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Current trends toward transnational and postmodern analysis in anthropology were anticipated by theoretical and methodological positions held by those involved in Chicano Studies. In addition, new institutional forms were inaugurated in anthropology as a direct and indirect result of the experience of participating in Chicano Studies programs. Many simultaneously participated in Chicano Studies and engaged in graduate programs in anthropology in the 1960s and 1970s. In fact, what is particular to all this cohort of incipient anthropologists, is their shared experiences in multinational ethnography, processes and analysis, and a "critical cultural" stance. From Chicano Studies, most who were to become anthropologists became adept, if not expert, at engaging in a variety of nomothetic, interpretive, quantitative, and qualitative discourses. Yet, by necessity and through a voracious interest, Chicano Studies professors consumed everything and filled their own "starved minds" to teach students. During this period, there were more bibliographies written by many than there were entries for their creation. Chicano Studies scholars were engaged in constant intellectual struggle to understand the realities of exploitation, racism, and repression. They challenged and critiqued the notion of a disengaged and authoritarian anthropology; deconstructed current ethnographies of Mexican Americans; laid out the theoretical and methodological deficiencies of anthropology; and insisted on a more rigid application of systematic fieldwork. This paper summarizes the contributions of Chicano Studies scholars to anthropology and provides a personal narrative of the intellectual and professional development of researcher/author of anthropology and Chicano Studies, Carlos G. Velez-Ibanez. (Contains 30 references.) (AA)

Thirteen papers by graduate students who participated in a 1971 summer field program in Hidalgo, Mexico, are presented. Twelve of the papers are presented in the English language and one is presented in Spanish. Research for seven of the papers was undertaken in established Otomi Indian villages or hamlets. Research for the remaining six papers was undertaken in small towns inhabited by mestizos, Otomi Indians, and, in some cases, a foreign minority. A wide variety of research techniques was used, including sophisticated urban anthropological methods, ethnoscience techniques, linguistic and psycholinguistic techniques, observation, and interviews. Titles are "Use of Photographs with Q Methodology in the Mezquital Valley"; "Domesticated Animals and Village Nucleation"; "Culture Change and Intergroup Relations in a Small Mexican Town"; "Marketing by Female Vendors in Mexico"; "Self-Help and Directed Culture Change in an Otomi Village"; "Cultural Aspects of Diet in El Espiritu, Hidalgo"; "A Componential Analysis of the Otomi Animal Domain"; "The Political Organization of the Judicial District and the Municipal Government of Ixmiquilpan, Hidalgo"; "Education: Aspiration and Opportunity in a Mexican Town"; "A Case Study of a Catholic Youth Organization in a Provincial Mexican Town"; "The Making of an Anthropologist: Phase 1.5"; "Environment, Production, and Subsistence: Economic Patterns in a Rural Otomi Community"; and "The Pattern of Settlement in an Otomi Village: Structural Relations Among Outlying Neighborhoods." (DB)

An anthropological examination of the impact of globalization on education in the Arab world reveals that education is standing on uneasy middle ground between the Westernization of educational structures and philosophies and the preservation of national and local customs and traditions. The transformation of education from a means to acquire a father's trade to a commodity in the global market system is most obvious among the upper socioeconomic classes. Because today's high-paying jobs require international travel and communications and awareness of technological advances and their application in the workplace, education is losing its role as a national integration machine and becoming a derivative of the global market, which may be characterized as follows: English-based, deterritorialized, and reliant on analytical skill and the problem-solving skills and dexterity needed to react to constant flux and change. Case scenarios of Beiruti teenagers studying at American schools in Lebanon illustrate that, although international schools and universities are increasingly exposing the Lebanese teenagers who attend them to Western culture, these schools cannot transcend their local and national environments, which formulate the "hidden curriculum" for student learning. The case scenarios also demonstrated that students appropriate foreign cultural forms in context-specific ways, which makes them creators of a new culture. (Contains 18 references.) (MN)

