Educational Anthropology
02 - 1
Syllabus & Resources
Dr. Maureen Porter
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Educational Anthropology 02 - 1
Syllabus & Resources Dr. Maureen Porter |
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Complete the Background Profile before beginning any of the readings.
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-- Oliver Wendell Holmes
PREREQUISITES: The participants in this course come from a variety of schools, departments, professions, nations, and backgrounds. This diversity is essential to the dynamic that keeps this course so interesting! Students do not need to have a prior background in qualitative research methods, educational policy and theory, or anthropology although these are helpful. Many students do choose to take Disciplined Inquiry first. Supplementary readings are available for those with advanced backgrounds. This course is itself a prerequisite for further coursework in educational anthropology. Students who do well in this course and/or who are intrigued by the challenge of this kind of research are encouraged to continue their studies with the Ethnography of Education Seminar (ADMPS 2355/ANTHRO 2085) which is generally offered every second Spring Semester. Several students have also continued their projects through Directed Research or Study and Supervised Fieldwork. Please come see me if you are interested in any of these options.
The following are the primary materials for the course. They may be purchased at the Book Center or bought/borowed/rented through other means. Fetterman, D. (1989). Ethnography step by step. Applied Social Research Methods Series Vol. 17. Beverly Hills: Sage Publications. ISBN: 0-8039-2891-2 (Either edition is fine.) Spradley, J. (1980). Participant observation. Orlando, FL: Holt, Rinehart and Winston, Inc. ISBN: 0-03-044501-9 Spindler, G. D. (Ed.). (1997) Education and cultural
process: Anthropological approaches. (3rd Ed.). Prospect Heights, IL:Waveland
Press.The second edition also contains many, but not all, of the works
that we will be using.) ISBN: 0-88133-958-X
Additional readings required in the course will be available at the Bookstore.
This course meets at the crossroads of education and anthropology. By using the concepts and disciplined modes of inquiry contributed by anthropology, we will examine key issues in educational policy. Because we don't just talk about key ideas, we DO something with them in real life settings, it is also a methodology course. Together, we will ask: "What kinds of fascinating questions do educational anthropologists ask?" "What repertoire of research methods do they draw upon?" And, importantly, "Why are both of these significant in the study of education?" In this course, we will be defining "education" broadly to encompass many forms of purposeful intervention related to cultural transmission, cultural change, and cultural (dis)continuity. Education takes place across generations and across the lifetime of individuals. Education takes place in both formal settings (a.k.a. "schools") as well as in an array of informal settings. Education is about power; it is tied up with larger issues of identity, resistance, accommodation, nationalism, and religion. Therefore, recognizing that education is a multifaceted - and often contested - process, we will look at both intra-group and inter-group encounters. We will also be comparing and contrasting research done in several countries and time periods. Readings and discussions are complemented by a semester-long fieldwork experience. Students may do this either as a team or individually. By working on a term project of their own choosing, students will be able to gain a first-hand understanding of the challenges, rigors, and excitement of doing educational anthropology. The course provides formal opportunities for students to share the emerging cultural themes in their projects, as well as to discuss ethical dilemmas present in this kind of work. By the conclusion of the course, students will be able to: - recognize some key figures in the history of this field - appreciate the breadth and depth of studies done in educational anthropology - understand the many facets of "education" across the life cycle and in formal as well as informal settings - recognize the shared concerns of theories drawn from anthropological and educational domains - understand key terms and concepts and apply these to diverse educational settings, both within the US and internationally - critically assess the credibility and quality of ethnographic accounts - generate the kinds of questions which educational anthropologists tend to ask - understand the significance of research done in this field, as well as its limitations and new frontiers - use technological tools (computer, world wide web, multi-media) and information resources to locate, synthesize and communicate information effectively - experience anthropological "ways of knowing" by engaging in ethnographic fieldwork in a cultural scene that is foreign to the student - produce a clear, concise, and engaging write-up of data generated in real-life settings - appreciate the challenge and satisfactions inherent in ethically and thoroughly conducting fieldwork in educational settings - better understand how well they might be suited to further pursue work in educational anthropology - work more effectively with a diverse team of colleagues to complete group exercises - gain a greater awareness of their own and their colleagues' cultural backgrounds and the ways these continue to shape their choices and perspectives.
