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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
This volume focuses on and exemplifies how ethnography--a research
tool devoted to looking at human interaction as a cultural process
rather than individual psychology--can shed light on educational
processes framed by the complex, internationalized societies in
which we live today. Part I offers theoretical chapters about
ethnography and examples of innovative ethnography from particular
perspectives. In Part II, the emphasis is on the application of
ethnographic approaches to educational settings.
Each contribution not only takes the reader on a thoughtful and
enlightening journey, but raises issues that are important to both
educators and ethnographers, including the relationship of
researcher to subject, the meaning of "participant" in participant
observation, and ways to give voice to disenfranchised players, and
on the complex ways in which all parties experience identities such
as "race" in the modern world.
"Innovations in Educational Ethnography: Theory, Methods, and
Results" is a product of both continuity and change. It presents
current writings from mentors in the field of ethnography and
education, as well of the work of their students, and of educators
engaged in cultural studies of their work. In many ways it provides
fresh, new vistas on the old questions that have always guided
ethnographic research, and can be used as a survey both of what
ethnography has been and what it is becoming.
This book is the work of many hands, and provides excellent
examples of trends in both basic and applied ethnography of
education. These two kinds of work augment and reinforce each
other, and also represent important current research
directions--in-depth reflection on theprocess of ethnography
itself, and an application of its insights to teaching and learning
in schools, universities, and communities. No one philosophy guides
the contributions to this volume, nor were they chosen as exemplary
of a particular approach, yet foundational understandings and
principles of ethnography shine through the work, in both
predictable and unexpected ways.
This book is a reprint of a now classic text dealing with Wolcott's
dissertation topic on the study of a Kwakiutl Indian village and
the one-room school he taught at Village Island in the Alert Bay
region of British Columbia. Within the book, Wolcott's interest in
anthropology and training as an educator are blended together to
present a unique look into the educational training of Indian
children. Village life and the social environment from which young
Indian children learn cultural conventions are skillfully
contrasted with the formal, structured educational system-of which
Wolcott as a teacher is part of-within the village. In showing
these two opposing educational systems, the author is able to
highlight problems that arise and additionally the issues which
come from an ethnographer being involved in a situation more than
through just observation.
This volume presents the personal accounts of African American,
Asian American, and Latino faculty who use 'narratives of
struggles' to describe the challenges they faced in order to become
bona fide members of the U.S. Academy. These narratives show how
survival and success require a sophisticated knowledge of the
politics of academia, insider knowledge of the requirements of
legitimacy in scholarly efforts, and resourceful approach to facing
dilemmas between cultural values, traditional racist practices, and
academic resilience. The book also explores the empowerment process
of these individuals who have created a new self without rejecting
their 'enduring' self, the self strongly connected to their
ethno/racial cultures and groups. Within the process of self
-redefinition, this new faculty confronted racism, sexism,
rejection, the clash of cultural values, and structural
indifference to cultural diversity. The faculty recounts how they
ultimately learned the skillful accommodation to all of these
issues. It is through the analysis of survival and self-definition
that women and faculty of color will establish a powerful foothold
in the new academy of the twenty-first century.
George and Louise Spindler are widely regarded as significant
founders of the field of educational anthropology. This book brings
together their best, most seminal work from the last 50 years--a
time frame representing the developmental epoch of the field--and
binds them together with a master commentary by George Spindler.
Previously scattered over a wide range of publications, the
articles collected here allow for a unified view of the Spindlers'
work and of the development of the field. The book opens with an
insightful Foreword by Henry T. Trueba, a fascinating piece titled
"A Life With Anthropology and Education: Interviews With George and
Louise Spindler by Ray McDermott and Frederick Erickson," and
George Spindler's "Previews" essay which gives the reader a grasp
of the whole to which the parts of the book contribute. These
pieces frame and contextualize the work that follows. In Part I,
Character Defining, many of the major themes of this volume are
first encountered; this section sets the stage for what follows.
Part II, Comparisons, focuses on comparison, which the Spindlers
view as essential to an anthropological approach. Part III,
Ethnography in Action, is devoted to the explicit exposition of
ethnographic methods (though actually every piece in the book is a
demonstration of method). Part IV, American Culture, moves from a
traditional representation of American Culture to a processual
analysis of how the culture is transmitted in real situations, and
finally to an interpretation of right-wing actions that seem to
constitute a reactive movement; the implications for education are
pursued. Part V, Cultural Therapy , explains what cultural therapy
is and how it may be applied to teachers and students. The volume
concludes with Part VI, Orientation, Susan Parman's overview of the
works of the Spindlers that spans their whole career.
