Rural Anthropology (2001)

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      native american      new mexico      O      P      R      S      T      V      W      Y      Z

A

Abrahams, R. (1991). A place of their own: family farming in eastern Finland. Cambridge [England] ; New York: Cambridge University Press. Hn534.v54 a27 1991 306.85/094897

Abrahams, R. (1996). After socialism: land reform and social change in Eastern Europe. Providence, RI: Berghahn Books. Hd1333.e852 a36 1996 333.3/147

Acheson, J. M. (1994). Anthropology and institutional economics. Lanham, Md.: University Press of America. Hb99.5.a58 1994 330.1 norst

Adams, W. H. (1977). Silcott, Washington: ethnoarchaeology of a rural American community. Pullman: Laboratory of Anthropology Washington State University. F899.s5447 a33 1977 979.7/42 F899.s5447 a33 1977

Adams, W. M., & Megaw, C. C. (1997). Researchers and the Rural Poor: Asking Questions in the Third World. Paper presented at the Journal of Geography in Higher Education, 21, 2, 215-29 Jul 1997. Discusses the theory and practice of rural socioeconomic surveys in developing nations. Highlights the close links between choice of research topic, field area and research methods, and the ethics of field research. Offers a personal commentary on some practical problems concerning field research. (MJP) EJ554692

Aguirre Beltrán, G., & Walker, D. E. (1979). Regions of refuge. Washington: Society for Applied Anthropology. Hn110.5.a8 a5813 309.1/8 Hn110.5.a8 a5813

Aldenderfer, M. S., & Maschner, H. D. G. (1996). Anthropology, space, and geographic information systems. New York: Oxford University Press. Gn346.5.a57 1996 301/.0285

Allen, C. J. (1988). The hold life has: coca and cultural identity in an Andean community. Washington: Smithsonian Institution Press. F2230.2.k4 a45 1988 985/.00498 Si 1.2/2:h 71

Allen, J. C. (1993). Development in a Community under Stress. Paper presented at the Community Development Journal, 28, 2, 154-66 Apr 1993. A case study of residents in a small rural Washington community identified basic differences between long-term residents and new migrants: (1) perception of community leader characteristics; (2) support of growth versus maintenance of status quo; and (3) educational attainment. Demographically, the groups were more similar than different; the greatest barrier was their misconceptions of each other. (SK) EJ460780

Altamirano, T., Hirabayashi, L. R., & Albó, X. (1997). Migrants, regional identities and Latin American cities. Arlington, Va.: American Anthropological Association. Hb1990.5.a3 m55 1997 307.2/4/098

Andreas, D. (Apr 1992). Ethnography of Biography: Student Teachers Reflecting on "Life-Stories" of Experienced Teachers., 25pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). This paper explores the use of ethnographic biography as a source of information and reflection for student teachers. Ethnographic methods combine observation of a subject's teaching environment or context, examining the present rather than the past. Information can then be made available to student teachers in need of a personal viewpoint on teaching to complement that which they learn in school. By offering student teachers the opportunity to make biographies of other teachers about their shared profession, not only they but experienced teachers as well can discover patterns of experience in relation to school culture, thereby enabling novices to take a more realistic view of teaching. The study described here is a model offered to student teachers in Fribourg (Switzerland) near their final semester of course work. It is a student-centered approach to critical ethnography that reveals biographical dimensions of both the expert teachers who are the focus of the ethnographic research and the student teachers who are conducting the research. The resulting narratives reveal common concerns, anxieties, sorrows, prejudices, and presuppositions, and they offer a way of bringing more context into student teachers' teaching curriculum. (Contains 45 references.) (LL) ED352360

Arce, A., & Long, N. (2000). Anthropology, development, and modernities: exploring discourses, counter-tendencies, and violence. London ; New York: Routledge. Gn397.7.d44 a47 2000 306/.091724

Argus-Calvo, B., & And, O. (1996). An Ethnographic Study of Special Education Services in a Rural Area of Mexico. Paper presented at the Special issue topic: "International Rural Special Education.". Overviews the current status of special education programs in Mexico in general and in Ciudad Juarez (Chihuahua) and surrounding rural areas. Two special education administrators employed in the Ciudad Juarez school system discuss problems associated with teacher training and lack of administrative support, and the importance of parental and community involvement in rural schools. (LP) EJ534736

Aronoff, M. J. (1986). The frailty of authority. New Brunswick, N.J.: Transaction Books. Gn492

Aswad, B. C. (1971). Property control and social strategies in settlers in a Middle Eastern plain. Ann Arbor: University of Michigan. GN2.M5 no. 44 GN2.M5 no. 44 HN660.H36 301.2/08 s 301.35/09564

Athanases, S. Z., & Heath, S. B. (1995). Ethnography in the Study of the Teaching and Learning of English. Paper presented at the Research in the Teaching of English, 29, 3, 263-87 Oct 1995. Addresses the following issues, as illustrated by methodological features of a year-long ethnography of two high-school English classes: (1) the particular features and purposes of ethnography as a research genre; (2) the contributions it has made; and (3) the greatest challenges facing the ethnographer. (TB) EJ511648

B

Bardhan, P. K. (1989). Conversations between economists and anthropologists: methodological issues in measuring economic change in rural India. Delhi ; New York: Oxford University Press. Hn690.z9 c6319 1989 330.954 Hn690.z9 c6319 1989

Barlett, P. (1980). Agricultural decision making: anthropological contributions to rural development. New York: Academic Press. Gn448.a37 306/.3 Gn448.a37 norlin GN448.A37 c.2

Barnhardt, C. (Oct 1994). Life on the Other Side: Alaska Native Teacher Education Students and the University of Alaska Fairbanks., 308pp. Thesis, University of British Columbia. The thesis identifies factors that have contributed to the academic success of Alaska Native teacher education students who graduated from the University of Alaska Fairbanks (UAF) between 1989 and 1993. It contains a brief history of schooling for Alaska Native peoples; a description of the programs, student services, and academic coursework at UAF designed to respond to the interests and needs of Alaska Native students; and a review and analysis of the experiences of 50 Alaska Native teacher education graduates based on data obtained through interviews, review of student records, and participant observation. Five factors were identified as contributing to students' academic success: (1) a teaching and learning environment responsive to the interests and needs of culturally diverse students; (2) student support services respectful of the interests and needs of culturally diverse students; (3) strong family and community support; (4) supportive prior school and life experiences; and (5) exceptional individual efforts. The data indicate that accommodation and adaptations by both the students and the institution were essential to student success. Appendices describe 27 programs and services that address Alaska Native peoples and issues at UAF, and list Alaska Native and rural undergraduate courses at UAF, student database variables, and interview themes. Contains 259 references. (Author/KS) ED382415

Bartelt, G. (1997). The Ethnography of Second Language Production. Paper presented at the IRAL, 35, 1, 23-35 Feb 1997. Explores English-as-a-Second-Language students' introspective accounts of perceived underlying second language production processes for the purpose of discovering folk models that may impact on pedagogy. Findings reveal that the pervasive image emerging is a translation schema with a subcomponent of conscious grammar rule application. (19 references) (Author/CK) EJ542949

Bassett, K. (January 1996). Anthropology, clinical pathology and the electronic fetal monitor: lessons from the heart. Social Science and Medicine, 42(2), 281-292(212). Clinical pathology, the social process of applying disease categories and managing disease processes, is defined and its anthropological study described using examples from a study of Electronic Fetal Monitor (EFM) use during hospital obstetrical care in a rural Canadian village. Anthropological work on clinical pathology is shown to have helped doctors and nurses in this village to better understand both the cultural contingencies of their basic science knowledge and the historical contingencies of its application to the care of women during pregnancy and birth. It is argued that cultural anthropologists should study diagnostic and treatment activities, especially those involving sophisticated technology; their methods and theories make them ideally suited to this task.

Bassetta, K. L., Iyerb, N., & Kazanjianc, A. (15 August 2000). Defensive medicine during hospital obstetrical care: a by-product of the technological age. Social Science and Medicine, 51(4), 523-537(515). This paper presents an alternative perspective on defensive medicine. Defensive medicine is usually understood as arising from the effect of law on medicine through fear of litigation. Of equal significance, however, is the complementary influence of medicine on law through technological innovation, and, more importantly, the way that medicine and law develop dialectically. Each shapes the other in establishing the standards of care central to both clinical medicine and to actual or potential legal action. Excessive testing owing to fear of litigation indicates that defensive medicine is being practised in a particular setting, but it does not explain why this is so. To understand why defensive medicine occurs and why it is so troubling to clinicians requires an understanding, not only of medical and legal developments, but of a political-economic system and the beliefs and values of a society. Defensive medicine is discussed in relation to hospital obstetrical scenarios commonly associated with fear of litigation: fetal oxygen deprivation (''distress''), which is detected using an electronic fetal monitor, and prolonged labor, known as ''dystocia''. The material presented is taken from a medical anthropological study of obstetrical care in rural British Columbia, Canada. Litigation fears are shown to result less from rare, albeit often devastating, allegations of malpractice than from doctors adopting a role as ''fetal champions'', together with the introduction of electronic monitoring technology. The paper concludes by asserting that, rather than being in an adversarial relationship, medical practice and associated litigation primarily work together to reinforce each other, and the social conditions in which defensive medicine occurs.