Show me and I'll remember. Involve me and I'll understand. The course is designed to integrate many modes of learning - reading, visual images, writing, oral discussions, aural listening, performance, etc. We will make the most use of our time together! In addition, it should hardly come as a surprise that some of the most influential learning takes place outside of bleak, windowless classrooms. Therefore, exercises will lead students toward the timely completion of their external field projects and the final write-up. In summary, this course provides opportunities for students to learn via: - written materials which bring together theoretical and methodological accounts with diverse, engaging models of ethnographic inquiry - instructor-led presentations - discussion and debate - giving and receiving constructive criticism - multi-media presentations - an introductory, hands-on field experience - small group, pairs, and individual exercises - short reflective weekly assignments that integrate reading and fieldwork assignments - course assessment techniques Students are expected to attend all course meetings and to participate fully. If you must be absent from a scheduled meeting, I appreciate being informed in advance. However, if really nasty weather precludes you from safely reaching campus, let safety prevail. Students remain, however, responsible for contacting their colleagues to find out about assignments, changes to the syllabus, and the discussions that they missed out on by not being present. Participants are expected to contribute to a positive and open classroom atmosphere by actively listening, contributing to discussions, and demonstrating mutual respect for one another. As this course explicitly deals with how we can make sense of inter-cultural encounters, all students are seen as being diverse and having a unique contribution to make. Further, as an introduction to the practice of educational anthropology, we will approach one another as colleagues, that is, with respect and encouragement for our various, overlapping commitments and responsibilities. The course proceeds from an emphasis on reading and discussing research done by others to an emphasis on critiquing student-initiated research. The purposes of front loading the course with readings are to 1) provide students with an overview of studies typical of the field as well as ideas for possible projects 2) establish a set of examples common to all course participants, 3) to allow students to prioritize their own emerging field research in the latter part of the course. One semester is a short time to complete even an introductory field experience and to write it up. Students must consult with me before the end of September to secure approval for their semester project. Only changes precipitated by the fieldwork setting will be allowed after that time. Educational anthropology is as much a serendipitous adventure as it is a systematic program. Therefore, students need to take the initiative to closely monitor their own project's progress so that the weekly assignments can be completed on time. If you would like to see a film or video from the course again, you may do so individually in Hillman Library, room G-20. They also have a great collection of resources that other students have effectively integrated into their final presentations and projects. Also check out the School of Education's very own CCIC, now on fourth floor.
Course grades are composed of: Weekly exercises (35%) Final written account (35%) Final presentation of research to course colleagues (10%) Class attendance and participation (20%) Weekly exercises are due at the beginning of class time. They will be graded on a "-," "S"atisfactory, or " +" basis. Late exercises will not count for credit and they will only be read by special arrangement with the instructor. They should be typed, double-spaced, have 1-inch margins, and be thoroughly checked for grammatical, spelling, and stylistic errors. If you don't already have access to the APA Publication Manual, please secure this basic resource. Just as in the professional writing expected of you as a graduate, you need to accurately reference materials that you use. Writing well is a life-long process. Even advanced, native-speaking students are encouraged to visit the Writing Lab for assistance in meeting the page and word guidelines as well as to continue to develop their styles and fluidity.
The following course outline is preliminary and will remain
flexible to accommodate the particular needs and concerns of the members
of this cohort.
