Anthropology In Action Research Articles

An Anthropology of Welfare: Journeying towards the Good Life

This issue of Anthropology in Action is dedicated to the study of welfare – understood as a social, culturally specific and long-term process of transformation – from an anthropological perspective. But is a study of ‘welfare’ still relevant and is it an appropriate concept to study what counts as a ‘good life’ well-lived? Has comprehensive publicly funded welfare still a role to play, or have collective welfare arrangements and institutions not been replaced by individuals’ personal quests for well-being?

From a political anthropology to an anthropology of policy: interview with Cris Shore

Cris Shore is one of the few anthropologists who have been studying “the makings of politics” and has put forward creative bridges connecting anthropology, political science, organisational studies and sociology. Shore is currently Chair of Anthropology and Head of Department at the University of Auckland (New Zealand), after lecturing at the Goldsmiths College, University of ­London (UK), between 1990 and 2003. Shore’s works include titles such as Anthropology of Policy: Critical Perspectives on Governance and Power (edited with Susan Wright, Routledge, 1997) and the recent Policy Worlds: Anthropology and the Analysis of Contemporary Power (edited with Susan Wright and Davide Pero, Berghahn, 2010), focusing on the cultural uses and meanings of politics in different social contexts, or Corruption: Anthropological Perspectives (edited with Dieter Haller, Pluto, 2005). But Europe’s inter-nationalist project has been a strong presence in Shore’s work since The Anthropology of Europe: Identities and Boundaries in Conflict was published in 1994 (edited with Victoria Goddard and Josep Llobera, Berg). Research on European integration policies, namely through the project “Constructing European Identity: EU Civil Servants and Cultural Policy”, funded by the Economic and Social Research Council (UK), led him to conduct fieldwork in different offices of the European Union’s institutions in Brussels from 1995 to 1997, giving rise to Building Europe: The Cultural Politics of European Integration (Routledge, 2000) and European Union and the Politics of Culture (Bruges Group, 2001). Further research interests include the debates about the meaning of ‘European government’, institutional reforms and UE’s role as a global actor. Along with Marilyn Strathern, Susan Wright and others, Cris Shore was one of the first researchers to approach a most original topic in anthropological studies in the 1990s: audit cultures. Guest editor of a special issue of Anthropology in Action on “Universities and the politics of accountability” (with Don ­Brenneis and Susan Wright, 2005), Shore has done research on university reforms and the economy of knowledge, using ethnographic methods to study the new labour and knowledge production regimes at universities, as well as the notions of person and subjectivity involved in them. General anthropological themes such as the discipline’s methodological and epistemological distinctive features were explored by Shore in works like Anthropology and Cultural Studies (edited with Stephen Nugent, Pluto, 1997) or The Future of Anthropology: Its Relevance to the Contemporary World (edited with Akbar Ahmed, Athlone Press, 1995). Cris Shore is currently engaged in an ethnographic study of universities in New Zealand. This is part of a wider international collaborative project between The University of Auckland, Aarhus University (Denmark), and Bristol University (UK) entitled “University Reform, Globalisation and Europeanization”, which is funded by an EU Marie-Curie IRSES grant and the New Zealand Ministry of Research Science and Technology.

Pathways to Anthropology

At the time of preparing this special doubleissue of Anthropology in Action, British anthropologists are debating the implications of current British government policy aimed at evaluating the infl uence of academic disciplines. One of the key functions of the Research Evaluation Framework (REF) is to measure the ‘impact’ of a subject-area’s activity, the extent to which it can be shown to have economic and social eff ects beyond the quoting circles of colleagues in print or at conferences. The merits or otherwise of the REF can be debated. Arguably, however, it misses one of the key areas where a subject such as anthropology can have a signifi cant eff ect on the world: the teaching of its basic concepts, both in universities and in other contexts where cultural ‘relativism’ and the recognition of other legitimate ways of being in the world can gain purchase. In this issue, then, we examine the teaching of anthropology, but from a particular perspective. We are primarily interested in an area that remains relatively unexamined: how do people come to know about anthropology in the fi rst place, and then choose to study it for three or more years at university? We originally used the metaphor of a ‘pathway’ to anthropology in a conference we organized at the University of Sussex in the autumn of 2007, sponsored by C-SAP (the Higher Education Academy Subject Network for Sociology, Anthropology, Politics). At that forum, we a empted to bring together people from some very diff erent contexts where the teaching of anthropology might be found: not only universities, but also primary and secondary schools, museum programmes, summer outreach courses for gi ed and talented children, and so on. We found, as Bob Simpson notes in his A erword to the issue, that there is no single pathway to the discipline, that students’ initial encounters with it may be as serendipitous as those we experience in the fi eld (see David Benne , this issue). However, it is striking how li le we know about the pathways in – or out – of anthropology that are taken by the people who, a er all, fund much of our work through the teaching income that comes to universities. At the same time, it appears that we are allowing the public perception of what we do to be defi ned by others, who are all too likely to consign our work to the exotic and ornamental section of the academic range of disciplines. As Colleen Popson and Guven Wi eveen put it in their contribution, referring to the U.S. but in a way that is surely also relevant to the U.K.: ‘Anthropology as a subject has a public relations problem’. If anthropology is something of an invisible or perhaps ‘obscured’ (see Callan and Street, this issue) discipline in this country and the U.S. – in a sense a ‘muted’ discipline (cf. Ardener 1975) – then one of the ironies is that we have contributed to such invisibility/ obscurity by our relative lack of engagement with publics and institutions beyond either