Bengtson, V. L., Schaie, K. W., & Burton, L. (1995). Adult intergenerational relations: effects of societal change. New York: Springer Pub. Co. Hq1061.a35 1995 305.26 norst

Benson, C., Ed. (1998). Becoming Teacher Researchers. Paper presented at the Bread Loaf Rural Teacher Network Magazine, Sum 1998. This serial issue contains eight articles all on the theme of "Becoming Teacher Researchers." "Becoming a Network of Teacher Researchers" (Scott Christian) discusses how portfolios of classroom work provide documentation and encourage more systematic teacher research involving established research techniques. "Identifying Features of Language: Listening, Writing, Performing" (Ellen Temple) describes how fifth-graders developed language skills by studying oral genresexamining and classifying their everyday language use. In "Teaching Standard English to African American Students: Conceptualizing the Research Project" (Renee Moore), results from teacher research indicate that teacher attitude compensates for Black students' resistance to learning standard English. "The Golden Age of Teacher Research: An Interview With Marty Rutherford" (Chris Benson) pursues questions concerning the importance of the relationship between teacher, student, and community; the characteristics of good teacher researchers; wider acceptance of ethnographic and qualitative research; and the importance of online collaboration among teacher researchers who are spread out across the country. "Watching and Listening in and outside the Classroom" (Sheri Skelton) recounts how a teacher in an Inupiaq village in northwestern Alaska incorporated aspects of Native learning and teaching styles in the classroom. "Students Teaching: In Season at Peoples Academy" (Moira Donovan) documents a Vermont high school's use of high school seniors as teaching assistants and mentors in inclusive classrooms. "Have You Graded Our Essays Yet?" (Risa Udall) discusses teacher research on how ungraded writing allowed Arizona high school students to improve their writing skills. In "Something Invisible Became Visible" (Robert Baroz), a teacher-student research team studied the value of classroom language use in reinforcing learning. (TD) ED436318

Bhowmik, K. L. (1988). Current anthropoligical [sic] & archaeological perspectives. New Delhi, India: Inter-India Publications. Gn3 GN3.I34 1985 v.1 NORLIN GN3.I34 1985 v.2 NORLIN GN3.I34 1985 v.3 NORLIN GN3.I34 1985 v.4 NORLIN GN3.I34 1985 v.5 NORLIN GN3.I34 1985 v.6 NORLIN GN3.I34 1985 v.7 NORLIN GN3.I34 1985 v.8 NORLIN GN3.I34 1985 v.9 NORLIN GN3.I34 1985 v.10 NORLIN GN3.I34 1985 v.11

Blanton, R. E. (1997). Economic analysis beyond the local system. Lanham, Md.: University Press of America. Gn448.e257 1997 306.3

Boissevain, J. (1965). Saints and fireworks; religion and politics in rural Malta. [London] New York,: University of London Athlone Press; Humanities Press. Hn660.5.m3 b6 1965 309.14585

Bond, G. C. (1997). AIDS in Africa and the Caribbean. Boulder, Colo.: Westview Press. Ra644.a25 a36346 1997 614.5/99392/096

Boswood, T., & Marriott, A. (1994). Ethnography for Specific Purposes: Teaching and Training in Parallel. Paper presented at the English for Specific Purposes, 13, 1, 3-21 1994. Principles of ethnographic inquiry are used to address professional training needs of English-for-Special-Purpose teachers interacting with clients in a business environment. A course designed for English teachers in Hong Kong that explores "discourse communities" is described. (Contains 25 references.) (Author/LB) EJ481594

Bradby, B. (6 May 1999). Will i return or not? - A history of childbirth in America. Women's Studies International Forum, 22(3), 287-301(215). This article draws on research done with migrant women in Bolivia about their hospital birth experiences. It describes the cultural strategies of negotiation employed by migrant women, which draw on rural Andean models of birth. One of these strategies is to go to hospital but give birth to the baby alone there, only accepting attention with the ''after-birth,'' a focus of much traditional ritual. Another strategy involves the active pursuit of technology that will ''help'' in labour, in the same way as herbal teas are taken to hasten labour in the home. These strategies show women as actively negotiating for the kinds of birth that they want in hospital, rather than as passive victims of technological birth. This supports recent work in the history and anthropology of childbirth, which has argued for a much greater role for women's agency in explaining the transition to and acceptance of hospital birth.

Brandau, D. M. (Apr 1993). Schooling and Work: The Role of Standards and Requirements., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 11-16, 1993). The findings of an ethnographic study of schooling and work in a small rural community in the Adirondack mountains of upstate New York are reported. More than half the school children in the community live in poverty. Research explores the relationships between patterns of adult work and the schooling of children, and between schooled and non-schooled uses of literacy. Discussion focuses on one aspect of the disjuncture between home and school, the role of standards and requirements. More than 75 interviews were conducted over a 3-year period with students, teachers, parents, school administrators, and community members. Six families were visited at home. Classroom observations were made, and information was collected from archival and government sources. Most families seem to see the school as a place for important ceremonies and social events, but not as a place to strive for economic security or social mobility. There are many conflicts between students and teachers, teachers and parents, and families and school administration. Ideally, the setting of standards and requirements involves a tacit agreement between those who set them and those who try to satisfy them that such measures probably represent bona fide qualifications for goal attainment. In the community observed, different views of standards and requirements made fertile ground for conflict. The social and economic reasons for the differences are discussed. (SLD) ED359199

Brandau, D., & Collins, J. (1992). Schooling, Literature, and Work in a Rural Mountain Community. Report Series 7.1., 28p. Drawing upon arguments from the sociology of work and from debates about literacy, this paper explores the connection between schooling, work, and language through an ethnographic analysis of school and community in a rural, northeastern United States setting. The paper presents evidence of a disjunction between schooling and adult work and between schooling and experiences with literature, challenging the school's self-understood mission. The paper concludes that educators should stop assuming that schooling leads to adult work and should recognize and cultivate student self-direction. (Fifty-nine references are attached.) (Author/RS) ED352663

Brodwin, P. (2000). Biotechnology and culture: bodies, anxieties, ethics. Bloomington: Indiana University Press. Tp248.2.b55117 2000 303.48/3

Brokensha, D., & Pearsall, M. (1969). The anthropology of development in sub-Saharan Africa. [Lexington,: Published for the Society for Applied Anthropology by the University Press of Kentucky. Hd2117.b7 301.5 HD2117.B7 c.pl

Brook, D. L. (1996). From Exclusion to Inclusion: Racial Politics and South African Educational Reform. Paper presented at the Theme issue topic: "Racial and Ethnic Exclusion in Education and Society.". Perceptions of the reform of segregated education at urban/suburban schools, township schools, and rural mission schools in South Africa are presented. Reform is most evident in former white schools and private schools, but lags behind in African and rural schools. Official reforms with grassroots efforts are needed to eradicate apartheid. (MMU) EJ578706

Brown, R. B. (1990). How Do Communities Act? Unique Events and Purposeful Strategies in the Formation of an Industrial Base in Rivertown. Revised., 33pp. An early version of this paper was presented at the Annual Meeting of the Southeastern Agricultural Sciences (Little Rock, AK, February 1990). Southern Agricultural Sciences (Little Rock, AR, February 1990). Effective rural education depends on active community involvement. This ethnographic case study examines three models of community organization as an explanation of how community action occurs. The three models are: (1) individuals interacting in formal and informal groups; (2) networks of "weak ties" effective for diffusing information and capitalizing on opportunities created by access to that information; and (3) a centralized weak-tie network based on the premise that a small number of people who know many is more effective than a large number of people who know few. The study attempts to reconstruct events leading various community actors to seek formation of an industrial base as an economic development alternative to agriculture. The study also examines the roles of unique events, specific people, and strategies for the formation of the industrial base in a small community. It was found that unique macroevents played a large role in the community's concern for economic alternatives and in its success in developing those alternatives. Such events also were important to certain community individuals, placing them in key positions to act for industrial development. Thus, community-action strategies were found to be most consistent with the "centralized weak-tie network" hypothesis. However, the irony of this type of centralized leadership network and the type of community action it creates is that its very success at the community level is dependent on only a select segment of the community having a vital say, thus excluding the community population as a whole. (TES) ED325291