August 27 INTRODUCTION TO THE COURSE CLASS: Introduction to course objectives and organization/
The intersection of anthropology and education/ namecards/ FILM:
Trekkies
READ: - Spradley Chs. 1- 3, Appendices A&B - Fetterman Ch. 1 - Wagner, J. (1990). Administrators as ethnographers: School as a context for inquiry and action. Anthropology and Education Quarterly, 21 (3), 195-221. COMPLETE: 1. Reflective Essay (3-5 p.) on Trekkies. Identify the subgroups of this community. What do insiders in each know and believe? What roles do the conventions play in their cultural life? What was the video director's critical stance and message? 2. Bring an item to class for the Circle.
September 17 DOING ETHNOGRAPHY Reminder: Students must confer orally or via e-mail with the instructor during these first weeks about possible field projects. READ: - Fetterman Ch.2 - Spradley Steps 1-3 - Spindler Chs. 3-4, 15 (Optional: Ch. 2 provides additional historical background) COMPLETE: 1. Exercise (2-3p.) What makes accounts ethnographic? What makes them interesting? Use examples from student ethnographies from the course (Students may check them out from the instructor.) Students should use this opportunity to establis contact with potential fieldsites. CLASS: What is ethnography?/ How doing ethnography is
like learning a culture as an insider/outsider/ Making the familiar strange
and the strange familiar/ What is being an ethnographer like? - behind
the scenes with Spindler and others
September 24 THE RANGE OF INQUIRY IN EDUCATIONAL ANTHROPOLOGY READ: - Spindler Chs. 14 - Select one of the following to do as a group, peruse the others:
Rohlen, T.P. (1987). Sheishin kyoiku in a Japanese bank: A description of methods and consideration of some underlying concepts. In G.D. Spindler (Ed.), Education and cultural process: Anthropological approaches. (2nd Ed.). (pp. 451-463). Ross, L. & Zaharlick, A. (1996, November). A re-examination of acculturation and enculturation: Evidence from a residential deaf school. Paper presented at the 95th meeting of the American Anthropological Association, San Francisco, CA. 1. Proposal for term project (1-2p.) 2. Group presentation on what elements of and how culture was transmitted CLASS: Cultural transmission/ Selective learning, education
as purposeful intervention/ Cultural themes/ Why is this kind of data significant?/
What do we do with it?
October 1 INTERVIEWING, DESCRIPTION, MORE METHODS READ: - Spradley Steps. 4,10, peruse 5-9 and Appendix B - Fetterman Chs. 3,4
CLASS: Cultural scenes and themes/ Practice expressive-autobiographical interviews/ Transcribing interviews EXTRA CREDIT OPTION: Provide a full transcript of
one interview that you conducted in your feldsite. Include the goals,
raw notes, transcription and a summary analysi.
October 8 DVELOPING A SENSE OF PLACE: APPLICATIONS OF EDUCATIONAL ANTHROPOLOGY READ: - Begin reading the Hostetler and Huntington COMPLETE: Continue working on projects CLASS: Sense of Place video, spaces and places,
making maps, field project in teams
October 15 FOCUS ON EDUCATION IN PLACE READ: - Hostetler and Huntington - Spindler Ch. 9 - Warren, R.L. (1987). The school and its community context: The methodology of a field study. In G.D. Spindler (Ed.), Education and cultural process: Anthropological approaches. (2nd Ed.). (pp.120-135). COMPLETE: Continue working on projects CLASS: Integrated systems/ Schooling as continuation and
integration/ cultural continuity and schooling
October 22 CULTURAL CONTINUITY
READ: - Hostetler and Huntington COMPLETE: 1. Description of the setting for your study and a typical scene (3-5p. plus map) CLASS: / Adolescence and incorporation/ Religion in schools/
Independent, culturally responsive schools
October 29 RITUAL AND INCORPORATION READ: - Miner, H. (1956). Body Ritual among the Nacerima. The American Anthropologist, 58, 503-507. - Doherty, W. (1998). Strengthening Family Ties. Better Homes and Gardens. July. PP. 56, 58. - Townley, R. (1996). Fred's shoes: The meaning of transition in Mister Rogers' Neighborhood. In M. Collins & M. M. Kimmel (Eds.), Mister Rigers' Neighborhood: Children, Television, and Fred Rogers. Pittsburgh, PA: The University of Pittsburgh Press. - Hill Burnett, J. (1976). Ceremony, rites, and economy in the student system of an American high school. In J.I. Roberts & S. K. Akinsanya (Eds.), Patterns and culture configurations: The anthropology of education. New York, NY: David McKay Company, Inc. (pp.313-323). COMPLETE: Comtinue to work on projects. CLASS: Rituals of incorporation/Acting out social roles/
Inventing ourselves as fieldworkers/ Adolescence revisited/ Video @ Mr.