Caring for hepatitis C patients: Reflections on pharmacy and anthropology

Type: Idea Paper

Books for Review

Anthropology in Action is always happy to hear from potential reviewers at all stages in their academic careers. Reviews are normally short – about 500 words – but a more in-depth review can also be planned if you wish. We currently have a number of books awaiting review. If you are interested in reviewing any of the books on the list below, please feel free to get in touch. Alternatively, if there is a particular book you would like us to request please contact Michaela Benson (M.Benson@bristol.ac.uk).

Books for Review

Anthropology in Action is always happy to hear from potential reviewers at all stages in their academic careers. Reviews are normally short – about 500 words – but a more in-depth review can also be planned if you wish. We currently have a number of books awaiting review. If you are interested in reviewing any of the books on the list below, please feel free to get in touch. Alternatively, if there is a particular book you would like us to request please contact Michaela Benson (M.Benson@bristol.ac.uk)

Editorial for 2009

In opening this 2009 volume of Anthropology in Action, it seems important to comment on what are self-consciously interesting times. The first quarter of the year has already witnessed the inauguration of Barack Obama as US president, bitter and destructive bombing campaigns in Gaza, and further financial shocks in the world’s markets, with a seeming domino effect of wealthy capitalist institutions turning to national governments for support. Global and local relations, networks, identities and conflicts have been brought into sharp focus by world events, but anthropology is rarely visible in the news, and anthropologists rarely called upon to comment, despite a wealth of potentially valuable knowledge. Applications of anthropology are becoming gradually more accepted within the academy, but seem to have come only a short distance in terms of public profile or ability to influence national and trans-national policies.

Transferring Anthropological Skills to Applied Health Research

This issue of Anthropology in Action examines the relationship between conventional anthropological methods and those used by anthropologists working in applied health research. Three of the articles were originally presented at a workshop at the 2006 conference of the European Association of Social Anthropologists, while a fourth (Poehlman) addresses related themes and sits well alongside those from the workshop.

Books Received

Would you like some practice writing for publication? Would you like a free copy of that new book that you really should read? Would writing a review convince you to read it? Anthropology in Action is always happy to hear from potential reviewers. Reviews are normally short—about 500 words—but a more in-depth review or review article can also be planned if you wish. Publishers regularly send us their lists and sample copies of books, but if there is a particular book you would like us to request, please contact Dr Michaela Benson: M.Benson@bristol.ac.uk.

Editorial

In this special issue of Anthropology in Action, applied anthropology colleagues from Durham University—one of the largest anthropology departments in the UK—come together to feature some of their recent research. Anthropology at Durham University is well known for its applied strain. And here, guest editor Paul Sillitoe, Professor of Anthropology at Durham, showcases some of the indigenous knowledge (IK) research projects emanating from Durham as part of their Anthropology in Development programme.

Editorial

This is the first special issue of Anthropology in Action published with Berghahn Books, and we thank them for their involvement and support of the association and its journal. As you will see, in joining up with Berghahn, we are benefiting from their professional publishing team. Further to this, we should benefit over the long term from their marketing. Despite these publishing changes—and we thank the previous publishers and administrative support for their hard work over the years—the journal is retaining its distinct applied niche developed by previous editors and Anthropology in Action members.

Call for Reviews

Would you like to get some practice in writing for publication? Would you like a free copy of that interesting new book you really should read? Would writing a review help you to make sure you read it? Anthropology in Action is always happy to hear from potential reviewers. Reviews are normally short—about 500 words—but a more in-depth review can also be planned if you wish.

Call for Reviews

Would you like to get some practice in writing for publication? Would you like a free copy of that interesting new book you really should read? Would writing a review help you to make sure you read it? Anthropology in Action is always happy to hear from potential reviewers. Reviews are normally short—about 500 words—but a more in-depth review can also be planned if you wish.