Brown, S. G. (2000). Words in the Wilderness: Critical Literacy in the Borderlands. SUNY Series, Interruptions: Border Testimony(ies) and Critical Discourse/s., Foreword by Gary A. Olson. Page Length: 240. This book relates a White teacher's experiences in an Athabascan village in Alaska in an attempt to theorize pedagogy in a real-world situation. The book presents itself as a hybrid of autobiography, Native American resistance struggle, postcolonial discourse, radical composition theory, case study, and ethnography. The teacher's narrative explains how he came to be a bush teacher; describes complex classroom dynamics, where some students resisted the dominant culture, some were alienated from Native culture, Others were marginalized from both; discusses his growing acquaintance with his students and their competence in the outdoors; describes how students were engaged by a Foxfire-style, outdoor, culture-based project; and examines his own journey of self-discovery and realization of the teacher's role as cultural imperialist. Several pedagogies are critiqued: traditional cognitivist pedagogy, basic writing practice, "contact zone" pedagogy, conflict-oriented pedagogy, and Foxfire teaching practices. The aim throughout is to illustrate the possibilities for a pedagogy in the "bicultural borderlands" that more truly serves the interests and needs of the marginalized borderland learner: a pedagogy whose goal is not acculturation but agency, that is not predicated on the transmission of knowledge but on the transference of authority, that does not foreground assimilation into the dominant culture but spiritual redemption through reconnection to an indigenous subculture. The narrative also investigates the manner in which ethnicity, deracination, and acculturation affect the acquisition of literacy, and the ways in which literacy has been used as a cultural weapon. (Contains 112 references and an index.) (SV) ED439863

Burds, J. (1998). Peasant dreams & market politics: labor migration and the Russian village, 1861-1905. Pittsburgh, Pa.: University of Pittsburgh Press. Hd1536.r9 b848 1998 305.5/633/094709034

Burds, J., & NetLibrary Inc. (1999). Peasant dreams & market politics labor migration and the Russian village, 1861-1905. Boulder, Colo.: NetLibrary Inc. Hd1536.r9 b848 1999 305.5/633/094709034 NetLibrary Inc.

C

Caldwell, B. J. (1991). The Jajmani system, an investigation. Delhi: Hindustan Pub. Corp. Hn690.m42 c35 1991 307.720954

Caldwell, C. A., & Trainer, J. F. (). The Campus Role in Enhancing College Participation in a Rural Community. Paper presented at the Community Services Catalyst, 21, 1, 3-12 Win 1991. Presents a study of low educational interest and participation area. Quoting from ethnographic interviews, discusses the influences of family, schools, and community on educational decisions. Describes plans to increase public awareness, and develop new curricula and intervention strategies. (DMM) EJ427567

Canieso-Doronila, M. L. (1996). Landscapes of Literacy: An Ethnographic Study of Functional Literacy in Marginal Philippine Communities. Thirteen marginal Philippine communities were examined in an ethnographic study of the meaning of functional literacy and whether literacy invariably promotes development. The 13 sites were purposely selected to provide a broad sampling from three standpoints: (1) major livelihood and form of economic activity (farming, fishing, urban poor, disaster areas); (2) ethnolinguistic grouping (Luzon, Visayas, Mindanao); and (3) lifestyle or rhythm of life in the community (traditional, transitional, Moslem Filipino minority, lowland Christian majority, urban poor, developmental). The sample functional literacy rate in the study's communities ranged from 34.4% to 79.8%. Special attention was paid to the following topics: community life as a context of literacy practice; community knowledge and the passage to a literate tradition; different practices, meanings, and definitions of functional literacy in different contents; constraints in the relationship between literacy and development; and possibilities for literacy in conceptualizing a school of the people. The study demonstrated that the concepts of literacy and numeracy cannot be separated from their social and cultural settings and that standard measures of literacy used in industrialized countries are often inappropriate in other nations. (Eleven tables/figures are included. The report contains 41 references. Appended is information about the quantitative method and data analysis.) (MN) ED434986

Canton-Thompson, J. C. (1988). "One of them people": an ethnography of strangerhood in a rural community. T 1988.c168

Cargill, L. C. (1996). Baseline data for the analysis of the effect of development on the health of Ot Danum Dayaks of central Kalimantan: a rapid assessment based on ethnographic, demographic, and epidemiologic data from Mahuroi village. T 1996.c1912

Carpenter, V. (1999). Neither Objective nor Neutral? Reflecting on My Subjectivity throughout the Research Process in Takiwa School., Paper presented at the Joint Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Melbourne, Australia, November 29-December 2, 1999). Page Length: 14. An educational researcher describes and reflects on a qualitative research project she conducted, focusing on her positioning, neutrality, and objectivity throughout the research process and during subsequent data analysis. The research took place in a K-12 school in a remote rural New Zealand community inhabited by Maori, 1970s "hippies," and more recent arrivals seeking an "alternative" lifestyle away from urban areas. The research focused on the politics of the development of a progressivist, alternative learning unit within the school, promoted primarily by newcomer parents. The researcher had been a teacher and associate principal in the school for 4 years, then went to a university and was immersed in the discipline of educational sociology for 4 years; thus she came to the project with both insider and outsider status and perspective. This paper discusses the project's interpretivist methodology, the researcher's commitment to community empowerment through participative problem solving, research ethics, the assets and liabilities of the insider perspective, and whether objectivity is possible in research. The conclusion contends that although this research has validity, the researcher's positioning and resources make it impossible for the thesis to be fully objective or fully neutral. It is suggested that other educational researchers, despite claims to the contrary, are also neither fully objective nor fully neutral in their research practices. (Contains 31 references.) (SV) ED440812

Carter, A. T. (1974). Elite politics in rural India: political stratification and political alliances in Western Maharashtra. London ; New York: Cambridge University Press. Hn690.m33 c37 1974 322/.43/0954792

Cernea, M. M., & NetLibrary Inc. (1996). Social organization and development anthropology the 1995 Malinowski award lecture [vi, 39 p. ;]. Washington, D.C.: World Bank. Gn397.5.c47 1996 307.1/4 World Bank

Chakravarty, J., Bhattacharya, S., Camey, X. C., Barrios, C. G., Guerrero, X. R., Nunez-Urquiza, R. M., Hernandez, D. G., & Glass, A. L. (July 1996). Traditional birth attendants in Mexico: advantages and inadequacies of care for normal deliveries. Social Science and Medicine, 43(2), 199-207(199). In Mexico, traditional birth attendants (TBAs) are an essential resource for health care, especially in small rural communities where they attend approximately 45% of all deliveries. Both rural and urban women seek care with the TBAs because, amongst other things, they share the same cultural codes. In this study, qualitative and quantitative methods were used to analyze the concepts, resources and process of care during birth in rural areas of the state of Morelos. Results show that the socio-economic characteristics of the TBAs are similar to those of the patients, that they share the same precarious living conditions, and the resources to which they have access for providing care during births. When choosing a TBA as a health care provider, both the economic aspect and the importance of a shared symbolism come into play. We observed advantages in some of the traditional practices which should be incorporated into the medical system, for example protection through the massage of the perineum at the moment of expulsion. Nevertheless, there are inadequacies for which the implementation of training programs is fundamental, before articulate primary care programs using the TBAs can be promoted.

Chalfin, B. (November 2000). Risky Business: Economic Uncertainty, Market Reforms and Female Livelihoods in Northeast Ghana. Development and Change, 31(5), 987-1008(1022). This article examines the implications of economic uncertainty for rural markets and the livelihoods of female traders. It does so through a case study of a community in northern Ghana caught in the throes of a structural adjustment-driven privatization initiative. In order to fully comprehend the nature of the economic uncertainties in which rural economic actors are enmeshed and the manner in which they resist, engage or engender these conditions, two theoretical lenses are interposed. One, focusing on structural dissolution and an overall process of rural, and especially female, disempowerment, is drawn from recent approaches to African political economy. The other, gleaned from the field of economic anthropology, attends to the agency and knowledge of rural entrepreneurs in the face of unstable and imperfect market conditions. By bringing together these different analytic traditions, the critical significance of uncertainty within the complex process of rural economic transformation and reproduction becomes evident. Rather than functioning as a diagnostic of economic crisis and insecurity, uncertainty can be a strategic resource integral to the constitution of markets, livelihoods and economic coalitions. Such a perspective, privileging the institutional potentials of local social practice, makes apparent the forceful role played by female traders in the structuring of rural marketing systems even in the face of externally-induced and sometimes dramatic shifts in material conditions.

