Having and Holding: Storage, Memory, Knowledge, and Social Relations

Starting from Giddens's concept of mutual knowledge, in this article I argue for an expanded definition of storage as a situated practice through which groups construct identity, remember, and control knowledge as part of a moral economy. Drawing on ethnographic and archaeological examples from a range of societies, including those of the Trobriand Islands, Neolithic Europe, and Mesoamerica, I consider the spatial and social meaning of utilitarian, household storage. Many of the social meanings embodied in utilitarian storage are found to also inform other kinds of storage, especially those categorized as burials and votive offerings, or caches, [storage, mutual knowledge, social memory, inalienable wealth, Mesoamerica]     

Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice

In this article, I explore the contradictions that four new teachers experienced as their commitments to social justice collide with urban school culture. Framed within Jean Lave and Etienne Wenger's (1999) theory of situated learning and development concepts of identity, practice, and relationships illustrate how teachers' ideals are challenged as socializing features of two communities of practice—the universities and schools—intersect in new teachers' development. This research contributes empirical evidence of the application of critical multicultural teacher preparation into practice, a cultural representation of how educational inequities are reproduced or disrupted in the situated contexts of urban schools, an application of Lave and Wenger's theory of Legitimate Peripheral Participation that incorporates formal and informal education across multiple activity settings, and a call for collaborative communities of practice that support teachers' situated learning in creating transformative practices.     

Beyond "the State" and Failed Schemes

In this article, I propose five ways to move beyond the analytical scheme of James Scott's Seeing Like a State (1998). I question the spatial optic that posits an "up there," all-seeing state operating as a preformed repository of power, spread progressively outward to "nonstate" spaces beyond its reach. I highlight the role of parties beyond "the state" that attempt to govern—social reformers, scientists, and the so-called nongovernmental agencies, among others. I look beyond authoritarian high modernism to the more general problematic of "improvement" emerging from a governmental rationality focused on the welfare of populations. I explore the recourse to mētis (contextualized, local knowledge and practice) situated beyond the purview of planning. Finally, I reframe the question posed by Scott—why have certain schemes designed to improve the human condition failed?—to examine the question posed so provocatively by James Ferguson: What do these schemes do? What are their messy, contradictory, conjunctural effects?     

Immunoelectron microscopic localization of collagens type I, V, VI and of procollagen type III in human periodontal ligament and cementum

We examined the ultrastructural localization of collagens Type I, V, VI and of procollagen Type III in decalcified and prefixed specimens of the periodontal ligament and cementum, by immunoelectron microscopy using ultra-thin cryostat sections. Immunostaining for collagen Type I was pronounced on the major cross-striated fibrils entering cementum and in cementum proper, whereas staining for procollagen Type III was almost exclusively observed on the major fibrils in the periodontal ligament situated more remote from cementum. Reactivity for collagen Type V was limited to aggregated, unbanded filamentous material of about 12 nm diameter that was found mainly in larger spaces between bundles of cross-striated collagen fibrils and occasionally on single microfibrils that apparently originated from the ends of the major collagen fibrils, which may support the concept of this collagen as a component of core fibrils. Collagen Type VI was present as microfilaments appearing to interconnect single cross-striated fibrils. In the densely packed fibril bundles of the periodontal ligament, no collagen type VI was detected. Neither Type V or Type VI collagen was observed in cementum.     

Postcoloniality,National Identity,Globalisation and the Simulacra of the Real

The focus of this paper is a famous boys' boarding school in the North Indian city of Dehra Dun. The Doon School was founded in 1935 and was soon hailed by a wide cross section of post-colonial Indian intelligentsia as the site for the production of the ‘modern’ Indian citizen. The discussion below suggests that contemporary social analysis needs to focus on specific sites of the production of the discourses of the nation and citizenship rather than simply announce their dissolution as an ‘inevitable’ by-product of ‘globalisation’; this seems to be the stand taken by certain strands of theorisation in the so-called globalisation debate and in particular versions of cultural studies. I argue that rather than having simply dissolved, the ‘national’ emotion, at least in the Indian context, may have been transformed into the production of ‘post-coloniality’ as a differentiating category to distinguish the ‘progressive’ populations of the nation-state from its ‘backward’ counterparts. I employ Baudrillard's concept of the ‘real’ in order to argue for situated analyses of the contemporary global condition where analyses of the relationship between nation-states and of the asymmetries within them continue to be important political tasks.     

"It Was Fine, if You Wanted to Leave": Educational Ambivalence in a Nova Scotian Coastal Community 1963–1998

This article reports on a study of schooling in southwest Nova Scotia. Using Bourdieu's concepts of cultural capital and habitus, I analyze rural men's relationships involving identity, work, place, and schooling to explain continuing high male dropout rates and local traditions of ambivalence and resistance to schooling. I conclude that the tension between formal schooling and place is endemic in many rural communities and that qualitative migration analysis can reveal the complexity of relationships between learning and leaving.     

"Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom

This article addresses the relationship between educational theory—as manifested in particular ideologies of teaching and learning—and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students.     

Imagination,Sensation and the Education of Attention Among Cuban Spirit Mediums

This article attempts to come to terms with the phenomenology of learning in the popular Cuban spirit mediumship practice of espiritismo. Espiritistas' talents derive from the unique relationships they construct with their muertos (the protective dead), allowing them to receive, discern, and interpret valuable information for others. Learning here does not result from explicit knowledge transmission but from a guided expansion of consciousness, where the neophyte learns to attend to the particulars of the spirit world through his or her imagination and sensation. I associate this process with what Ingold has described as the ‘education of attention’, and use his concept of ‘entanglement’ to propose that learning mediumship be conceptualized as implying the development of a particular kind of person. I have further used Latour's definition of ‘acquiring a body’ as ‘learning to be affected’ to better understand the mutual constitution of the spiritual landscape and the self.     

Creating Learning Opportunities in Strange or Familiar Contexts: A Response to Gerald R. Fast's "'Africa, My Teacher!'"

Having had the opportunity to observe in classrooms throughout Zimbabwe as an external examiner about ten years ago and having spent time in other African countries since then, I found myself closely connecting to Fast's stories of living and teaching in Zimbabwe. If readers have not had the opportunity to immerse themselves in a foreign culture, Fast's stories may, on the surface, appear intriguing but distant from their own lives and ways of functioning. From these appealing stories, however, there is much for any reader to contemplate and better understand about teaching and learning in any culture. In my response, I will explore Fast's two main themes and highlight the need for similar learning opportunities for teachers even when they cannot travel to foreign countries or visit unfamiliar cultures.     

The Promise of Particularism and the Theology of Culture: Limits and Lessons of "Neo-Boasianism"

This article compares the status of "culture" as a politically engaged concept in Franz Boas's time and in our own time. Taking a Boasian approach to "neo-Boasianism," I examine the limits of this comparability in order to shed light on the nature of public culture-talk today and to identify dimensions of the Boasian concept of "culture" particularly relevant to a contemporary anthropology.     

Why Katrina's Victims Aren't Refugees: Musings on a "Dirty" Word

In the aftermath of Hurricane Katrina, a controversy emerged in the U.S. public sphere over the use of the word refugee to characterize the displaced residents of New Orleans. In this article, I explore the significance of the concept of "the refugee" for U.S. citizens, and I discuss what the failure to find an appropriate term to describe stranded New Orleanians reveals about the experience of poverty. I argue that the conceptual void uncovered by the crisis reflects the larger social void in which poor New Orleanians have long been confined and I examine the role of public discourse in defining and helping justify the inequalities uncovered by Katrina.     

Looking backwards, looking forward: hopes for bioethics' next twenty-five years

I reflect on the past, present, and future of the field of bioethics. In so doing, I offer a very situated overview of where bioethics has been, where it now is, where it seems to be going, where I think we could do better, and where I dearly hope the field will be heading. I also propose three ways of re-orienting our theoretic tools to guide us in a new direction: (1) adopt an ethics of responsibility; (2) explore the responsibilities of various kinds of actors and relationships among them; (3) expand the types of participants engaged in bioethics.     

Expanding the Dialogue: A Response to Bird and Godwin's "Film in the Undergraduate Anthropology Classroom"

This article is a response to S. Elizabeth Bird and Jonathan P. Godwin's article "Film in the Undergraduate Anthropology Classroom: Applying Audience Response Research in Pedagogical Practice." The intention of my response is to expand the dialogue on film use to promote cultural understanding in university classes and campus-wide. Through participant-observation and the use of surveys over a two-year period, I examine the transformation of participant viewers in various contexts, noting that by limiting our understanding of film to merely the transfer of information, we not only have a limited understanding of our viewers but also have ignored possible avenues for learning. My findings indicate that the "context" for film screening is dependent on the film, the instructor, the post-screening discussant, and the viewers, can yield dramatic results in learning, depending on the ways in which each is engaged.     