Anthropology and British Psychiatry

11. Letter, G.Elliot-Smith to Edwin Embree (former Secretary, then Director of Division of Studies, RF), 12/1/26. File 401AD, University College, Anthropology, 1924, 1926-1927. RF, RAC. 12. Letter, Elliot-Smith to Embree, 3/14/27. File 401AD, University College, Anthropology, 19143, 1926-1927. RF, RAC. 13. See George W. Stocking, Jr., ed., Observers Observed: Essays on Ethnographic Fieldwork (Madison, Wisconsin: University of Wisconsin, 1983), and Ernest Gellner, 'Malinowski and the dialectic of past and present'. Times Literary Supplement, June 7, 1985. 14. B.Malinowski. Practical Anthropology. Africa, 1929, 2:22-38, p.22. 15. A.R. Radcliffe-Brown, 'Memorandum on Anthropological Research: 11/17/30. Transmitted with a letter, Radcliffe-Brown to Day, 11/11/30. Folder 25, 910 Programme and Policy Anthropology Cultural, 1931-1956. RF, 3, 910, 3, RACV. It is worth examining the Memorandum in some detail as this document is the earliest clear statement from RadcliffeBrown about his perspective. His views were influential inside the RF. 16. Radcliffe-Brown, 'Memorandum: pp.3-4. RadcliffeBrown's later protestation against being labelled as a functionalist does seem rather weak in light of this document. See A.R. Radcliffe-Brown, 'On Social Structure, Presidential Adress, Journal of the RoyalAnthropological Institute, 1940, 70:1-12; and A.R. Radcliffe-Brown, 'Functionalism: A Protes: American Anthropologist, 1949, 51: 320-323. 17. For example, Richard Thurnwald, Economics in Primitive Communities (London: Oxford University Press, 1932); C.G. Brown and A. McD. Hutt, Anthropology in Action (London: Oxford University Press, 1938); Monica Hunter, Reaction to Conquest: Effects of Contacts with Europeans on the Pondo of South Africa (London: Oxford University Press, 1936); I. Schapera, A Handbook of TswanalLaws and Custom (London: Oxford University Press 1938); and Audrew Richards, Land, Labour and Diet in Northern Rhodesia (London: Oxford University Press, 1939). The Institute cooperated with the Medical Research Council in a coordinated programme of nutritional research work in the Empire In addition to Richard's book, the IIALC also devoted a special edition of Africa to problems of nutrition. See Africa, 1936, IX, 2. 18. Lucy Mair, ed., Methods of Study of Culture Contact (Oxford University Press, 1938). 19. Audrey I. Richards. The Village Census in the Study of Culture Contact. Africa, 1935, 8:20-23, p.21.

Doing the Ethnography of Schooling: Educational Anthropology in Action. George Spindler

Previous articleNext article No AccessBook ReviewsDoing the Ethnography of Schooling: Educational Anthropology in Action. George Spindler Ann S. NihlenAnn S. Nihlen Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 28, Number 3Aug., 1984 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446458 Views: 4Total views on this site Copyright 1984 The Comparative and International Education SocietyPDF download Crossref reports no articles citing this article.