Chance, N. A. (1990). The Iñupiat and Arctic Alaska: an ethnography of development. Fort Worth: Holt Rinehart and Winston. E99.e7 c52 1990 305.8/9710798 E99.e7 c52 1990

Chang, S. (1990). The *j*i*a and descent ideology: Chinese in rural Malaysia. T 1990.c3612

Chiapuris, J. (1979). The Ait Ayash of the High Moulouya plain: rural social organization in Morocco. Ann Arbor: Museum of Anthropology University of Michigan. Gn2

Cohen, D. W., & Atieno Odhiambo, E. S. (1989). Siaya, the historical anthropology of an African landscape. London Athens: J. Currey ; Ohio University Press. Dt433.545.l85 c64 1989 967.6/2 Dt433.545.l85 c64 1989

Cooke, E. (1992). Living to Learn. Paper presented at the Echoes: The Northern Maine Journal, 5, 4, 30-32,51 Nov 1992. Profiles Archer Poor, a self-taught amateur archaeologist and camp manager in rural Maine. Describes his archeological work on Indian artifacts and its significance to professional scientists. Describes his discovery-learning approach to raising children. Emphasizes importance of patience, persistence, parent influence, and library research in self-teaching process. (TES) EJ458150

Crago, M. B. (1992). Ethnography and Language Socialization: A Cross-Cultural Perspective. Paper presented at the Theme Issue: Changing Paradigms in Language-Learning Disabilities: The Role of Ethnography. This cross-cultural perspective to language development addresses the historical background and methods of language socialization studies; variation in language socialization; and contributions of language socialization studies to theory, educational, and clinical practice. Stressed is the importance of educating (and remediating) children in a culturally congruent manner. (DB) EJ448645

Crawford, L. (1996). Personal Ethnography. Paper presented at the Communication Monographs, 63, 2, 158-70 Jun 1996. Presents a three-part narrative about ethnography. Describes an incident instrumental in bringing about the author's personal interest in ethnographic research; conveys a partial sense of the experience of the doing of ethnography; and discusses autoethnography as a response to some of the late 20th-century dilemmas of ethnographic inquiry. (SR) EJ532209

Crewe, E., & Harrison, E. (1998). Whose development?: an ethnography of aid. London ; New York New York: Zed Books ; Distributed exclusively in the USA by St. Martin's Press. Gn397.7.a78 c74 1998 301

Cutileiro, J. (1971). A Portuguese rural society. Oxford: Clarendon Press. Hn593.5.c86 301.29/469/5

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_____. (December 2000). Book Reviews. The Journal of the Royal Anthropological Institute, 6(4), 577-595(544). Books reviewed:ArchaeologyGrove, David C. and Rosemary A. Joyce, (eds). Social patterns in Pre-Classic Mesoamerica: a symposiumNiles, Susan A., The shape of Inca history: narrative and architecture in an Andean empireSpielmann, Katherine A., (ed.) Migration and reorganization: the Pueblo period in the American SouthwestGeneralAt'ayan, Robert, The Armenian neume system of notationBoltanski, Luc, Distant suffering: morality, media and politicsCronk, Lee, That complex whole: culture and the evolution of human behaviorDarnell, Regna, And along came Boas: continuity and revolution in Americanist anthropologyDas, Veena, Dipankar Gupta and Patricia Uberoi, (eds) Tradition, pluralism and identity: in honour of T. MadanHenaff, Marcel, Claude Levi-Strauss and the making of structural anthropologyHudson, Mark J., Ruins of identity: ethnogenesis in the Japanese islandsKan, Sergei, Memory eternal: Tlingit culture and Russian Orthodox Christianity through two centuriesKiste, Robert C. and Mac Marshall, (eds) American anthropology in Micronesia: an assessmentMcDermott, Joseph P., (ed.) State and court ritual in ChinaMolendijk, Arie L. and Peter Pels, (eds) Religion in the making: the emergence of the sciences of religionMoore, Henrietta L., (ed.) Anthropological theory todayNordenskiold, Erland, The cultural history of the South American IndiansRenfrew, Colin and Daniel Nettle, Nostratic: examining a linguistic macrofamilySamson, Colin, (ed.) Health studies: a critical and cross-cultural readerStarrett, Gregory, Putting Islam to work: education, politics, and religious transformation in EgyptTarrow, Sidney, Power in movement: social movements and contentious politicsSocial AnthropologyAdelkah, Fariba, Being modern in IranBeatty, A., Varieties of Javanese religion: an anthropological accountBesteman, Catherine, Unraveling Somalia: race, violence, and the legacy of slaveryBulag, Urdyn E., Nationalism and hybridity in MongoliaEllis, Stephen, The mask of anarchy: the destruction of Liberia and the religious dimension of an African civil warGell, Alfred. The art of anthropology: essays and diagramsGreen, James N., Beyond carnival: male homosexuality in twentieth-century BrazilParker, Richard, Beneath the equator: cultures of desire, male homosexuality, and emerging gay communities in BrazilIbrahim, Zawawi, The Malay labourer: by the window of capitalismIwabuchi, Akifumi, The people of the Alas valley: a study of an ethnic group in northern SumatraJeffery, Roger, (ed.) The social construction of Indian forestsLedeneva, Alena V., Russia's economy of favours: blat, networking and informal exchangeMortimore, Michael, Roots in the African dust: sustaining the sub-Saharan drylandsNourse, Jennifer W., Conceiving spirits: birth rituals and contested identities among Lauje of IndonesiaPandolfo, Stefania, Impasse of the angels: scenes from a Moroccan space of memoryParry, Jonathan P., Jan Breman & Karin Kapadia, (eds) The worlds of Indian industrial labourRabinow, Paul, French DNA: trouble in purgatoryWanner, Catherine, Burden of dreams: history and identity in post-Soviet UkraineGreen, Linda, Fear as a way of life: Mayan widows in rural GuatemalaZur, Judith N., Violent memories: Mayan war widows in Guatemala

Davies-Adetugbo, A. A. (July 1997). Sociocultural factors and the promotion of exclusive breastfeeding in rural Yoruba communities of osun state, Nigeria. Social Science and Medicine, 45(1), 113-125(113). Child survival strategies include prolonged and intensive breastfeeding, together with its early initiation, and breastmilk only for the first six months of life. This paper reports on local knowledge and attitudes of breastfeeding and the sociocultural factors that shape its practice in poor rural Yoruba communities of Southwestern Nigeria. The study has conducted 10 focus group discussions among homogeneous groups of grandmothers, pregnant women, lactating mothers, husbands, and community health workers, and a questionnaire survey of 256 third trimester pregnant women. All women in these communities breastfeed their infants on demand, and for up to two years, because breastmilk is universally accepted as the best food for babies, and breastfeeding spaces births. Prelacteal feedings of water herbal infusions and ritual fluids are the norm, and breastmilk is supplemented, from birth, with water and teas. Exclusive breastfeeding is considered dangerous to the infant: the baby has an obligatory requirement for supplementary water to quench its thirst and promote its normal development, and for herbal teas which serve as food and medicine. Colostrum is discarded because it is dirty, ''like pus'', and therefore potentially harmful to the infant, although 24% of the survey sample would give it to their babies. Expressed breastmilk is suspect as it can get contaminated, poisoned or bewitched. Complementary foods are introduced as early as two months because of perceived lactation insufficiency. The commonest supplement is a watery maize porridge of low nutrient density. Breastfeeding can also be dangerous, as toxins and contaminants can be passed to the infant through breastmilk. The most serious conflict with the WHO/UNICEF recommendations is the lack of local credibility of exclusive breastfeeding. According to local knowledge, the early introduction of water, herbal teas, and of complementary foods is designed to enhance child survival, while these are supposed to do the exact opposite by the WHO/UNICEF rationale, by exposing the infant to contaminants early, thereby increasing diarrheal morbidity and mortality. Child survival interventions need to address this conflict.

DeFrancisco, V. L. (1992). Ethnography and Gender: Learning to Talk Like Girls and Boys. Paper presented at the Theme Issue: Changing Paradigms in Language-Learning Disabilities: The Role of Ethnography. This article identifies key issues in gender communication including gender as a primary social category; how to best understand gender; the role of gender stereotypes in communication; and socially created gender differences. Ethnographic research methods are seen to be particularly appropriate for investigating gender communication. (DB) EJ448646

Dick, A. (1993). Ethnography of Biography: Learning to Live Like a Teacher. Paper presented at the Teaching Education, 5, 2, 11-21 Spr-Sum 1993. Paper explores the idea of biography writing as a medium for teacher development and reflection, focusing on the ethnographic biography to provide student teachers with context in preservice education and describing a one-semester course in Switzerland in which student teachers were paired with experienced teachers to complete ethnographic biographies. (SM) EJ515439

Djurfeldt, G. (April 1999). Essentially Non-Peasant? Some Critical Comments on Post-Modernist Discourse on the Peasantry. Sociologia Ruralis, 39(2), 262-269(269). This is a review article of Michael Kearney's Reconceptualizing the peasantry: Anthropology in a global perspective. The article argues that Kearney is right on one score: the peasantry needs to be reconceptualized, and has long needed reconceptualization, since the very term `peasant' is ethnocentric amd since it is too easily coupled with an evolutionist or modernist research programme. Rural sociology would do better with an analytical model of family farming as a core concept. Such a concpet would open up for comparative and historical studies of agrarian (and non-agrarian) societies, and would hopefully help us to systematize what we already know about farmers worldwide. To argue, as Kearney does, that peasants must exit as 'ploybians' enter the historical scene is misplaced and mistaken on a number of counts. It is misplaced methodologically, because it means committing what the author terms the epochal fallacy. It is mistaken empirically, because pluriactivity in various forms, including seasonal migration, has long been a feature of agrarian societies.

