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From the Editors of Other AAA Journals DOUG FOLEY JANET DIXON KELLER DAVE MCCURDY PATRICIA RICE CONRAD KOTTAK LLOYD MILLER From the Editor of Anthropology and Education Quarterly Anthropology and Education Quarterly (AEQ) is the main voice of the AAA Council on Anthropology and Education (CAE). This subfield came into existence in the early 1950s through the efforts of George and Louise Spindler, Solon Kimball, and Elizabeth Eddy, among others. In the early days, it was associated with culture and personality studies and applied anthropology. Its practitioners were anthropolo- gists and educators interested in the cross-cultural study of childhood and schooling and in reforming the social and racial inequalities of public education. This early group of anthropologists created CAE in 1968 and AEQ (initially a newsletter) in 1970; the section has since grown to more than 700 members. Our membership remains an interdis- ciplinary group of researchers and practitioners trained in both anthropology and education. Although the field has produced noted theoreticians, anthropological colleagues may think of us as largely an applied field. Since our incep- tion, various AEQ editors have produced an internationally circulated peer-reviewed journal, and in case you have not read it, I hope to tell you what you are missing. Since the cultural revolution of the 1960s, educational anthropology has evolved in interesting ways. Theoretically and demographically the field has diversified greatly. The theoretical currents of the “linguistic–discourse turn,” fem- inism, Marxism, and poststructuralism have also swept our field. Demographically, white males no longer dominate the field. The great majority of AEQ articles are from schol- ars of color and women. Moreover, many of us see the field as a politically engaged, “public” anthropology using par- ticipatory methodologies. This approach is highlighted in a recent Wenner-Gren conference publication entitled An- thropology Put to Work (2007). These new theoretical and methodological trends are apparent in AEQ 39(1), a special theme issue on “activist educational anthropology.” It in- AMERICAN ANTHROPOLOGIST, Vol. 110, Issue 2, pp. 175–178, ISSN 0002-7294 online ISSN 1548-1433. C 2008 by the American Anthropological Association. All rights reserved. DOI: 10.1111/j.1548-1433.2008.00023.x cludes exciting new projects in which anthropologists and sociologists have convinced universities to create experi- mental schools (Bud Mehan), high schools to train students to transform their communities and schools (Francisco and Miguel Guajardo with Edyael del Carmen Casaperalta, Julio Cammarota), and immigrant women to publish their stories and do ethnography (Janise Hurtig). In addition, check out AEQ 38(1), noted ethnographer Angela Valenzuela’s spe- cial issue on the “No Child Left Behind” (NCLB) federal education policy. She uses critical ethnographies to expose the inflated claims that NCLB helps poor students of color. As the U.S. empire has retreated internationally, U.S. edu- cational anthropologists have brought anthropology back home in useful ways. Unfortunately, the retreat of empire has meant less funding for cross-cultural studies. Contemporary U.S. edu- cational anthropologists are less able to study child-rearing practices or schooling as a site of national identity forma- tion. Consequently, the field needs to become more aware of how educational anthropology is practiced outside the United States. Under previous editors, AEQ expanded its international scope, and the journal is making renewed ef- forts to include non-U.S. scholars. We recently invited two leading Latin American educational anthropologists, Elsie Rockwell (Mexico) and Ana Gomes (Brazil), to guest edit an upcoming special issue (40[1]) on Indigenous education in Latin America. We have received a flood of articles from this region, which bodes well for repeating this process in other regions of the world. AEQ wants to highlight international work in both English and native languages to further de- colonize U.S. anthropology and to revive our cross-cultural roots. I could go on about the exciting new directions in U.S. educational anthropology (e.g., AEQ 39[4], an upcoming
Transcript of Anthr and Educ Quart
From the Editors of OtherAAA Journals
DOUG FOLEYJANET DIXON KELLER
DAVE MCCURDYPATRICIA RICE
CONRAD KOTTAKLLOYD MILLER
From the Editor of Anthropology and EducationQuarterly
Anthropology and Education Quarterly (AEQ) is the main voiceof the AAA Council on Anthropology and Education (CAE).This subfield came into existence in the early 1950s throughthe efforts of George and Louise Spindler, Solon Kimball,and Elizabeth Eddy, among others. In the early days, itwas associated with culture and personality studies andapplied anthropology. Its practitioners were anthropolo-gists and educators interested in the cross-cultural study ofchildhood and schooling and in reforming the social andracial inequalities of public education. This early group ofanthropologists created CAE in 1968 and AEQ (initially anewsletter) in 1970; the section has since grown to morethan 700 members. Our membership remains an interdis-ciplinary group of researchers and practitioners trained inboth anthropology and education. Although the field hasproduced noted theoreticians, anthropological colleaguesmay think of us as largely an applied field. Since our incep-tion, various AEQ editors have produced an internationallycirculated peer-reviewed journal, and in case you have notread it, I hope to tell you what you are missing.