This volume combines data obtained by a values projective technique
over a period of more than 30 years, data obtained from census
records, and ethnographic data obtained by the authors in fieldwork
in several different places in the USA. Special attention is paid
to schooling as a means of cultural transmission. The concept of
"hinterland" (the great areas of the United States in between the
metropolitan sectors) is developed and contrasted to metropolitan
culture. The purpose of the book is to deal with a process in which
all Americans, old and new, and of all ethnic groups and
minorities, are caught up - the American cultural dialogue. This
dialogue, centering on values such as individuality, freedom,
community, equality and success transcends class and region.
George and Louise Spindler are widely regarded as significant
founders of the field of educational anthropology. This book brings
together their best, most seminal work from the last 50 years--a
time frame representing the developmental epoch of the field--and
binds them together with a master commentary by George Spindler.
Previously scattered over a wide range of publications, the
articles collected here allow for a unified view of the Spindlers'
work and of the development of the field.
The book opens with an insightful Foreword by Henry T. Trueba, a
fascinating piece titled "A Life With Anthropology and Education:
Interviews With George and Louise Spindler by Ray McDermott and
Frederick Erickson," and George Spindler's "Previews" essay which
gives the reader a grasp of the whole to which the parts of the
book contribute. These pieces frame and contextualize the work that
follows.
In Part I, "Character Defining," many of the major themes of this
volume are first encountered; this section sets the stage for what
follows. Part II, "Comparisons," focuses on comparison, which the
Spindlers view as essential to an anthropological approach. Part
III, "Ethnography in Action," is devoted to the explicit exposition
of ethnographic methods (though actually every piece in the book is
a demonstration of method). Part IV, "American Culture," moves from
a traditional representation of American Culture to a processual
analysis of how the culture is transmitted in real situations, and
finally to an interpretation of right-wing actions that seem to
constitute a reactive movement; the implications for education are
pursued. Part V, "Cultural Therapy," explains what cultural therapy
is and how it may be applied to teachers and students. The volume
concludes with Part VI, "Orientation," Susan Parman's overview of
the works of the Spindlers that spans their whole career.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press's mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1978.
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press's mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1978.
Cultural therapy is a way of helping people cope with cultural
diversity and societal inequity through the mediation of the school
as a central institution for cultural transmission and maintenance.
This book illustrates how cultural therapy can be applied in
educational settings to promote better understanding among teachers
and students. Each chapter presents a situation in which the author
has been intimately involved, offering a variety of approaches to,
and interpretations of, cultural therapy.
This volume focuses on and exemplifies how ethnography--a research
tool devoted to looking at human interaction as a cultural process
rather than individual psychology--can shed light on educational
processes framed by the complex, internationalized societies in
which we live today. Part I offers theoretical chapters about
ethnography and examples of innovative ethnography from particular
perspectives. In Part II, the emphasis is on the application of
ethnographic approaches to educational settings.
Each contribution not only takes the reader on a thoughtful and
enlightening journey, but raises issues that are important to both
educators and ethnographers, including the relationship of
researcher to subject, the meaning of "participant" in participant
observation, and ways to give voice to disenfranchised players, and
on the complex ways in which all parties experience identities such
as "race" in the modern world.
"Innovations in Educational Ethnography: Theory, Methods, and
Results" is a product of both continuity and change. It presents
current writings from mentors in the field of ethnography and
education, as well of the work of their students, and of educators
engaged in cultural studies of their work. In many ways it provides
fresh, new vistas on the old questions that have always guided
ethnographic research, and can be used as a survey both of what
ethnography has been and what it is becoming.
This book is the work of many hands, and provides excellent
examples of trends in both basic and applied ethnography of
education. These two kinds of work augment and reinforce each
other, and also represent important current research
directions--in-depth reflection on theprocess of ethnography
itself, and an application of its insights to teaching and learning
in schools, universities, and communities. No one philosophy guides
the contributions to this volume, nor were they chosen as exemplary
of a particular approach, yet foundational understandings and
principles of ethnography shine through the work, in both
predictable and unexpected ways.
This volume combines data obtained by a values projective technique
over a period of more than 30 years, data obtained from census
records, and ethnographic data obtained by the authors in fieldwork
in several different places in the USA. Special attention is paid
to schooling as a means of cultural transmission. The concept of
"hinterland" (the great areas of the United States in between the
metropolitan sectors) is developed and contrasted to metropolitan
culture. The purpose of the book is to deal with a process in which
all Americans, old and new, and of all ethnic groups and
minorities, are caught up - the American cultural dialogue. This
dialogue, centering on values such as individuality, freedom,
community, equality and success transcends class and region.
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