The subcultures of school and experiential learning sites and perspectives from cultural anthropology are discussed, along with a program in applied humanities and Chicano studies. In "The Internship Process: A Cultural Model," Sharon Rubin considers the process of moving from the college student subculture to that of the internship experience. It is suggested that problem-solving and decision-making exercises and simulations can be used in seminars for field work students to help them become more independent in situations of stress and uncertainty. E. L. Cerroni-Long discusses the role that cultural anthropology can play in analyzing nontechnical experiential learning experiences in "Experiential Learning and Cultural Anthropology: General Considerations and Case Study." In addition, an experiential learning program that complements a course in anthropology is described: the UCLA Program in Applied Humanities and Chicano Studies. This program, which was designed to explore the historical role and status of Mexican Americans in Southern California, has an anthropological framework. Also included are course outlines, information on course requirements, and lists of required texts and reading materials. (SW)

This paper addresses problems inherent in traditional science teaching and argues that the pitfalls of assimilation and exclusion can be avoided by adopting an anthropological approach: regarding scientists as a sub-cultural group with its own language and ways of thinking about, investigating, and explaining phenomena and events, its distinctive methods for generating new knowledge and solving problems, its tradition, history, set of conventions, and underlying values. Students learn why scientists think and act in these ways, and how they differ from or resemble the practices and traditions of other sub cultural groups. The other element in this approach to science education is the self conscious metacognitive dimension: students knowing that this is what they are doing. More crucially, knowing which aspects to access for particular kinds of activities and encounters, when to use science and how to use it, when to use some other way of knowing. (Contains 27 references.) (Author/YDS)

An examination of recently published college-level textbooks give an indication of what is taught in introducing cultural, world, regional, and economic geography courses. The paper suggests that the ideas of anthropologist Don E. Dumond should be included in classroom discussions on population. Dumond draws parallels between an industrial society and the culture of early humanity. The argument is presented that the modern nuclear family is the prime unit with responsibility for children; and just as in primitive societies, children cannot make a contribution to the family at an early age. This gives families the motivation to limit the number of children, just as it did with early groups of hunters and gatherers. (NL)

This issue of Science Insights contains the following sections: (1) State Standards in Education, (2) Fingerprints (3), Indoctrination at Indiana University, (4) Tuskegee Experiments, and (5) Latest Update on Kennewick Man.

New ground has been broken in what is labeled as "anthropological diplomacy"--a study of the theory and practice of peace promotion and/or conflict resolution between/among micro-units (e.g., tribes) or macro-units (e.g., nation-states) based on sound knowledge of a society's fundamental cultural premises. There are six papers. The first underscores the importance of the psycho-socio-cultural characteristics of concerned and politicized populations in the recent U.S.-Iran diplomatic confrontation. The significance of the psychological and sociopolitical contexts in Soviet-U.S. relations is stressed in the second paper. The second and third papers use the tribe and the town as their units of analyses, discussing the relationships between the custom of headhunting and diplomacy in the Philippines and ethnicity and diplomacy in Mexico. Development diplomacy (the attempt of developed nations to earn cooperation from other nations through assistance) and the need for perspectives in the promotion of technology transfer from the developed to the developing societies are treated in the last two papers. A general discussion concludes the publication. (RM)

In recent years, many in anthropology have been challenging the positivist paradigm that dominated the field, with its assumption of the researcher as a transparent data gatherer and the notion of data as something to be collected through fieldwork. Questions of qualitative research methodology are also surfacing in education even as the divisions between intellectual disciplines are increasingly becoming blurred. The more one studies the foundations of research inquiry, the more one finds that issues of methodology and the participation of the researcher are complex in the extreme. Qualitative research is often associated with moral implications that cause deep pain, and there are few examples in the literature that help the researcher ensure that the study does no harm. How informed are the participants who indicate informed consent? Who are the real authors of a study? Should children even be the subjects of research? How important are emotions to the research process? All of these questions must be examined in order for qualitative researchers to take the ethical challenges of qualitative research as seriously as they deserve. (Contains 23 references.) (SLD)