Rogers / Halloween
November 5 RITES OF PASSAGE READ: - Van Gennep, A. (1960). The Rites of Passage. Translated by M. Vizedom & G. Caffee. Chicago: The University of Chicago Press. Introduction, 1-14. - Spindler, Chapter 10 - Blumenkrantz, D. & D. Wasserman. (1998). What happens to a community intervention when the community doesn't show up? Restoring rites of passage as a consideration for contemporary community intervention. Family Science Review. 11 (3) August. 239-258. COMPLETE: What is a rite of passage? Which kinds of transitions are going on? Which lessons is the initiatnt to learn? Relate this theory to your own site, if possible. (3-5p.) CLASS: Rites of passage in the community and at the Junior
Livestock Auction, slide show and discussion of visual anthropology
November 12 FOCUS ON CULTURAL DISCONTINUITY - WHOSE SYMBOLS AND CEREMONIES? Guest Instructor: Dr. Clementina Acdeo READ:
- Naylor, D. & B. Smith. (1993) Holidays, cultural
diversity, and the public culture. Social Studies and the Young
Learner 6 (2) P. 2,4-5, 17.
COMPLETE:
CLASS: Cultural themes/ Power and hierarchy within formal
educational settings/ Assimilation, accommodation/ Policy implications
Whose symbols? Whose language? FILM: In Whose Honor?
November 19 RITUAL AND SYMBOLIC SCHOOL LIFE READ: - Foley, D. E. (1990). Learning capitalist culture: Deep in the heart of Tejas. Philadelphia, PA: University of Pennsylvania Press. (pp. 28-62. "The Great American Football Ritual") - McLaren, P. (1986). School as a ritual performance:Towards a political economy of educational symbols and gestures. Boston, MA: Routledge and Kegan Paul. (pp. x-xviii, 1-48). - Wynne, E & K. Ryan. (199). Reclaiming our schools: A handbook on teaching character, academics, and discipline. New York: Maximillian Publishing Company. (Preface, Ch 8 and 10)
CLASS: Rituals of incorporation/ Football, political campaigns,
and gender politics/Halloween/symbolic dimensions of schooling/ inversion,
how to write an abstract
November 26 FROM THE FIELD TO THE PAGE READ: - Fetterman Chs. 5,6,7 - Spindler, Ch. 5 - Porter, M. K. (1997). Moving mountains: Reform, resistance, and resiliency in an Appalachian Kentucky high school. Doctoral dissertation, Stanford University, 1997). (pp. vi, 1-18) - Becker, H. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. (With a chapter by Pamela Richards). Chicago, IL: University of Chicago Press. (selections) - Spradley Steps 11,12 COMPLETE: 1. 1 page draft of your abstract to share with the class. 2. List of questions for discussion. CLASS: Writers' workshop/ Joint brainstorming on hot questions/ Discussion of different genres of presentation - written as well as oral/audio-visual
December 3 and 10: STUDENT PRESENTATIONS OF SEMESTER PROJECTS All projects are due at the latest on the final class meeting, at the beginning of class. (You may turn them early and receive extra credit!)
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