Since the cultural revolution of the 1960s, educationalanthropology has evolved in interesting ways. Theoreticallyand demographically the field has diversified greatly. Thetheoretical currents of the “linguistic–discourse turn,” fem-inism, Marxism, and poststructuralism have also swept ourfield. Demographically, white males no longer dominatethe field. The great majority of AEQ articles are from schol-ars of color and women. Moreover, many of us see the fieldas a politically engaged, “public” anthropology using par-ticipatory methodologies. This approach is highlighted ina recent Wenner-Gren conference publication entitled An-thropology Put to Work (2007). These new theoretical andmethodological trends are apparent in AEQ 39(1), a specialtheme issue on “activist educational anthropology.” It in-
AMERICAN ANTHROPOLOGIST, Vol. 110, Issue 2, pp. 175–178, ISSN 0002-7294 online ISSN 1548-1433. C© 2008 by the American Anthropological Association.All rights reserved. DOI: 10.1111/j.1548-1433.2008.00023.x
cludes exciting new projects in which anthropologists andsociologists have convinced universities to create experi-mental schools (Bud Mehan), high schools to train studentsto transform their communities and schools (Francisco andMiguel Guajardo with Edyael del Carmen Casaperalta, JulioCammarota), and immigrant women to publish their storiesand do ethnography (Janise Hurtig). In addition, check outAEQ 38(1), noted ethnographer Angela Valenzuela’s spe-cial issue on the “No Child Left Behind” (NCLB) federaleducation policy. She uses critical ethnographies to exposethe inflated claims that NCLB helps poor students of color.As the U.S. empire has retreated internationally, U.S. edu-cational anthropologists have brought anthropology backhome in useful ways.
Unfortunately, the retreat of empire has meant lessfunding for cross-cultural studies. Contemporary U.S. edu-cational anthropologists are less able to study child-rearingpractices or schooling as a site of national identity forma-tion. Consequently, the field needs to become more awareof how educational anthropology is practiced outside theUnited States. Under previous editors, AEQ expanded itsinternational scope, and the journal is making renewed ef-forts to include non-U.S. scholars. We recently invited twoleading Latin American educational anthropologists, ElsieRockwell (Mexico) and Ana Gomes (Brazil), to guest edit anupcoming special issue (40[1]) on Indigenous education inLatin America. We have received a flood of articles from thisregion, which bodes well for repeating this process in otherregions of the world. AEQ wants to highlight internationalwork in both English and native languages to further de-colonize U.S. anthropology and to revive our cross-culturalroots.
I could go on about the exciting new directions in U.S.educational anthropology (e.g., AEQ 39[4], an upcoming
176 American Anthropologist • Vol. 110, No. 2 • June 2008
theme issue on white race and class privilege), but instead Iwill close by saying “Read AEQ and submit your fieldworkfor publication!”
Doug Foley, EditorAnthropology and Education Quarterlymailing address: The University of Texas at AustinCollege of Education—Curriculum and Instruction
1 University Station D5700Austin, TX 78712website: http://dev.aaanet.org/sections/cae/AEQ.htmle-mail: [email protected]: 512–232–4118fax: 512–471–3193
From the Editor of Ethos, the Journal of theSociety for Psychological AnthropologyEthos, the journal of the Society for Psychological Anthro-pology (SPA), founded in 1973, publishes research at theinterface of the social, cultural, and the psychological dis-ciplines. The SPA Editorial Board reflects the most eminentof anthropologists and psychologists working in this in-tellectual territory. Well positioned to advance theory andethnography, Ethos focuses on critical problems of iden-tity, subjectivity, agency, and the mutual engagements ofindividuals and their social milieux. Psychological, psycho-analytic, cognitive, cultural, medical, and biocultural an-thropologies, as well as cross-cultural child developmentand family studies, are broadly represented while new ap-proaches constantly appear in our pages.
Articles in recent issues explore the following: fraughttransitions for the upwardly mobile in Britain, Foucault’savoidance of psychoanalysis, dream analysis, political ag-gravations to the trauma of refugees in France, and faultlines in dominant therapies of healing. Negotiated iden-tities are central to many of our contributions, and onearticle in a recent issue reveals the effects of shared or dis-crepant value systems for reducing or reproducing stereo-typy. A variety of authors tackle the social, psychological,and emotional work emergent under particular religious,spiritual, national, or cultural conditions. Others explorechild development and family dynamics.