Dossa, P. A. (1992). Ethnography as Narrative Discourse: Community Integration of People with Developmental Disabilities. Paper presented at the International Journal of Rehabilitation Research, 15, 1 p1-14 1992. This analysis examines integration of people with developmental disabilities in terms of an ethnography which contrasts an old narrative based on segregation and a confined form of space and time with a new narrative of interdependence achieved through a cyclical form of space and time. This new narrative requires the accommodation of differences by the nondisabled. (Author/DB) EJ448580

Downs, M., Ed., & And, O. (1995). Archaeology on Film. Second Edition., 122p. This document provides a comprehensive guide to archaeological films and video tapes of archaeological interest. Individual films and film series are listed alphabetically by title. Each entry includes the following information: title, series, date, length, color/black & white, format, purchase and rental prices, distributor/rental source, producer (when known), description, audience, level, and review references. An index organizes titles by subject. The document concludes with a complete guide to distributors that includes addresses and phone numbers. (MM) ED404277

Dragadze, T. (1988). Rural families in Soviet Georgia: a case study in Ratcha Province. London ; New York: Routledge. Hq638.d7 1988 306.8/5/094795 Hq638.d7 1988

Du Toit, B. M., & Safa, H. I. (1975). Migration and development: implications for ethnic identity and political conflict. The Hague Chicago: Mouton ; distributed by Aldine. Hb1951.i58 1973 301.36/1 Hb1951.i58 1973

Dugan, S., & Desir, L. (1998). Ethnography and "Lucy": ESL Students in the "Content" Class. Paper presented at the Research and Teaching in Developmental Education, 14, 2 p51-57 Spr 1998. States that second-language acquisition students enrolled in developmental courses share the problem of making the transition from the personal to the abstract in discussing and reading academic topics. Reports on the collaboration aimed at increasing students' understanding of complex sociological and anthropological concepts while at the same time improving the writing of academic English. (VWC) EJ565533

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Eades, J. S. (1987). Migrants, workers, and the social order. London ; New York: Tavistock. Hd5856.d44 Hd5856.d44 a72 1986

el, K. S., & Watts, S. (September 1997). Schistosomiasis in two Nile delta villages: an anthropological perspective. Tropical Medicine & International Health, 2(9), 846-854(849). In the rapidly changing Nile delta villages, applied research for schistosomiasis control requires a holistic view of the social and environmental setting of the disease. An interdisciplinary, participatory study of two delta villages studied human behaviour in relation to disease transmission, knowledge and treatment using the insights and methods of social science, especially anthropology. Through primarily qualitative techniques such as focus group discussions and participant observation, we found that most people who used the canals for domestic, recreational or agricultural activities thought that they had little alternative but to do so, even though they knew of the risk of exposure to schistosomiasis. The knowledge and behaviour of villagers with regard to schistosomiasis affected their utilization of the local provisions for schistosomiasis diagnosis and treatment. Our monitoring of diagnosis and testing for schistosomiasis at a local health centre identified areas which could be upgraded, and we trained health staff to improve their knowledge of schistosomiasis. Our findings reinforce the need for integrated research and implementation strategies, taking into account the knowledge and capabilities of all those involved in schistosomiasis control at the village level, and the fostering of effective communication between villagers, both women and men, and the local staff in rural health centres.

Elliott, J. (1994). "Endangered Spaces, Enduring Places: Change, Identity, and Survival in Rural America," by Janet M. Fitchen. Book Review. Paper presented at the Journal of Research in Rural Education, 10, 2, 129-30 Fall 1994. Reviews a book that describes changes affecting rural America including the farm crisis, growing poverty, and in-migration of those who contribute little to the local economy. Addresses implications for rural service delivery and government policy. (LP) EJ496796

Ellsworth, J., & Ames, L. J. (1998). Critical perspectives on Project Head Start: revisioning the hope and challenge. Albany: State University of New York Press. Lc4069.2.c75 1998 372.21/0973

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Fink, D. (1986). Open country, Iowa: rural women, tradition and change. Albany: State University of New York Press. Hq1438.i7 Hq1438.i7 f56 1986

Fink, D., & NetLibrary Inc. (1999). Open country, Iowa rural women, tradition and change. Boulder, Colo.: NetLibrary Inc. Hq1438.i7 f56 1999 305.4/09777 NetLibrary Inc.

Firestone, W. A. (1980). Great expectations for small schools: the limitations of Federal projects. New York, N.Y.: Praeger. Lb2817.f57 370.19/346/09783 Lb2817.f57

Fishman, A. R. (1992). Ethnography and Literacy: Learning in Context. Paper presented at the Theme Issue: Changing Paradigms in Language-Learning Disabilities: The Role of Ethnography. This article uses two case studies of eighth grade students (one attending an Amish school and the other in a residential school for adjudicated juveniles) to illustrate the power of ethnography to contextualize literacy experiences. Five ethnographic questions are suggested for literacy assessment. (DB) EJ448648

Flake, C. L. (1992). Ethnography for Teacher Education: An Innovative Elementary School Social Studies Program in South Carolina. Paper presented at the Social Studies, 83, 6, 253-57 Nov-Dec 1992. Describes a teacher education program that utilizes an internship that includes an ethnographic research project. Explains that the teacher intern is required to conduct an in-depth analysis of the social studies being taught in their school as contrasted to that described in their textbooks. Includes resulting suggestions for improvement in the curriculum. (DK) EJ464727

Flannery, D., Ed. (May 1993). Adult Education Research Annual Conference (AERC) Proceedings (34th, University Park, Pennsylvania, May 1993)., 377p. Among the papers included are the following: "Exploring Literacy through Theater" (Andruske); "Heuristic Research" (Beckstrom); "Self-Direction in Adult Undergraduates" (Blowers); "Commodification of Adult Education" (Briton, Plumb); "Collective Group Learning" (Brooks); "Psychosocial Development of Women" (Caffarella, Barnett); "Writing Wrongs" (Carriere); "Power and Responsibility in Planning Adult Education Programs" (Cervero, Wilson); "Operationalization and Assessment of Conceptions of Teaching" (Hian); "Experience of Consciousness- raising in Abused Women" (Chovanec); "Changing Course" (Clark); "Measuring Teaching Effectiveness for Native American Learners" (Conti); "Using Discriminant Analysis in Adult Education" (Conti); "Relationship between Multiple Roles and Psychological Well-Being of the Adult Student in Higher Education" (Cook); "Community Education" (Dean); "Critical Ethnography as Research Methodology in Adult Education" (Dyer); "Adult Literacy and Community Development" (Ewert et al.); "Study of the Comprehension Skills and Strategies of ABE Adult Basic Education Students" (Forlizzi); "Knowledge and Curriculum in Contemporary Social Movements" (Kastner); "Wisdom, Adult Education, and Women" (Kim); "Research Agenda for Technologically Mediated Instructional Strategies in Adult Education" (Kizzier, Lavin); "Story-Tellers" (LaPaglia); "Developing Vision of Society" (Loughlin); "Institutional Wife Syndrome" (Macaulay, Gonzalez); "Living and Learning" (Merrifield, Bingman); "How Adults Learn" (Mezirow); "Discourse and Difference in an Academic Community" (Miller, Usher); "Workers Education" (Nesbit); "Effects of Age Composition on Academic Achievement in College Classrooms" (Novak); "Cognitive Strategies and Use of Prior Knowledge in Learning" (Olgren); "Perspective Transformation Themes among Rural Midlife College Students" (Olson, Kleine); "Implementation Research" (Ottoson); "Work, Learning and Customs in Historical Perspective" (Schied); "Philosophy-in-Action in University Teaching" (Scott et al.); "African American Learning-to-Learn-to- Live in Response to Diseducation" (Shaw); "From Workfare to Edfare" (Sheared); "Educational Scholarship on Women" (Sissel); "Developing Human Resources during Organizational Transition" (Slama); "Women Teachers Mentoring Women Learners" (Stalker); "Transformative Learning in Adulthood" (Sveinunggaard); "Intercultural Competency" (Taylor); "Adult Education and Working Women" (Townsend); "Designing Empirical Audit of Learning Organization" (Watkins, Marsick); "Adult Learning, Situated Cognition, and Authentic Activity" (Wilson); "Tutor-Learner Relationship in Literacy Education" (Ziegahn, Hinchman); "Conceptions of Transformation in Adult Education" (Dirkx et al.) (MN) ED368967

Freedman, M., & Firth, R. W. (1967). Social organization: essays presented to Raymond Firth. Chicago: Aldine Pub. Co. GN29.S6 1967b 301

