. , Parsley Michael J.
Published: May 2005

Despite evidence of annual spawning by white sturgeon Acipenser transmontanus in rivers of the northwestern United States and Canada, in some years and locations little or no recruitment of age-0 white sturgeon has been observed. We examined the vulnerability of white sturgeon larvae and juveniles to predation to further understand possible causes of mortality. We were particularly interested in the vulnerability of older larvae and juveniles because at about 25 mm total length (TL) white sturgeon develop sharp dorsal and lateral scutes that may act as a morphological defense. In the laboratory, white sturgeon ranging from newly hatched larvae to about 170-mm TL juveniles were exposed to predatory fishes they might encounter in the natural environment. We found that channel catfish Ictalurus punctatus (mean TL = 464 mm) and northern pikeminnow Ptychocheilus oregonensis (mean TL = 472 mm) ate white sturgeon up to mean sizes of 121 and 134 mm TL, respectively. Conversely, similarly sized walleyes Sander vitreus ingested almost no white sturgeon, although juvenile walleyes (mean TL = 184 mm) ate white sturgeon up to 59 mm TL. The smallest predator we tested, prickly sculpins Cottus asper (mean TL = 126 mm), ate white sturgeon up to a mean TL of 50 mm. Our study demonstrated that predation is a likely cause of mortality of age-0 white sturgeon and may be contributing to the year-class failures that have been observed. In addition, the results from this study could be used to reduce the predation risk of artificially propagated white sturgeon released to augment declining populations since fish could be reared to sizes where their vulnerability is low.