The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice (Suny Series, Power, Social Identity and Education)

Examines the ways in which cultural practices and knowledges are produced in and out of schools around the world.Eleven historical-ethnographic case studies examine the social and cultural projects of modern schools, and the contestations, dramatic and not, that emerge in and around and against them. These case studies, ranging from Taiwan to South Texas, build upon an original joining of anthropology, critical education theory, and cultural studies. The studies advance the concept of cultural production as a way of understanding the dynamics of power and identity formation underlying different forms of "education." Using the concept of the "educated person" as a culture-specific construct, the authors examine conflicts and points of convergence between cultural practices and knowledges that are produced in and out of schools.Bradley A. Levinson is Assistant Professor of Anthropology at Augustana College. Douglas E. Foley is Professor of Education and of Anthropology at the University of Texas-Austin. He is the author of From Peones to Politics; Learning Capitalist Culture; and The Heartland Chronicles: A Tale of Mesquaki-White Relations. Dorothy C. Holland is J. Ross Macdonald Professor of Anthropology at the University of North Carolina, Chapel Hill. She is coeditor of Cultural Models in Language and Educated in Romance: Women, Achievement, and College Culture. Eleven Historical-ethnographic Case Studies Examine The Social And Cultural Projects Of Modern Schools, And The Contestations, Dramatic And Not, That Emerge In And Around And Against Them. These Case Studies, Ranging From Taiwan To South Texas, Build Upon An Original Joining Of Anthropology, Critical Education Theory, And Cultural Studies. The Studies Advance The Concept Of Cultural Production As A Way Of Understanding The Dynamics Of Power And Identity Formation Underlying Different Forms Of Education. Using The Concept Of The Educated Person As A Culture-specific Construct, The Authors Examine Conflicts And Points Of Convergence Between Cultural Practices And Knowledges That Are Produced In And Out Of Schools--book Jacket. Behind Schedule : Batch-produced Children In French And U.s. Classrooms / Kathryn M. Anderson-levitt -- The Silent Indian As A Cultural Production / Douglas E. Foley -- Becoming Somebody In And Against School : Toward A Psychocultural Theory Of Gender And Self Making / Wendy Luttrell -- In Search Of Aztlán : Movimiento Ideology And The Creation Of A Chicano Worldview Through Schooling / Armando Trujillo -- Formal Schooling And The Production Of Modern Citizens In The Ecuadorian Amazon / Laura Rival -- The Production Of Biologists At School And Work : Making Scientists, Conservationists, Or Flowery Bone-heads? / Margaret Eisenhart -- Taiwanese Schools Against Themselves : School Culture Versus The Subjectivity Of Youth / Thomas A. Shaw -- Social Difference And Schooled Identity At A Mexican Secundaria / Bradley A. Levinson -- From Indios To Profesionales : Stereotypes And Student Resistance In Bolivian Teacher Training / Aurolyn Luykx -- Schools And The Cultural Production Of The Educated Person In A Nepalese Hill Community / Debra Skinner And Dorothy Holland -- Keys To Appropriation : Rural Schooling In Mexico / Elsie Rockwell. Edited By Bradley A. Levinson, Douglas E. Foley, Dorothy C. Holland. Includes Bibliographical References And Index. Around the world, schools are central to the social and cultural shaping of the young. They inculcate the skills, subjectivities, and disciplines that undergird the modern nation-state. The case studies in this volume demonstrate a new direction for critical educational research as they demonstrate social reproduction and cultural production and explore the differences among schools as sites for the production of educated persons. Contributions include: (1) "The Cultural Production of the Educated Person: An Introduction" (Bradley A. Levinson and Dorothy Holland); (2) "Behind Schedule: Batch-Produced Children in French and U.S. Classrooms" (Kathryn M. Anderson-Levitt); (3) "The Silent Indian as a Cultural Production" (Douglas E. Foley); (4) "Becoming Somebody in and against School: Toward a Pyschocultural Theory of Gender and Self Making" (Wendy Luttrell); (5) "In Search of Aztlan: Movimiento Ideology and the Creation of a Chicano Worldview through Schooling" (Armando Trujillo); (6) "Formal Schooling and the Production of Modern Citizens in the Ecuadorian Amazon" (Laura Rival); (7) "The Production of Biologists at School and Work: Making Scientists, Conservationists, or Flowery Bone-Heads?" (Margaret Eisenhart); (8) "Taiwanese Schools against Themselves: School Culture Versus the Subjectivity of Youth" (Thomas A. Shaw); (9) "Social Difference and Schooled Identity at a Mexican Secundaria" (Bradley A. Levinson); (10) "From Indios to Profesionales: Stereotypes and Student Resistance in Bolivian Teacher Training" (Aurolyn Luykx); (11) "Schools and the Cultural Production of the Educated Person in a Nepalese Hill Community" (Debra Skinner and Dorothy Holland); and (12) "Keys to Appropriation: Rural Schooling in Mexico" (Elsie Rockwell). References follow the chapters. (SLD)