Freer, K. J. (1994). How the Rural Elderly View Literacy in Their Lives. Paper presented at the Educational Gerontology, 20, 2, 157-69 Mar 1994. Interviews with 10 rural elderly residents with less than elementary education had the following findings: (1) they were motivated to change by desire to satisfy coping and expressive needs; (2) earlier means of compensating for lack of literacy skills were not effective in later years; and (3) lack of adequate literacy skills negatively affected their lives. (SK) EJ478885

Friedrich, P. (1970). Agrarian revolt in a Mexican village. Englewood Cliffs, N.J.,: Prentice-Hall. Hd325.f7 301.5/1

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Gambell, T. J. (1995). Ethnography as Veneration. Paper presented at the Alberta Journal of Educational Research, 41, 2, 162-74 Jun 1995. Addresses problems of ethnographic educational research that lead to theoretical and linguistic difficulties often unresolved in research reports, such as the veneration of research participant/informants. Related concerns include researcher's position in the study, ethnography as a product of research, ethnography as textual practice, researcher as tacit informant, and ethnography used in construction of knowledge and social power. (LP) EJ508940

Gamst, F. C. (1974). Peasants in complex society. New York: Holt Rinehart and Winston. Ht421.g36 301.35 Ht421.g36

Garcia, G. E. (1992). Ethnography and Classroom Communication: Taking an "Emic" Perspective. Paper presented at the Theme Issue: Changing Paradigms in Language-Learning Disabilities: The Role of Ethnography. This article draws on sociolinguistics and educational anthropology to discuss (1) the concept of communicative competence in general and in the classroom setting in particular; and (2) findings from studies of home-school cultural discontinuities. The ability to empathize and understand is seen to help teachers and clinicians bridge differences between home and school. (DB) EJ448647

Gardner, K. (1995). Global migrants, local lives: travel and transformation in rural Bangladesh. Oxford [England] New York: Clarendon Press ; Oxford University Press. Hn690.6.a8 g37 1995 304.8/095492 norst

Gardner, N. C., Ed., & Thompson, C., Ed. (1995). Visual Arts Research, 1995. Paper presented at the 173pp. Published twice a year. Double-numbered as volume 21, numbers 1 and 2 and also as issues 41 and 42, respectively. This document consists of the two issues of the journal "Visual Arts Research" published in 1995. This journal focuses on the theory and practice of visual arts education from educational, historical, philosophical, and psychological perspectives. Number 1 of this volume includes the following contributions: (1) "Children's Sensitivity to Expression of Emotion in Drawings" (Andrew S. Winston; Brenda Kenyon; Janis Stewardson; Theresa Lepine); (2) "Second Grade Students Developing Art Historical Understanding" (Mary Erickson); (3) "The Importance of Conversations about Art with Young Children" (Marjorie Schiller); (4) "Sculpture: The Development of Three-Dimensional Representation in Clay" (Claire Golomb; Maureen McCormick); (5) "A Microethnographic Study of a Novice, Bicultural, Elementary Art Teacher: Context, Competencies, and Concerns" (Mary Stokrocki; Isabel White); (6) "A Cross-Cultural Assessment of the Maitland Graves Design Judgment Test Using U.S. and Nigerian Subjects" (Joseph Uduehi); (7) "When a Photograph is Judged Artistic: The Influence of Novelty and Affect" (Philip H. Marshall; Ashton G. Thornhill); (8) "Elementary Art Specialists' Comfort Level in Teaching in the Art Museum Setting" (Denise Lauzier Stone). Number 2 contains: (1) "Commonsense Aesthetics of Rural Children" (Norman H. Freeman; Daniella Sanger); (2) "A Cross-Cultural Assessment of the Maitland Graves Design Judgment Test Using U.S. and Nigerian Subjects" (Joseph Uduehi); (3) "Concurrent Viewing May Alter Verbal Reports about Artwork" (Lauren Sue Seifert); (4) "Color Adaptation for Color Deficient Learners" (Donald D. Johnson); (5) "Children's Representation Systems in Drawing Three-Dimensional Objects: A Review of Empirical Studies" (Eundeok Park; Bin I); (6) "An Examination of Untutored Thematic and Observational Drawings Made by Third- and Seventh-Grade Students" (Thomas M. Brewer); (7) "A Longitudinal Perspective of an Ethnography: The Life- World of a Beginning Teacher of Art Revisited" (David Hawke). (MM) ED413253

Garland, M. (1993). Ethnography Penetrates the "I Didn't Have Time" Rationale to Elucidate Higher Order Reasons for Distance Education Withdrawal. Paper presented at the Available from Centre for Distance Education, Athabasca University, P.O. Box 10,000, Athabasca, Alberta T0G 2R0, Canada. Ethnography was applied to investigate 47 students' ability to persist in distance education courses in resource management and environment-related subjects. Results have been useful in deriving a classification of situational, institutional, dispositional, and epistemological problems shared by withdrawers and persisters in a broader context. (JOW) EJ458860

Gilbert, D. (Nov 1992). Ethnography as a Composition Research Genre: Establishing a Methodological Center for Assessing Writing Programs., 9pp. Paper presented at the Annual Meeting of the National Council of Teachers of English (82nd, Louisville, KY, November 18-23, 1992). The late Donald C. Stewart's assertion that "the era of the cognitive psychologists is waning; the era of the social constructionists is just beginning" drew attention to a major ontological and epistemological shift in composition studies. This shift demanded a methodology to accommodate it. Some composition researchers have considered ethnography, a methodology appropriated from anthropology, as an alternative. The many points of view about methodology in the composition research communiuty can be consolidated into two perspectives: traditional and revisionist. Although in certain ways these two cadres share some similarities, they also differ markedly in others. Traditionalists impose an organizational structure on their texts and usually report their ethnographies from an omniscient third-person point of view. In revisionist ethnographies where the researcher takes an active role in constructing knowledge, the text has no rigid format. Because traditionalist ethnography tends to be more efficient, pragmatic, and utilitarian than revisionist ethnography, the former should hold the methodology's center, at least for the purpose of assessing writing programs. (SAM) ED356482

Golde, G. R. (1975). Catholics and Protestants: agricultural modernization in two German villages. New York: Academic Press. Hn458.w8 g64 1975 301.35/2/094347 Hn458.w8 g64 1975

Gough, K. (1981). Rural society in southeast India. Cambridge ; New York: Cambridge University Press. Hn683.g68 307.7/2/0954 Hn683.g68

Green, C. R. (1997). Literacy Development in an Appalachian Kindergarten. Paper presented at the Reading Horizons, 37, 3, 215-32 1997. Explores whether there are unique approaches to early literacy among children reared in a rural Appalachian culture. Describes the reading/writing development of two childrenboth developed unique styles and approaches to literacy, stemming from home and cultural influences, and a supportive, constructivist, whole language classroom. (PA) EJ545790

Greene, D. C. (Nov 1993). The Effects of Sociocultural Factors on the Navajo Literacy Environment., 16pp. Paper presented at the Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993). This paper describes an ethnographic study of school and community characteristics affecting the literacy development of Navajo children, and provides an overview of sociocultural factors in the literacy environment of one Navajo community. The researcher was a principal at Pinon Public School District #4 in Pinon, Arizona, in the heart of the Navajo Reservation. Data sources included 6 months of participant observations in two grade-6 classrooms; structured interviews with teachers, parents, and students; a parent survey about home literacy characteristics; school records; and the researcher/principal's daily journal entries. The findings suggest that sociocultural factors and cultural dissonance directly affect the literacy development of Pinon students. A summary of factors impacting educational outcomes at Pinon discusses: (1) the growth of employment opportunities on the reservation for professionals, particularly in government; (2) the influence of the extended family; (3) trends toward smaller families and declining use of the Navajo language; (4) increased contact with mainstream society, particularly through the mass media; (5) rural- urban differences in living conditions; (6) traditionalism and the continued importance of healing ceremonies; (7) changes in lifestyle and livelihood; (8) increased tribal involvement in the four types of reservation schools; (9) diminished influence of the Mormon placement program; and (10) increased opportunities for higher education. (SV) ED368541

Gregonis, L. M., & Fratt, L. (Aug 1994). Archaeology: Window on the Past. A Guide for Teachers and Students. Revised., 175pp. Illustrated by Lee Fratt and Ron Beckwith. This guide, a revision of the 1985 manual, Archeology Is More than a Dig, is designed to help teachers use archaeology in the classroom and can be used with several disciplines to integrate learning in the elementary classroom. Designed for fifth-grade students, the lessons can be adapted to fit the appropriate skill level of students. Divided into eight sections, section 1, "Archaeology and Archaeologists," discusses the discipline of archaeology and how and why people become archaeologists. Section 2, "Doing Archaeology," explains how archaeology is done, from survey to excavation to analysis and interpretation. Section 3, "Cultures of the Past," is a summary of the prehistoric and historic cultures in southern Arizona. Section 4, "Teaching Archaeology," discusses concepts that can be emphasized in the classroom. Section 5, " Protecting Our Heritage," discusses the responsibilities of all citizens in protecting the past. Section 6, "Resources," includes an annotated list of suggested reading and audiovisual materials, as well as references used in preparing the text. Section 7, "Glossary," defines archaeological terms. Section 8, "Activities," includes instructions for activities that can be used in the classroom and answers to questions on illustrations for sections 1 and 2. (EH) ED407285