This essay is an attempt to continue the reflective element that was a part of a dissertation based on a study of the development of a culturally relevant curriculum in a tribal school. As a reflective retrospection on the anthropological research methodology, it examines the intersection of academic research traditions, the traditions of the Ojibwe people who were the subject of the research, and the personal traditions of the researcher, herself a Native American. The work of many American Indian scholars leads to the concept of a Native American-oriented, or First Nations, ethic for research, in which research emphasis shifts from research for the sake of the study to research for the sake of the community in which it is situated. The exploitative role of the anthropologist has long been criticized, and it was a particular concern for the researcher to be identified within the research project as other than an all-knowing expert. Reciprocity and mutual respect were intended to be an integral part of the research approach. The dissertation then grew from being a part of discussions to taking action with community members. (Contains 36 references.) (SLD)

Evaluation of student learning and achievement in multicultural art programs should reflect the learning styles of students from diverse ethnic, racial, and class backgrounds. Traditional standardized tests measure factural knowledge and memorization skills never higher order thinking skills. Some authentic assessment measures include exhibitions, performances, process portfolios, and profiles of student characteristics. Many art educators advocate using socio-anthropological bases to study art works from diverse cultures. These bases are derived from anthropological methods such as interviews, observations, questionnaires, note-taking, and diary-keeping. If such anthropological methods are authentic for studying multicultural art, then they should be suitable for evaluating students progress and achievements. However, in order to implement such methods in the clasroom pre-service and in-service teacher education programs need to be developed to help teachers create the necessary assessment models. (KM)

This paper attempts to reformulate some assumptions of contemporary social science so that its knowledge becomes directly applicable in social action. A schema is presented for the interpretation of social experience in which sociological, anthropological, and psychological knowledge and knowledge of the physical and biological world enter into a concrete, aesthetically patterned, social totality incorporating the moral ordering and emotional commitment necessary for action. The philosophy of Alfred North Whitehead is used to present the dilemma of seeking the concrete from the abstract, that is, of interpreting social knowledge and social action. Tactics developed by social scientists for meeting this difficulty are sketched and the question of why the transformation of thought into practice necessitates a philosophical revolution is considered. In the course of answering that question, a more detailed statement of the basic terms of Whitehead's conception of events is provided. Finally, a discussion of changes required by social science methodology is presented. Discussion closes with a consideration of the aesthetic principles in the order of nature and society. (Author/LP)

This paper focuses on issues related to the cultural aspects of sex equity and schooling in American society. It begins with a framework of assumptions that relate the discipline of anthropology to concepts of equity. Education or schooling is discussed as a special form of socialization, and four operational elements are cited that are displayed in equitable schooling: access; treatment; allocation of resources; and awareness, evaluation, and program correction. A review is provided of the literature of occupational choice in American culture, occupational socialization (effects of different socializing influences on occupational preferences, including influences of parents, peers, television, school books, teachers and counselors), and programs of nontraditional vocational training. A developmental model is provided for a set equity program that includes these stages: awareness, analysis, access and action, affirmation and allocation of resources, and acceptance. These recommendations for promoting equity are made: intensified research by social scientists, monitoring systems at state and local levels, development of decisions models for a continuum of equity from school to workplace, and policy decisions and actions based on research data indicating that sex-role socialization takes place early in life. (YLB)

Recent developments in the field of computer communication are reviewed, and ways in which these technologies can be used to make anthropology more productive and effective are examined. Computer communication is defined as the communication of symbolic information from one location to another electronically over phone lines, satellite links, or microwave links. Hardware discussed includes national and local area networks and microcomputers. In the software category, electronic mail and bulletin boards are discussed, online information retrieval services are examined, and software programs provided by national microcomputer utilities are described. Demographic aspects of anthropology that tend to increase the usefulness of computer communications in the discipline are outlined: (1) anthropologists working on the same things tend to be isolated in relatively distant locations, and (2) anthropology needs a communication system that can cross cultural and national boundaries. Also described are applications of computer communications to anthropology, including person-to-person data exchange, electronic mail, computer conferencing, electronic publishing, electronic data sharing, and cross-cultural communication. (RM)