Recent special issues take shape around collective mem-ory (Kevin Birth, guest editor) and the scholarship of JeromeBruner, whose research guided subsequent generations withbold questions, deep ethnography, and advances to nar-rative theory and cultural psychology (Cheryl Mattingly,Nancy C. Lutekhaus, and C. Jason Throop, guest editors).
Upcoming issues promise to continue the journal’s rolein building intellectual bridges through debates on theplace of universal cognition in spectacular human beliefs;the role of practice in ethnoscientific order; spiritualismand possession; cultural proselytization in majority cultureapproaches to Native American mental health (Joe Gone,guest editor); and new perspectives on empathy (Doug Hol-lan and C. Jason Throop, guest editors).
Individual contributions are evaluated on their ownmerits. Yet, when possible, published works are arrangedto reflect (inter)disciplinary debates. Contributions fromall subdisciplines of anthropology can be relevant andare encouraged. Members of the Society for Medical An-thropology and the CAE will find intellectual foci par-ticularly relevant to their interests. We also e-publishbook reviews and author responses on the Ethos web-site at www.anthro.uiuc.edu/ethos and welcome booksto consider for review at the University of Illinoisoffice.
Our editors and authors represent an internationalarray of scholars including senior luminaries and thebrightest rising stars in the field. We encourage research-based submissions from colleagues worldwide and invitenew readers to join us. Readers receive the journal inbeautiful hard copy through AAA membership by con-tacting www.aaanet.org, and Ethos can also be read on-line at AnthroSource (www.anthrosource.net), BlackwellSynergy (http://www.blackwell-synergy.com/loi/etho), andother electronic databases. Journal contents are in-dexed by Abstracts in Anthropology, PsychInfo, So-cial Sciences Citation Index, and many others. Seethe Wiley-Blackwell Ethos page for a complete list,www.blackwellpublishing.com/ethos, and get more infor-mation at the Ethos website, www.anthro.uiuc.edu/ethos.
Janet Dixon Keller, EditorJennifer A. Hardin, Managing EditorWilliam M. Zeidler, Editorial AssistantEthosmailing address: Anthropology, 109 Davenport Hall607 South Mathews AvenueUniversity of IllinoisUrbana, IL 61801website: www.anthro.uiuc.edu/ethose-mail: [email protected]: 217–333–3529fax: 217–244–3490
Foley et al. • From the Editors of Other AAA Journals 177
From the Editors of General AnthropologyNewsletterMost of the members of the General Anthropology Division(GAD) fall into one of two categories. Many are anthro-pologists who believe that anthropology is and should bethe general study of humans in our past and present, andof our biology and culture, and who enjoy exploring theinterrelationships between our past and present, our cul-ture and biology. The second category is made up of thoseanthropologists who teach general, introductory-levelcourses in which they must teach about each of the foursubfields and continually update their knowledge of thoseanthropological subfields that are not in their specific re-search or interest area to be successful teachers. For thepast 15 years, we have striven to publish three lead ar-ticles in each issue (fall and spring) of General Anthropol-ogy Newsletter (subscription being a perk of membership inGAD) that reflect these two themes. Additionally, each issuecontains three continuing columns of interest to teachingand general anthropologists: new paleo finds from the lastsix months (new archaeological finds and new fossil dis-coveries in our lineage), a review of a recently publishedreadable short ethnography, and a review of one or moreanthropological videos.
Past issues have featured articles by leading U.S. andinternational anthropologists covering all anthropologicalsubfields and their interrelationships. Additionally, we pub-lish a version of many of the GAD Distinguished Lecturesfrom each AAA Annual Meeting, such as the following:
1995 Laura Nader
1996 Milford Wolpoff
1999 Jean Clottes
2000 Chris Stringer
2002 Rayna Rapp
2003 Lila Abu-Lughod
2005 Margaret Lock
2006 Bill Durham
Periodically, we publish “cultural updates” on well-known ethnographies such as Richard Lee updating theJu–Huansi–!Kung Norman Chance on the Inupiat Eskimos;Dave McCurdy on Indian villages; Conrad Kottak on Mada-gascar villages; and Harry Wolcott on the Kwakiutl. Occa-
sionally we also tackle an important theme—such as “Howto Combat Creationism–Intelligent Design in the Class-room,” “The Neandertal Issue,” or the AAA Public Educa-tion Race Project—over several issues, calling on experts ineach field.
Specialists in particular anthropological subfields havewritten updates for us: Jane Buikstra on forensic anthro-pology, Mark Cohen and Loring Brace on race, Carol andMelvin Ember on cross-cultural research, Robert Textor onanticipatory anthropology, Margaret Power on chimpanzeeviolence, and Dawnie Steadman and Amy Mundorff on theWorld Trade Center tragedy.