Griffith, D. C. (1999). The estuary's gift: an Atlantic Coast cultural biography. University Park, Pa.: Pennsylvania State University Press. Gn560.m63 g75 1999 306/.0974

Grimes, K. M., & Milgram, B. L. (2000). Artisans and cooperatives: developing alternate trade for the global economy. Tucson: University of Arizona Press. Hd9999.h362 a78 2000 306.3/68

Gudeman, S. (1978). The demise of a rural economy: from subsistence to capitalism in a Latin American village. London ; Boston: Routledge & K. Paul. Hd1825.l67 g8 330.9/8/003 HD1825.L67 G8 c.2 NORLIN HD1825.L67 G8 c.1

Gupta, A., & Ferguson, J. (1997). Culture, power, place: explorations in critical anthropology. Durham, N.C.: Duke University Press. Gn33.c87 1997 301/.01

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Hagan, J. M. (1994). Deciding To Be Legal: A Maya Community in Houston., 220p. This book examines the settlement process of undocumented migrant workers through an ethnographic study of a Houston (Texas) community of Mayas from a township in Totonicapan, Guatemala. The community is traced from its genesis in 1978, when a few men left the township in search of economic opportunity, to the complex effects of the 1986 Immigration Reform and Control Act. Data were gathered through interviews and observations during the author's 3-year residence and participation in the community. The book's first section focuses on community formation in Houston: the transfer and reproduction of cultural resources associated with a common community of origin and a Maya identity; and the settlement process, including residential configuration of the community, transformation of kinship structures, recruitment networks, living arrangements, job networks, work experiences, and formation of a community church. The second section examines the social and technical processes of legalization from the Maya perspective, community changes resulting from legalization, and implications for migration theory and immigration policy formation. Major themes include the differing settlement experiences of men and women; the diverse motivations to become legalized or not; and the exceptional success of this rural, traditional, relatively unskilled population due to extensive community-based networks and strong ties to the home community in Guatemala. Individuals' attitudes toward legalization frequently were influenced by their aspirations for their children: education in the United States versus growing up in the Maya culture in Guatemala. Contains 127 references and an index. (SV) ED399112

Haley, B. (Aug 1994). Heterogeneity in Rural California and the Example of Shandon., 14pp. Paper presented at the Annual Meeting of the Rural Sociological Society (57th, Portland, OR, August 11-14, 1994). Figures may not reproduce adequately. This paper summarizes a 22-month ethnographic study of rural Shandon (California), a community that demonstrates the social and demographic changes resulting from agricultural intensification in rural California. Changes in the Shandon area's agricultural production have produced a demographic shift from the homogeneous Anglo-American farming and ranching community of the 1960s to the current heterogeneous community, where over one-third of the population consists of Mexican-American farm laborers producing high value, labor intensive, specialty crops. This shift was documented by school district records. A strong ethnic boundary separates Shandon's American and Mexican communities, but flagrant systematic discrimination is found only in the rental housing market. Children of both groups readily cross the ethnic boundary, influenced by systematic integration and small class size in Shandon schools. Consequently, Mexican-American children have graduation rates and occupational mobility equivalent to Anglo children. Because of low wages, a prosperous agriculture in California actually has added to the number of local poor, and has done so in the form of an ethnically distinct immigrant population. In areas similar to Shandon, the scale and composition of foreign immigration stimulate a nativist reaction and increase ethnic tensions in the absence of racially divided labor markets, racially based systems of exploitation and discrimination, or economic crises. (RAH) ED375990

Halperin, R. H., & Dow, J. (1977). Peasant livelihood: studies in economic anthropology and cultural ecology. New York: St. Martin's Press. Hd320.5.z63 p35 301.44/43/098 Hd320.5.z63 p35

Hammons-Bryner, S. (1995). Interpersonal Relationships and African American Women's Educational Achievement: An Ethnographic Study. Paper presented at the Sage: A Scholarly Journal on Black Women, 9, 1, 10-17 Spr 1995. Explores the link between achievement and intimate relationships, with emphasis on older brothers, for rural black females who enter college as first-year students. The article examines the social forces that inspired academic success among women of different class backgrounds attending college and majoring in social work. (GR) EJ511129

Hardesty, D. C., Jr. (1998). Workforce Development and West Virginia: The West Virginia University Approach. Presented to the West Virginia Legislature Joint Education Committee, September 14, 1998., 98p. This report highlights the services and programs for workforce development that are available through West Virginia University's (WVU) statewide network of schools, colleges, regional campuses, extension offices, and research units, but does not include four-year undergraduate or graduate programs. Specific sections address the following services, programs, or schools: WVU extension service; Health Sciences and Technology Academy; rural health education partnerships; University Affiliated Center for Developmental Disabilities; the North Central Nursing Workforce Network; School of Social Work and Public Administration; College of Human Resources and Education; job accommodation network; Center for Entrepreneurial Studies and Development; College of Business and Economics; Institute for the History of Technology and Industrial Archaeology; software engineering; mining extension service; National Research Center for Coal and Energy; alternative fuels project; College of Agriculture, Forestry, and Consumer Sciences; Perley Isaac Reed School of Journalism; College of Law; School of Physical Education; WVU at Parkersburg; Potomac State College of WVU; WVU Institute of Technology; and West Virginia Clearinghouse for Workforce Education. (DB) ED425690 You may be able to order this document from the ERIC Document Reproduction Service.

Harrison, M. (1996). Archaeology: Walney. Revised Edition., 64pp. Revised by E. J. Fry and Jennifer Simmons in 1993. Designed by David Baselt in 1995. This unit, consisting of 12 multi-activity lessons, was designed to accompany a field trip to Walney, a park site near Centreville, Virginia, but may be adapted for independent use. The unit focuses on the task of an archaeologist. Archaeological sites, artifacts, and historical records are examined by students in order to develop an understanding of the work of an archaeologist, and to experience the archaeological process. The stories which artifacts can unfold are explored through the use of archaeological techniques. Each lesson includes objectives, notes to the teacher, materials, and activities. Enrichment suggestions and reproducible student activity and discussion sheets are provided for several lessons. Contains 14 references for further reading. (MM) ED406262

Haugerud, A., Stone, M. P., Little, P. D., & Society for Economic Anthropology (U.S.). (2000). Commodities and globalization: anthropological perspectives. Lanham, Md.: Rowman & Littlefield. Hf1040.7.c65 2000 306.3

Hendryx-Bedalov, P. M. (1998). Ethnography: An Introduction to Method and Application. Paper presented at the Journal of Children's Communication Development, 20, 1 p19-25 Fall 1998. Provides communication-disorders specialists with a basic introduction to the ethnographic method as a way to serve clients and students from diverse cultures with complex disabilities. Gives suggestions for its use as a clinical tool to study culture, context, and communication from a client- centered perspective. (Author/CR) EJ593168

Hepburn, E., & Repps, R. E. (1993). Ethnosociology: An Interdisciplinary, Interpretive Research Model for Inquiry in Rural Special Education., 12pp. In: Montgomery, Diane, Ed. Rural America: Where All Innovations Begin. Conference Proceedings (Savannah, GA, March 11-13, 1993); see RC 019 153. This paper describes ethnosociology and provides an application of this interpretive research model in dealing with problems in rural special education. The expansion of rural special education knowledge should begin with discovering and elaborating on special education knowledge at the local theory level. Such inquiry would be based on the following principles of ethnosociology (which combine interpretive anthropology, enthnomethodology, and existential sociology): (1) reality is socially constructed through interaction and reflection, and is constantly changing; (2) cultural meanings provide for the ways to construct realities; (3) individuals choose their actions based on socially constructed local theories of social order; (4) at any given time, local theories of social order are potentially rational and irrational, cognitive and affective, conscious and tactic, and formal and informal; (5) local theories of special education social order are the proper subject matter for an ethnosociology of special education; (6) local theories of social order are primarily accessible through the use of interpretive ethnographic methodologies; and (7) interpretive researchers should reflect on their own local theories of the special education phenomena under study. An application of this model to the problem of recruitment and retention of rural special education teachers is presented. (LP) ED358982

Herdt, G. H. (1997). Sexual cultures and migration in the era of AIDS: anthropological and demographic perspectives. Oxford New York: Clarendon Press ; Oxford University Press. Hq23.s483 1997 306.7