This paper identifies and describes specific applications of knowledge from other disciplines to adult education. It is observed that the concept of adult educators' borrowing from other fields has been widely discussed in both North and South America. Verner's criteria for selecting usable material are cited. The following four general topics of interest to adult educators are identified as being informed by knowledge from other disciplines: (1) learning and instruction, (2) participation and persistence, (3) program planning, and (4) research. Eleven illustrative kinds of questions in the four general topics identify areas in which the adult educator could look to research in other disciplines for varying degrees of assistance. Finally, illustrations are provided to show more specifically how other disciplines have contributed knowledge and assistance in the four general topical areas. In this section of the paper, information on anthropology, psychology, sociology, and other fields have provided useful information and models that have greatly enriched the field of adult education. (KC)

Using as a point of departure anthropologist Clifford Geertz's study of culture with special emphasis on political change, the paper develops a theoretical framework for studying the relationship between culture and political change. A major objective of this anthropological approach to the study of political culture is to help political scientists studying political culture lessen their conceptually limited dependence on psychological and socio-psychological theories and approaches. Although in basic agreement with theories advanced by Geertz and other social scientists (Samuel Huntington, Jorge Dominguez, Sall Moore, Barbara Myerhoff, Roger Kessing, etc.), regarding the influence of political culture on political change, the author points out conceptual shortcomings of these theories. These include that social scientists are often hampered by conceptual naivete and that they often treat as reality ideal types which they invented. The proposed conceptual framework seeks to avoid theoretical pitfalls by critically reviewing accepted definitions of reality; considering cognitive and normative dimensions of society; analyzing case studies (particularly from Third World nations) of socio-economic, cultural, and political changes brought about by ideological changes; avoiding ethnocentrism; and reviewing relevant literature on cultural change. (DB)

A historical and anthropological analysis of the nature of conventions held by the American Anthropological Association (AAA) is presented. The author, who is an anthropologist, plays the role of participant observer in studying the phenomenon of meetings of the AAA. During the late 1940s and early 1950s, AAA meetings were very small and scholarly. Following World War II there was a movement away from pure scholarship toward more practical applications of anthropology, probably in order to make the AAA more relevant to research being conducted and funded by the government. Social structure within the AAA became pronounced throughout the 1960s as the association membership increased and regional societies held their own meetings. In response to fluctuations in the economy and the job market, these meetings varied in the extent to which parties were given by member universities to recruit graduate students. Age- and status-conscious behavior became apparent as older, better-known scholars sought out their colleagues at the meetings and young students could only make acquaintance with other young students who were attending. Little intellectual interaction took place because the older scholars generally attended to present papers, not to attend sessions given by others. Young students attended mainly to hear the papers, not to present them. Visible stratification supported the differences among attendees in the form of color-coded name tags to reflect member, fellow, or student status. The author concludes that the AAA is just as trapped in cultural constraints as are the societies which its members study. (AV)

This paper suggests how an anthropological perspective can help educators rethink important educational issues, including multicultural education, leadership training, and educational processes. Opening sections of the paper define anthropology (the study of human beings and their ways of life), and identify anthropological concepts and principles which have particular relevance for education. Concepts discussed include inculturation (the process by which culturally accepted behaviors are transmitted); culture conflict (differences between main culture and subcultures regarding goals, beliefs, and behaviors); and cultural relativism (the belief that cultural elements cannot be evaluated against standards drawn from another culture). Principles identified as being most relevant for education include the assumption that all human beings have the same potential for learning and the assumption that all aspects of a society are interrelated. Case studies are offered regarding the potential applications of anthropology to multicultural education and leadership training. For example, it is suggested that, in the case of multicultural education, anthropology can help educators maintain a balance between a culturally relativist perspective (i.e., respecting the integrity of different cultures) and universal goals (i.e. providing literacy in the majority language while helping children retain their first language. In the case of leadership training, educators can incorporate anthropological perspectives into various areas, including setting objectives, clarifying the conflict between traditional and emergent values, and identifying the relative importance of intellectual, moral, and technical skills. The conclusion is that application of an anthropological perspective to educational issues can aid in their resolution by helping to clarify opposing values and by making educators more sensitive to practices and values of subcultures in the school and in society. (DB)