Response

Anthropology & Education QuarterlyVolume 15, Issue 2 p. 184-187 Free Access Response Courtney Cazden, Courtney Cazden Professor of Education Harvard UniversitySearch for more papers by this author Courtney Cazden, Courtney Cazden Professor of Education Harvard UniversitySearch for more papers by this author First published: Summer 1984 https://doi.org/10.1525/aeq.1984.15.2.04x0481mCitations: 1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Cited Albas, D.C., K.W. McCluskey, and C.A. Albas 1976 Perception of the Emotional Content of Speech: A Comparison of Two Canadian Groups. Journal of Cross-Cultural Psychology 7: 481– 490. Au, Kathryn H. 1981 The Essential Features List of the KEEP Reading Program. Honolulu, HI: Curriculum Series Paper No. 3, Kamehameha Early Education Program (KEEP). Barnhardt, Ray 1977 Cross-Cultural Issues in Alaskan Education. Fairbanks: University of Alaska, Center for Cross-Cultural Studies, Vol. I. Barnhardt, Ray 1982 Cross-Cultural Issues in Alaskan Education. Fairbanks: University of Alaska, Center for Cross-Cultural Studies, Vol. II. Cappella, J.N. 1981 Mutual Influence in Expressive Behavior: Adult-adult and Infant-child Dyadic Interaction. Psychological Bulletin 89: 101– 132. Cazden, Courtney B. 1983 Can Ethnographic Research Go Beyond the Status Quo? Anthropology and Education Quarterly 14(1): 33– 41. Collett, P. 1971 Training Englishmen in the Non-verbal Behavior of Arabs. International Journal of Psychology 6: 209– 215. Deloria, Vine 1970 Custer Died for Your Sins. New York: Avon. Ekman, P., and W.V. Friesen 1969 The Repertoire of Nonverbal Behavior: Categories, Origins, Usage, and Coding. Semiotica 1: 49– 98. Elzinga, R.H. 1978 Temporal Organization of Speech. Sociolinguistics Newsletter 9: 29– 31. Erickson, Frederick 1979 Talking Down: Some Cultural Sources of Miscommunication in Interracial Interviews. In Nonverbal Behavior: Applications and Cultural Implications. A. Wolfgang, ed. New York: Academic Press. Erickson, Frederick, and Gerald Mohatt 1982 Cultural Organization of Participation Structures in Two Classrooms of Indian Students. In Doing the Ethnography of Schooling: Educational Anthropology in Action. George D. Spindler, ed. Pp. 132– 174. New York: Holt, Rinehart and Winston. Goodlad, John 1983 A Place Called School. New York: McGraw-Hill. Greenbaum, P.E. 1981 Final Report on the Number of and Need for Native Americans in the Designated Professions and the Extent to which Federal Programs are Helping to Meet the Need. Lawrence, KS: Native American Research Associates. Greenbaum, P.E. In press Nonverbal Differences in Communication Style Between American Indian and Anglo Elementary Classrooms. American Educational Research Journal. Greenbaum, P.E., and S.D. Greenbaum In press Cultural Differences, Nonverbal Regulation and Classroom Interaction: Sociolinguisric Interference in American Indian Education. Pea-body Journal of Education. Guilmet, G. 1978 Navajo and Caucasian Children's Verbal and Nonverbal Visual Behavior in the Urban Classroom. Anthropology and Education Quarterly 9(3): 254– 266. High water, Jamake 1981 The Primal Mind: Vision and Reality in Indian America. New York: Harper and Row. Kleinfeld, Judith 1979 Eskimo School on the Andreasfsky: A Study of Effective Bicultural Education. New York: Praeger. Kleinfeld, Judith 1983 First Do No Harm: A Reply to Courtney Cazden. Anthropology and Education Quarterly 14(4): 282– 287. LaFrance, M., and C. Mayo 1976 Racial Differences in Gaze Behavior During Conversation. Journal of Personality and Social Psychology 33: 547– 552. Lawrence, G. 1978 Indian Education: Why Bilingual-Bicultural? Education and Urban Society 10: 305– 320. LeBrasseur, M.M., and E.S. Freark 1982 Touch a Child—They Are My People: Ways to Teach American Indian Children. Journal of American Indian Education 21: 6– 11. Ravitch, Diane 1983 The Troubled Crusade: American Education 1945-1980. New York: Basic Books. Rodriguez, Richard 1974 Going Home Again: The New American Scholarship Boy. American Scholar 44(1): 15– 28. Rosenfeld, H.M. 1978 Conversational Control Functions of Nonverbal Behavior. In Nonverbal Behavior and Communication. A.W. Seigman and S. Feldstein, eds. Hillsdale, NJ: Lawrence Erlbaum Associates. Sussman, N., and H.M. Rosenfeld 1982 Influence of Culture, Language, and Sex on Conversational Distance. Journal of Personality and Social Psychology 42: 66– 74. Turner, Ralph 1961 Modes of Second Ascent Through Education: Sponsored and Contest Mobility. In Education, Economy, and Society. A.H. Halsey, Jean Floud, and C. Arnold Anderson, eds. Pp. 121– 139. New York: Fall Press of Glencoe. Wilson, William Julius 1981 The Black Community in the 1980s: Questions of Race, Class, and Public Policy. Annals of the American Academy of Political and Social Sciences 454: 26– 41. Citing Literature Volume15, Issue2Summer 1984Pages 184-187 ReferencesRelatedInformation

Doing the Ethnography of Schooling: Educational Anthropology in Action. George Spindler, ed

<i>Doing the Ethnography of Schooling: Educational Anthropology in Action</i>. George Spindler, ed

1982 Praxis Award Recognizes Anthropology in Action

Anthropology NewsVolume 24, Issue 4 p. 8-8 Free Access 1982 Praxis Award Recognizes Anthropology in Action First published: April 1983 https://doi.org/10.1111/an.1983.24.4.8.1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume24, Issue4April 1983Pages 8-8 RelatedInformation

: Doing the Ethnography of Schooling: Educational Anthropology in Action . George Spindler.

: Doing the Ethnography of Schooling: Educational Anthropology in Action . George Spindler.

Book Review Section

Abstract Books: Glaser, Robert, Editor, ADVANCES IN INSTRUCTIONAL PSYCHOLOGY, Volume 2 (Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1982. 357 pp. $29.95). Reviewed by Bruce Smith Books: George Spindler, Editor, DOING THE ETHNOGRAPHY OF SCHOOLING: EDUCATIONAL ANTHROPOLOGY IN ACTION (New York: Holt, Rinehart and Winston, 1982, 504 pp.). Reviewed by Jean Dresden Grambs