Hess, G. A., Jr., Ed. (Jul 1992). Empowering Teachers and Parents: School Restructuring through the Eyes of Anthropologists., 272p. Elmore (1990) has presented two contrasting models of school restructuring, each with different views about who is empoweredteachers or parents. This book examines what happens when schools and school districts attempt to implement either of these models. Following the introduction, "Examining School Restructuring Efforts," by G. Alfred Hess, Jr., the first part contains the following six articles on empowering teachers: (1) "Work That Is Real: Why Teachers Should Be Empowered" (William Ayers); (2) "Rural Science and Mathematics Education: Empowerment through Self-Reflection and Expanding Curricular Alternatives" (Mary Jo McGee Brown); (3) "The Dangers of Assuming a Consensus for Change: Some Examples from the Coalition of Essential Schools" (Donna E. Muncey and Patrick J. McQuillan); (4) "Empowerment of Teachers in Dade County's School- Based Management Pilot" (Marjorie K. Hanson, Don R. Morris, and Robert A. Collins); (5) "Conflict in Restructuring the Principal-Teacher Relationship in Memphis" (Carol Plata Etheridge and Thomas W. Collins); and (6) "Rural Responses to Kentucky's Education Reform Act" (Pamela Coe and Patricia J. Kannapel). Part 2 presents the following studies of parent empowerment: (7) "The Case for Parent and Community Involvement" (Donald R. Moore); (8) "Who's Making What Decisions: Monitoring Authority Shifts in Chicago School Reform" (G. Alfred Hess, Jr. and John Q. Easton); and (9) "School Reform in East Harlem: Alternative Schools vs. 'Schools of Choice'" (Diane Harrington and Peter W. Cookson, Jr.). Part 3 contains the following articles that examine some of the ways in which anthropologists, as qualitative researchers, can conduct relevant policy research: (10) "The Role of Anthropologists in Restructuring Schools" (Thomas G. Carroll); (11) "Critical Friends in the Fray: An Experiment in Applying Critical Ethnography to School Restructuring" (John M. Watkins); and (12) "Through the Eyes of Anthropologists" (G. Alfred Hess, Jr.). A bibliography of 205 references and an index are included. (LMI) ED371480

Hewitt de Alcántara, C. (1984). Anthropological perspectives on rural Mexico. London ; Boston: Routledge & Kegan Paul. Gn308.3.m6 h48 1984 306/.0972 Gn308.3 m6h48 1984

Hill, P. (1986). Development economics on trial: the anthropological case for a prosecution. Cambridge [Cambridgeshire] ; New York: Cambridge University Press. Hn820.z9 Hn820.z9 c64 1986

Hoffman, B. G. (1967). The structure of traditional Moroccan rural society. The Hague, Paris,: Mouton. Dt312.h6 964/.03 Dt312.h6

Hornberger, N. H. (1995). Ethnography in Linguistic Perspective: Understanding School Processes. Paper presented at the Language and Education, 9, 4, 233-48 1995. Explores perspectives and methodologies that sociolinguistics brings to ethnographic research in schools. The article identifies the methodological contributions arising from linguistics that interactional sociolinguistics and microethnograpy share, such as the use of naturally occurring language data, the consultation of native intuition, and discourse analysis. (52 references) (Author/CK) EJ519993

Horowitz, M. M., & Painter, T. M. (1986). Anthropology and rural development in West Africa. Boulder: Westview Press. Gn397.7.a358 a57 1986 307/.14/0966 Gn397.7.a358 a57 1986

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Jeffrey, C. (November 2000). Democratisation without representation? The power and political strategies of a rural elite in north India. Political Geography, 19(8), 1013-1036(1024). This paper examines how an agrarian elite in Uttar Pradesh (U.P.), India, seek access to the local police force. I argue that rich farmers belonging to the intermediate Jat caste have been quite successful in perpetuating their economic and social advantage through placing relatives in the police force and nurturing political networks that link them to the police and politicians. The analysis complements macro-structural political economic accounts of India's flawed democratisation by offering a 'thick description' (Geertz, C. (1983). Local knowledge: Further Essays in Interpretative Anthropology. New York: Basic Books) of local state/society relations, including attention to spatial and symbolic dimensions of political networks. The paper provides a basis for re-evaluating popular accounts of the relationship between rural people and the local state in India and highlights the broader relevance of this research for political geography.

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Kane, S. C. (1994). The phantom gringo boat: shamanic dicourse and development in Panama. Washington: Smithsonian Institution Press. F2270.2.e43 k36 1994 972.87/4004982 norst

Kapadia, K. (1995). Siva and her sisters: gender, caste, and class in rural South India. Boulder, Colo.: Westview Press. Ht720.k2957 1995 305.4/0954 norst

Keenan, L. D., & And, O. (1990). Toward an Understanding of Mentoring in Rural Communities. Paper presented at the Human Services in the Rural Environment, 14, 2, 11-18 Fall 1990. Describes ethnographic survey of professional mentoring relationships in rural Colorado mountain community. Describes characteristics, dynamics, phases, and motivations behind mentoring relationships. Suggests that social workers identify and support rural mentor relationships. Suggests direction for future study. (TES) EJ420501

Kenny, J. (1990). The Vermont Schoolmarm and the Contemporary One-Room Schoolhouse: An Ethnographic Study of a Contemporary One-Room Schoolteacher. Occasional Paper #12., 108p. This 1987-88 study was conducted to identify, describe, and analyze the significant issues facing one of Vermont's five remaining schoolmarms. The primary subject of the study is a first-year one-room schoolteacher in a rural Vermont town. Chapter 1 offers a brief history of Vermont's one-room schools, a description of the town, the school, and the teacher's "typical" day. Chapter 2 addresses the question of scale. Advantages of smallness are great community involvement, high institutional flexibility, and close interaction among the students, teachers, and parents. Limitations are restricted school space, curriculum, pupil peer groups, efficiency, privacy, and resources. Chapter 3 discusses the schoolmarm's isolation and independence. Chapter 4 examines the issue of educational tradition (embodied by the retiring teacher) and change (represented by her first-year replacement), community expectations, curriculum, work values, patriotism, religion, morality, discipline, resources, and educational philosophy. The paper concludes that one-room pupils receive effective instruction, made possible by well-trained teachers, flexible standards, and better-than-adequate resources. Negative aspects include isolation, urban bias, limited educational options, and unrealistic community expectations. The document includes five tables of Vermont school statistics. (TES) ED351173

Kimmel, J. C., Comp. (1998). Annual Adult Education Research Conference Proceedings (39th, San Antonio, Texas, May 15-16, 1998)., 335p. Among 51 papers and 3 symposia are the following: "Learning What?" (Andruske); "Stories Adult Learners Tell" (Armstrong); "Towards a Pedagogy for Disempowering Our Enemies" (Baptiste); "Teaching Scholarly Writing to Doctoral Students" (Barnett et al.); "The Outcomes and Impact of Adult Literacy Education" (Beder); "A Feminist Critique of Human Resource Development Research" (Bierema); "Human Capital versus Market Signaling Theory" (Blunt); "Panoptic Variations" (Boshrer et al.); "Animating Learning" (Boud, Miller); "Mentoring Revisited" (Bova); "Qualitatively Different Conceptions of Research" (Brew); "Cohort Communities in Higher Education" (Brooks); "Challenging the Myth of the Universal Teacher" (Brown); "A Critical Ethnography of Adult Learning in the Context of a Social Movement Group" (Cain); "Circuit of Culture" (Carter, Howell); "Role Conflict, Role Ambiguity and Job Satisfaction of County Extension Agents in the Georgia Cooperative Extension Service" (Chambug et al.); "Adult Education and the Body" (Chapman); "Changing Relations" (Chapman, Sork); "Incarcerated Women's Identity Development" (Clark et al.); "Development of an Instrument for Identifying Groups of Learners" (Conti, Kolody); "Novice to Expert" (Daley); "The Relationship of Adult Education Faculty to Their Schools of Education" (Day et al.); "Vital Work" (Deems); "The Formation of Identity in High-Achieving, Mexican-American Professional Women" (De los Santos); "Knowing the Self through Fantasy" (Dirkx); "Adult Education as Building Community" (Grace); "Adult Education and the Body Politic" (Grosjean); "Like Peeling an Onion" (Guy et al); "Cognition and Practice" (Hansman, Wilson); "Negotiating the Discourse of Work" (Hayes, Way); "From Global Consciousness to Social Action" (Hill); "From Motherhood to Sister- Solidarity" (Hill); "Is Our History Bunk?" (Holford); "Adult Education Programs of the New Deal" (Ice, Nolan); "Feminist Teaching, Feminist Research, Feminist Supervision" (Jarvis, Zukas); "Positionality" (Johnson- Bailey, Cervero); "How Adult Learners Change in Higher Education" (King); "Piney Woods Country Life School" (Martin); "Examining the Impact of Formal and Nonformal Learning on the Creativity of Women Inventors" (McCracken); "Preaching What We Practice" (Moore, Hill); "Are Resources and Support Necessary or Just Nice in Post-Program Application?" (Ottoson); "The Social Construction of Chinese Models