Feminist research techniques in sociology, history, and anthropology reveal consistent approaches on how to study women. In all three disciplines, feminist methodology reveals a pervasive lack of information about women's worlds, a bias in the underrepresentation of women researchers, a need to reconceptualize previously investigated phenomena to include women's experiences, and biases in the kind of research questions asked. To resolve these omissions and biases, feminist scholars take techniques in one discipline and apply them to the subject matter of another in order to avoid sexist assumptions of their own field's methods. Examples are the use of linguistic methodologies in sociology, archaeological and ethnohistorical techniques in anthropology, and demographic analysis in history research. Also, feminist methodology duplicates earlier research to evaluate its analysis and explanation (or lack of analysis and explanation) for gender inequality. Finally, feminist research in all three disciplines involves the development and refinement of new methods of data collection. Nontraditional sources, such as women's medical and church records, minutes of women's clubs and voluntary societies, and refined essay questionnaires, are used. In these ways, feminist methodology unveils the distortions of a sexist society while working toward a transformation of the future. (Author/KC)

In examining the nature of literacy in ancient Athens, this paper reviews the work of key modern scholars and their positions in the debates concerning the development of literacy in Greece, the oral culture preceeding this, and the technology that enabled it to occur. Following an introduction surveying the viewpoints of Rhys Carpenter, L. H. Jeffrey, David Diringer, and Eric Havelock, among others, regarding the date the alphabet was introduced, the first section of the paper summarizes Havelock's reevaluation of Greek preliterate society in terms of mnemonics and poetry. The second section reviews F. G. Kenyon's and F. D. Harvey's arguments in dating the appearance of an extensive reading public in ancient Greece by literary and archeological evidence, and the third section reviews Kenyon's and E. G. Turner's work on the use of papyrus as book material, and summarizes Havelock's arguments that date widespread literacy back to 405 B.C., the year of the first production of Aristophanes'"Frogs." (CRH)

The focus of this volume is anthropological diplomacy: the promotion of peace and prevention of war by knowing, understanding, and appreciating the basic affirmations of society. Eight articles examine the role of race, language, and culture in inter-ethnic and international relations. Vinson Sutlive, Jr. examines the interrelationship of race and culture. Mamitua Saber presents the Philippines as a case study of the processes of cultural integration. Mario Zamora writes about the cross-cultural themes and values of the Asian aged as migrants to America. Choong Soon Kim discusses the implications of culture and values for U.S. foreign policy formation, with particular emphasis on relations with China, Korea, and Vietnam. Karri Fritz relates cultural anthropology to the development of international law, while Lynn Thomas relates anthropology to trends in international relations. In the final article, C. D. Macaulay demonstrates how anthropological theory can be useful to international relations. An epilogue, by Indera Singh, underscores the significance of universals of human culture. Notes on contributing authors conclude the journal. (LP)

The eight articles in this collection focus on the Fulbe culture in West Africa, its intragroup relationships as well as its relations with other ethnic groups. Each article relates the concept of ethnicity to social and political differentiation among tribes. Following an introduction by Emily Schultz, John Lewis presents the findings of three field visits to evaluate transhumant cattle management in the Sahel. Paul Riesman examines the relationship between the Fulani people of West Africa and their environment, paying particular attention to the people's cultural and environmental ties to their cattle. Gregory Finnegan and Christopher Delgado discuss the relationship between the Mossi farmers and the Fulbe herders in Upper Volta. The changing significance ethnicity has in the various power relationships of the aristocracy of the Sokota is presented by Joyce Hendrixson. James Vaughan examines intersocietal relations of two groups, the Margi and the Fulani, from a historical perspective, focusing on the reasons for cultural barriers against the Fulani. Chantal Collard discusses the various neighbors of the Fulbe, and Emily Schultz is concerned with perceptions of ethnicity in Guider Town, Cameroon. A final article, by Eric Ayisi, analyzes the main points of the preceding articles. Notes on contributing authors conclude the journal. (LP)