概念图策略在生理学教学实践中的应用

目的:探讨概念图策略在高职护理专业生理学教学实践中的效果。方法:随机抽取57名学生作为实验组,54名学生作为对照组;实验组施行概念图策略教学法,对照组则采用传统教学法。分别比较两组学生的单元测验成绩和期末考试成绩,并于全部课程结束后进行问卷调查,分析调查结果。结果:实验组学生的单元测试成绩和期末考试成绩均明显高于对照组学生,差异具有统计学意义(P<0.05);实验组94.34%的学生认为教学能够提高学习主动性,而对照组为64.81%;实验组84.21%的学生认为教学有助于提升对课程内容的理解,而对照组为64.11%;实验组87.72%的学生认为教学促进师生互动,而对照组为38.89%;实验组84.21%的学生认为教学可增强团队合作精神,而对照组为57.41%。实验组的调查结果明显优于对照组,差异具有统计学意义(P<0.05)。结论:将概念图策略引入高职护理专业的生理学课程教学实践中,能够更好的帮助学生掌握生理学的理论体系,提升教学质量,提高学生的专业知识水平。     

Notes on the Birds of Lake Junin, Central Peru

A fter I had finished my work in the Department of Huancavelica, in January 1938, I made a lengthy stay on Lake Junin. This lake is the source of the Mantaro River, and lies about 50 miles north of Oroya, at an altitude of a little less than 14,000 feet. It is situated in a great plain, ringed by rather low rolling brown hills. It is, of course, in typical Puna zone.     

When You Find Yourself in a Hole, Stop Digging: Comments on Earth Systems Engineering

In an earlier "Forum" article in this journal, Brad Allenby outlined his views of a new approach to managing the unintended consequences of human activity, "earth systems engineering." He argues that we must develop the tools, institutions, and moral and ethical systems to allow us to "assume an active management role for most global systems." I believe this to be a significant departure from a core concept of industrial ecology: learning from ecosystems how the natural world operates to be able to more effectively design and manage coupled human-natural systems. Such lessons are more likely to lead away from tightly managed, centralized approaches, and favor approaches with as little intervention as feasible. More important, I believe that we are far less likely to learn how to implement earth systems engineering than simpler approaches, hence less likely to minimize environmental damage.     

"Property" and Aboriginal Land Claims in the Canadian Subarctic: Some Theoretical Considerations

Many of the world's aboriginal peoples are currently engaged in struggles over land and self-government with the states that encompass them. In Canada, aboriginal people have effectively used the concept of "aboriginal title" to force the government to negotiate land and self-government agreements with them. Such agreements, however, along with the notion of "aboriginal title" itself, are based on the European concept of "property"; they grant First Nations "ownership" of certain lands and spell out the rights they possess in relation to those lands. This means that aboriginal people have had to learn to think and speak in the "language of property" as a precondition for even engaging government officials in a dialogue over land and sovereignty. Yet the concept of property is in many ways incompatible with many Canadian First Nation people's views about proper human-animal/land relations. In this article, I argue that the land claim process—because it forces aboriginal people to think and speak in the language of property—tends to undermine the very beliefs and practices that a land claim agreement is meant to preserve. [Key words: property, First Nations, aboriginal land claims, Canada, Subarctic]     

Amphiphilic self-assembled "polymeric drugs": morphology, properties, and biological behavior of nanoparticles

This article reports the fabrication and characterization of NPs based on the self-assembling of polymeric drugs with amphiphilic character synthetized from oleyl 2-acetamido-2-deoxy-α-d-glucopyranoside methacrylate and vinyl pyrrolidone (OAGMA-VP). NPs were spherical, with an apparent hydrodynamic diameter between 91 and 226 nm and with zeta potential values that ensure stability. Atomic concentrations of C, O, and N, determined by X-ray photoelectron spectroscopy (XPS) of NPs, compared well with the corresponding theoretical values. High resolution XPS C1s spectra suggest that the carbons bound to heteroatoms or carbonyl groups are preferentially situated on the surface of the NP samples. ToF-SIMS spectra analyzed by principal component analysis (PCA) indicated that ions coming from acetyl and oleyl groups of OAGMA play important roles in the outer structure of NPs. Water contact angle and surface tension values of NPs were characteristic of hydrophilic surfaces, confirming the location of VP sequences on the surface. Cell culture assays showed that copolymeric NPs did not compromise biocompatibility of human fibroblasts according to ISO standard, but they were cytotoxic on a human glioblastoma cell line (A-172).     

From illness narratives to social commentary: a Pirandellian approach to "nerves"

The concept of "nerves" is an integral component of the language of distress found in a number of societies. Individuals, however, often extend its meaning well beyond the realm of suffering. In this article, I examine some Sicilian-Canadian uses of "nerves" from a Pirandellian perspective. This, I believe, gives us an insight into how people (1) make use of illness narratives to give meaning to their life experiences, and (2) attempt to influence the thought and behavior of significant others. In the process, I address the question how do we move away from anthropological definitions and explanations that tend to simplify or mask some of the rich complexities surrounding the meaning(s) of "folk" concepts?