Schooling the Symbolic Animal (häftad)
Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
408
Utgivningsdatum
2000-11-01
Upplaga
408
Förlag
Rowman & Littlefield Publishers
Medarbetare
Cohen, Yehudi (contributions)/Basso, Keith (contributions)/Bateson, Gregory (contributions)/Becker, Howard S. (contributions)/Bledsoe, Caroline (contributions)/Cohen, Yehudi (contributions)/Basso, Keith (contributions)/Bateson, Gregory (contributions)/Becker, Howard S. (contributions)/Bledsoe, Carol
Illustrationer
black & white illustrations
Dimensioner
229 x 152 x 23 mm
Vikt
599 g
Antal komponenter
1
Komponenter
Paperback
ISBN
9780742501201
Schooling the Symbolic Animal (häftad)

Schooling the Symbolic Animal

Social and Cultural Dimensions of Education

Häftad,  Engelska, 2000-11-01
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This anthology introduces some of the most influential literature shaping our understanding of the social and cultural foundations of education today. Together the selections provide students a range of approaches for interpreting and designing educational experiences worthy of the multicultural societies of our present and future. The reprinted selections are contextualized in new interpretive essays written specifically for this volume.
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Beginning and advanced students alike will find much to learn from this rich and stimulating collection of essays. Written by many of the most articulate and visible scholars in the field, the twenty-four essays and five thematic chapters in Schooling the Symbolic Animal are testament to the vigor, diversity, and critical thinking of anthropological and sociological thought on education. -- Amy Stambach, author of Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa Schooling the Symbolic Animal is the definitive collection exploring the social and cultural foundations of education in pre-modern, modern and 'global' societies. -- Hugh Mehan, University of California, San Diego Nicely balances classics, many judiciously trimmed, with well chosen new pieces. . . . It promises no easy fixes for educational problemsjust a way of seeing that can change everything students used to think about learning and schooling. -- Kathryn Anderson-Levitt, University of Michigan Often arresting and challenging . . . remarkable collection. . . . The editors develop an ingenious framework, flesh it out, and then place its pieces in a neat mosaic with clarifying introductions for each of the five sections. The articles offer a fresh look at the education of Americans. This collection is well-suited for advanced and graduate studets in education. * CHOICE * The editors develop an ingenious framework, flesh it out, and then place its pieces in a neat mosaic with clarifying introductions for each of the five sections. -- R.O. Ulin * CHOICE * Extraordinarily stimulating and refreshing with its unique feature of bringing giants in the field of educational anthropology and sociology to dialogue with our contemporary scholars on issues that transcend time, disciplines, and national boundaries. This book offers one of the best introductions to the contributions of social science to the study of education. -- Henry Trueba, University of Texas, Austin Levinson and his coworkers have put together a useful and interesting book, consisting of a good sampling of what anthropologists interested in education have said, canted towards those who have said it in recognizable anthropological terms, and with some regard for the canons of anthropological discource. We can applaud this effort. * Anthropology & Education Quarterly * The selections are well chosen, including both older familiar articles and the work of contemporary scholars studying the problems of modernity, cultural change,a nd diversity. The essays of the editors are useful, tying the material into a comprehensive, unified book that should be welcome addition to courses in the sociology of education, and similar courses. * Contemporary Sociology *

Övrig information

Bradley A. U. Levinson is assistant professor of education and adjunct assistant professor of anthropology at Indiana University.

Innehållsförteckning

Chapter 1 Acknowledgements Chapter 2 Introduction Part 3 The Symbolic Animal: Foundations of Cultural Transmission and Acquisition Chapter 4 The Impact of the Concept of Culture on the Concept of Man Chapter 5 Culture is Ordinary Chapter 6 The Education of the Samoan Child Chapter 7 Stalking Stories Chapter 8 Education and the Human Condition Chapter 9 The Nature of Education Chapter 10 Why Do Frenchmen? Chapter 11 Becoming a Marihuana User Part 12 Culture, Modernization, and Formal Education Chapter 13 The Shaping of Men's Minds: Adaptations to Imperatives of Culture Chapter 14 Formal Schooling and the Production of Modern Citizens in the Ecuadorian Amazon Chapter 15 Transmitting Traditional Values in New Schools: Elementary Education of Pulap Atoll Chapter 16 The Cultural Transformation of Western Education in Sierra Leone Part 17 School Practice and Community Life: Cultural Congruence, Conflict, and Discontinuity Chapter 18 What No Bedtime Story Means: Narrative Skills at Home and School Chapter 19 Understanding Cultural Diversity and Learning Chapter 20 Formation and Transformation of Funds of Knowledge Among US-Mexican Households Chapter 21 Habitus and Cultural Identity: Home/School Relationships in Rural France Part 22 Cultural Production and Reproduction in Contemporary Schools Chapter 23 Ability Grouping as a Self-Fulfilling Prophecy: A Microanalysis of Teacher-Student Interaction Chapter 24 Beneath the Skin and Between the Ears: A Case Study in the Politics of Representation Chapter 25 Moments of Discontent: University Women and the Gender Status Quo Chapter 26 Class and Gender Dynamics in a Ruling Class School Part 27 New Directions and Approaches to Culture, Learning, and Education Chapter 28 Those Loud Black Girls: (Black) Women, Silence, and Gender Passing in the Academy Chapter 29 Tying Things Together (and Stretching Them Out) With Popular Culture Chapter 30 Fieldwork in the Postcommunity Chapter 31 The Fax, the Jazz Player, and the Self-History Teller: How Do People Organize Culture? Chapter 32 Afterword: Implications for Policy and Practice