This edited volume contains 16 social science-related educational research articles based on papers presented at the 1979 annual meeting of the American Educational Research Association (AERA). The articles and associated commentary are organized according to six symposia held at the meeting--anthropology, evaluation, history, political science, psychology, and sociology. The objective of each symposium was to identify the values imposed by the social science discipline and to determine how researchers tend to treat this subject matter, with particular regard to methodology and concept formation. Titles include "Anthropological Fieldwork: Comments on its Values and Limitations;""Values and Policy in Educational Evaluation;""Democratizing Evaluation;""Distortion of the Historiography of American Education;""Neo-Conservatism and National School Policy;""Values Imposed by Political Science: Implications for Educational Research and Development;""The Influence of Psychology on Education;" and "Sociological Arrogance." (DB)

A conflict between the author, engaged in doctoral research in a rural Kenyan community, and an older village woman is narrated. The author suggests that anthropologists must be sensitive to the way in which their own cultural perceptions influence their interpretations of women's behavior in other cultures. The Kenyan village is characterized by two principles of authority: older persons have authority over younger and males have authority over females. However, while men are awarded rightful dominance, women have real power, particularly in the domestic arena. The conflict occurred when the older village woman instructed the other village women not to participate in the research that the narrator was carrying out. When confronted, the older woman asserted that the researcher should have asked permission to interview "her" women. The offended woman made attempts to have local authorities oust the research team from the village. Although eventually the research was completed, the author realizes that she had unwittingly placed herself in competition with the older woman for power over the other women. Both women, by manifesting values, attitudes, and behaviors expected of women in their own cultures, collectively contributed to the conflict. (KC)

In most colleges and universities, linguistics is taught very little, while disciplines intellectually dependent on results in linguistics are taught almost universally. An understanding of the central issues in philosophy, psychology, anthropology, literature, and artificial intelligence requires an understanding of linguistics, but most institutions have no significant offerings in linguistics, and certainly not sufficient offerings to provide students with what they need to know if they are to make sense of today's great intellectual issues. Institutions that do have a wide variety of linguistics offerings are able to give significant advantages to students in a wide variety of disciplines. Experience shows that students respond enthusiastically to learning about the contributions linguistics can make to intellectual issues in their major disciplines. Linguistics faculty should be familiar with both generative and cognitive-functionalist approaches, and be able to interpret the significance of linguistics for a general intellectual audience. (MSE)

The document contains three essays, written in the 1940s, about the role of the social studies in general education. The first considers the significance of social science research. An understanding of what is involved when a social problem is studied scientifically is a major element in modern general education. Also, every student should know that there is a social science as distinct from common-sense knowledge about society and social reform. Direct participation of students and teachers in social science research is suggested. The second essay discusses the significance of the concept of an integrated culture to education. An integrated culture is one in which all parts (customs, institutions) contribute to the functioning of the whole. One contribution is that the student can understand that human beings are reared in societies with ways of life characteristic of that society. The significance of the concept to teachers is that teaching itself is an element in an integrated society. Also, in a modern, non-integrated society, the teacher is the perpetrator of old integration and a builder of the power to meet disintegration. The third essay briefly discusses two elements of general education provided by the social studies and concentrates on a third. The first two are historical knowledge of the development of our values and analytical understanding of facts and assumption relevant to reasoned convictions. The third is the analysis of social concepts. This element may be realized through the study of a specific culture. The essay concludes with suggestions for implementing such a study. (KC)

Argues that Wittgenstein's picture theory in "Tractatus" is, contrary to widespread assumptions, actually about pictures in several important senses, and that it offers a more rigorous and logical model of graphic meaning than many later theories. (TB)

College admissions officers rely heavily on recommendation letters in order to distinguish among qualified students. Advises high school advisors to view themselves as anthropologists in the field, observing and carefully documenting seniors' participation and personality from an objective rather than subjective standpoint. (JPS)

Presents an overview of the goals and procedures of qualitative research, and discusses linkages between epistemologies and methodology. Reviews possible guidelines involved in the several steps of the evaluation process of qualitative research, emphasizing naturalistic research with families. Reviews common problems with qualitative research. (JPS)