Our upcoming spring issue will feature articles byCathy Small, Sandra Olsen, and Roxana Ferllini. Small willfocus her article on teaching anthropology, based on herresearch experience as a freshman at AnyU in 2002–03that culminated in My Freshman Year (2005, written un-der the pseudonym Rebekah Nathan). Sandra Olsen willinvestigate the interaction of two subfields of anthropol-ogy in her piece about working with modern horse nomadswhile excavating horse bones in Kazakhstan to fully un-derstand horse domestication. Finally, Roxana Ferllini willwrite about human rights violations and the excavationof mass graves around the world that resulted from thoseviolations.
David W. McCurdy, Patricia Rice, and Conrad P.Kottak, CoeditorsGeneral Anthropology Newsletterwebsite: http://www.blackwellpublishing.com/journal.asp?ref=1537-1727&site=1
Editor David W. McCurdymailing address: Department of AnthropologyMacalester CollegeSt. Paul, MN 55105fax: 612–696–6324
Editor Patricia Ricemailing address: Department of Sociology andAnthropologyWest Virginia UniversityMorgantown, WV 26506e-mail: [email protected]: 304–293–5994
178 American Anthropologist • Vol. 110, No. 2 • June 2008
From the Editor of Teaching Anthropology: SACCNotesThe Society for Anthropology in Community Colleges(SACC), founded in 1978, is a network of anthropol-ogy teachers in community and four-year colleges andpeople interested in the dissemination of anthropologi-cal knowledge. Its stated mission is “to encourage dia-logue and collaboration among teachers of anthropologyacross sub-disciplines and institutional settings, and to pro-mote excellence in the teaching of anthropology” (seehttp://webs.anokaramsey.edu/sacc/). SACC holds annualmeetings; sponsors sessions at AAA Annual Meetings; sup-ports a website (http://webs.anokaramsey.edu/sacc/) and alistserv ([email protected]), both available to thepublic; and produces a biannual publication. As a sectionof the American Anthropological Association, the societyalso maintains a column in the monthly AAA newsletterAnthropology News.
Teaching Anthropology: SACC Notes began as a newsletterin the late 1980s. I inherited the editorship from the capa-ble hands of Tom Stevenson in 1991. In addition to newsabout the society, we decided to publish papers and con-ference presentations. However, we did not want the rigoror bureaucratic formality of a peer-reviewed journal. So, asI acquired some skills with desktop publishing software, weevolved into a kind of hybrid—part newsletter, part journal,and part bulletin—that offered academic articles, news ofinterest to the society, occasionally a commentary and oneor two book reviews, and free ads for members. We decidedto call the product simply a publication.
Because the SACC annual conferences are in the spring,we feature presentations from them in the fall issue (earlyNovember). At each AAA Annual Meeting, SACC sponsorsthe “Current Issues in Anthropology: Five-Fields Update”Symposium, at which distinguished anthropologists are in-vited to provide their perspectives on current trends andissues in applied, biological, and cultural anthropology, aswell as in archaeology and linguistics. In our spring issue
(early March), we feature the “Five-Fields Update” articles.Of course, we also include additional contributions in eachissue as well, such as papers presented at AAA meetings andoccasional “over the transom” offerings.
Articles span a wide range of topics, from teachinganthropology and general educational issues to researchand analysis of contemporary culture. For example, inour fall 2006 issue featuring papers from the SACC meet-ings in Merida, Yucatan, Dorothy Davis describes journalwriting in her anthropology courses, Barbara Mueller re-lates some archaeological experiences at a National En-dowment for the Humanities Summer Institute in Peru,Tom Stevenson analyzes universities’ “student as cus-tomer” marketing strategies, and Deborah Weber describesa Florida Keys tourist town whose inflated prices havechased away many local residents. With our fall 2005 is-sue, past-SACC President Bob Muckle initiated a recur-ring column, “Archaeology Matters,” in which he discussesa variety of archaeological issues with both humor andinsight.
Provided as a benefit of section membership, TeachingAnthropology: SACC Notes is also available to subscribers for$17 a year. Although issues dating from 1991 through fall2003 are archived on AnthroSource, it has been and remainsa printed publication. Assistant Editor Diane Wilhelm and Iedit contributions, I produce the publication on a computerat home, and Des Moines Area Community College printsand mails it at cost for SACC.
Lloyd Miller, EditorTeaching Anthropology: SACC Notesmailing address: 650 48th StreetDes Moines, IA 50312website: http://webs.anokaramsey.edu/sacc/e-mail: [email protected]: 515–255–0975