Argues that reflective practice informed by anthropological perspectives can help educators address practice-based puzzlements and improve educational practice in culturally diverse classrooms. Offers examples of how reflective practice, informed by anthropological concepts and methods and illuminated by understanding of different cultures, provides ways of understanding diverse classrooms, contributes useful information, and provides useful interventions to improve educational practice. (TM)

Argues that Western civilization's use of formalism in art criticism is hierarchical and eurocentric. Suggests a more anthropological approach in which production of art is considered in the context of its native culture. Recommends emphasizing the human meaning in art over consideration of form or design. (MJP)

Discusses how the study of technology fits naturally into social studies, which includes the fields of social anthropology, geography, psychology, sociology, economics, political science, and history. Questions that might concern specialists in each of these fields are detailed. (SM)

Zuni students from Twin Buttes High School (Zuni, New Mexico) made a presentation at the annual meeting of the Society of Applied Anthropology addressing the age-old conflict between Indians and anthropology. The presentation, entitled "Zuni Students Look at Frank Hamilton Cushing," examined the career of a famous ethnologist who spent four years at Zuni in the 1880s. (LP)

Considers opinions of teaching anthropologists in Britain as to whether fieldwork for undergraduates should be encouraged; describes courses in which fieldwork currently has a place; and provides an example of a course developed at the University of Kent, Canterbury (United Kingdom), that required fieldwork. (Author/LRW)

Beatrice Medicine, Professor Emerita from California State University, suggests that a higher education program for Native Americans should integrate the knowledge and wisdom of elders as well as address the different cultural values and spirituality of Native American students. The challenge is to prepare Native students to live and work in the dominant society without losing their cultural identity. (LP)

The ecosystem approach is a management philosophy in which humans participate in the natural world, not dominate it. Discusses this concept with respect to the Great Lakes context, the anthropocentric argument, sustainable development, and integrating economy and environment. (Contains 52 references.) (MDH)

Presents a critique of the common practice of compositionists to enlist students as subjects of close scrutiny in case studies. Considers Michel Foucault's claim that the power to educate and the power to punish are interrelated. Comments on demands for action and alternative programs in light of such concerns. (HB)

Explains how the growing trend toward having children but failing to marry is a sign of impending disaster for U.S. society. It argues that, although cultures differ, those that survive do so by being built on a foundation of marriage and examines why this is so. (GLR)

Turner's responses to discussion of deaf culture cover these topics: deaf perspective; approaches to description; transparency and explicitness; labeling; historical awareness; and "thinking beyond." (Contains seven references.) (LB)

Carol Padden's influential framework for observations of deaf culture is examined. Some potentially potent socio-anthropological ideas are used to sketch implications for revisions of such a framework, adjusting concepts of culture and asking how notions of deaf culture are constructed. (Contains 55 references.) (Author/LB)

Four writers (Yerker Andersson, Trevor Johnston, Leila Monaghan, and Brian Street) respond to Graham Turner's discussion of deaf culture, considering labeling categories and approaches to definitions of "deaf culture." (Contains 24 references.) (LB)

Discusses ways picture books can be utilized to teach social studies to elementary students. Discusses specific books and their uses in teaching anthropology, geography, history, and sociology. (SR)

Suggests that cultural anthropology can provide promising insights for educators. Provides numerous examples. Presents an anthropological model for the assessment and evaluation of literacy in students. Discusses how this model might apply to primary and middle school students. (HB)

Defines and illustrates the main tools used in intercultural research: ethnography, ethnicity, social interaction, identity, and culture. These are the ongoing product of intersecting processes. All are social accomplishments, influenced by the context in which they occur. The anthropologist and native jointly participate in these enterprises. (17 references) (LET)

Discussed multiculturalism and culturalism in light of the 1992 quincentennial of the Columbian voyages. Argues that historical accuracy and multiculturalism are not incompatible. Concludes that cultural relativism is necessary to prepare students to live in contemporary U.S. society. (CFR)