DOCSLIB.ORG

Culture Change and Globalization Subject Area/Course Number: ANTHR-007

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Culture Change and Globalization Subject Area/Course Number: ANTHR-007 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181 Course Title: Culture Change and Globalization Subject Area/Course Number: ANTHR-007 New Course OR Existing Course Instructor(s)/Author(s): Liana Padilla-Wilson Subject Area/Course No.: ANTHR-007 Units: 3 Course Name/Title: Culture Change and Globalization Discipline(s): Anthropology Pre-Requisite(s): None Co-Requisite(s) None Advisories: Eligibility for English 100 Catalog Description: This course focuses on the tremendous impact of culture change experienced worldwide both in industrialized and non-industrialized societies. The content deals with the processes of change, problems which arise due to change and controversial issues such as deculturation and assimilation. Students will have the opportunity to understand and approach change from a psychological, social, economic, political, and environmental perspective. Schedule Description: Are you interested in the effects of money, capitalism, consumption and technology on culture? This course focuses on the tremendous impact of culture change occurring worldwide both in industrialized and non- industrialized societies. Hrs/Mode of Instruction: Lecture: __54__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __54__ Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Student Choice (SC) 2 3 Last date of Assessment: _______________ Cohort #: ___3__ Please apply for: LMC General Education Requirement(s): Social & Behavioral Sciences Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number ______ Course is Baccalaureate Level: Yes No Page 1 of 13 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181 Course Title: Culture Change and Globalization Subject Area/Course Number: ANTHR-007 Signatures: Department Chair Date Librarian Date Dean/Sr. Dean Date Curriculum Committee Chair Date President/Designee Date CCCCD Approval Date (Board or Chancellor's Office) Date STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______________ Catalog year 20____/20_____ Class Max: ________________ Dept. Code/Name:_______________ T.O.P.s Code: _____________ Crossover course 1/ 2: _____________ ESL Class: ____Yes / No___________ DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: _________________ Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008 Page 2 of 13 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181 Course Title: Culture Change and Globalization Subject Area/Course Number: ANTHR-007 Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. None Program-Level Student Learning Outcomes (PSLOs): Behavioral Science The Behavioral Science program will be using SLO's selected from the Los Medanos College General Education Program. At the Completion of the Los Medanos College general education programs the student will: 1. Utilize critical thinking skills to analyze, evaluate and make decisions regarding current issues in anthropology. 2. Recognize the complexity of social, cultural and global diversity in anthropology. 3. Demonstrate understanding of the major theoretical perspectives, concepts and research findings in the field of anthropology. 4. Demonstrate an understanding of biological and cultural developments underlying behavior and the human experience. 5. Demonstrate the knowledge of the social and ethical implications and outcomes of gathering data, while doing fieldwork, participant-observation, and research. Course-Level Student Learning Outcomes (CSLOs): Students who successfully complete The Anthropology of Culture Change will be able to: CSLO 1: Read critically and communicate effectively as writers and speakers about the process of change physiologically, culturally, economically, politically, and institutionally both locally and globally. (PSLO 1, 2, 4 ) (GESLO 1, 3, 5) CSLO 2: Explain and analyze the current perspectives in the anthropology of culture change and demonstrate an anthropological. multidisciplinary and cross-disciplinary approach to problem-solving by synthesizing behavioral science perspectives including anthropology, psychology, sociology, history, political science, and economy. (PSLO 1, 4) (GESLO 1, 2 ,3) CSLO 3: Critically analyze and speak effectively about the various theoretical approaches including World Systems Dependency, Marxist anthropology, diffusion, assimilation, acculturation, neo-evolutionism, and cultural ecology utilized during research of culture change and how these different theoretical approaches can change the outcome of your research and interpretation of it. ( PSLO 3, 5)( GESLO 1, 3) CSLO 4: Critically and creatively analyze the global impact of industrialization and commercialization of particular indigenous societies who have undergone dramatic changes in family structure, class, power, identity, stratification, Page 3 of 13 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181 Course Title: Culture Change and Globalization Subject Area/Course Number: ANTHR-007 gender, hegemony, and describe how anthropology can be utilized to understand, describe, and explain the global social problems that are introduced to these cultures. ( PSLO 2, 3, 4) (GESLO 1,3,5) CSLO 5: Use the anthropological Code of Ethics to analyze the social, ethical implications and outcomes of gathering data while doing fieldwork and participant-observation during the midst of culture change. (PSLO 1, 5) (GESLO 1,3,4) Assessments Instruments: Critical Thinking Oral Presentations on Exams Final Exams Questions theoretical approaches, write- ups, group analysis CSLO 1 X X X CSLO 2 X X X CSLO 3 X X X X CSLO 4 X X X CSLO 5 X X X CSLO 1 Assessment Instrument: Critical Thinking Questions: Students will demonstrate the ability to think, write and speak critically about the process of culture change physiologically, culturally, economically, politically, and institutionally by selecting from a variety of critical thinking questions derived from the text, readers, ethnographies, and lecture based materials. Students will select one critical question to answer and they will use supporting material to help justify their responses. Rationale: This will demonstrate their abilities to analyze the various aspects of change within human cultures. Students will be able to understand and analyze the process of change and its impact on our lives and cultures at all levels. This will include various dimensions of change such as societal changes, lifestyle changes, value changes, technological changes, workplace changes, medical changes, etc… and students will analyze how and why change occurs. Example critical questions (refers to Global Problems and the Culture of Capitalism text, Global Problems the Search for Equity, Peace, and Sustainability, Ember and Ember Anthropology text) 1. Why might an increasing understanding of cultural variation also provide an increasing understanding of culture change? 2. When a group or society is in contact with a more powerful society, the weaker group is often obliged to acquire cultural elements from the dominant group thus resulting in culture change. What is this process called and provide an example analyzed in class. 3. What major technological changes have impacted and radically changed culture? Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false. Rationale: To demonstrate the ability to read and write critically, analyze, and explain the process of culture change that exists cross-culturally. Page 4 of 13 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181 Course Title: Culture Change and Globalization Subject Area/Course Number: ANTHR-007 CSLO 2 Assessment Instruments: Critical Thinking Questions and Summary Students will demonstrate the ability to think
Load more

Recommended publications
  • Human Geography
    HUMAN GEOGRAPHY www.eiilmuniversity.ac.in Subject: HUMAN GEOGRAPHY Credits: 4 SYLLABUS Nature and Scope of Human Geography Growth and Development of Human Geography, Age of Human vs. Physical Debate, Determinism and Possiblism Evolution and Race of Man Chemical Evolution, Theory of Spontaneous Generation, Biological Evolution, Life Cycle, Adaptation Age of Fossils Determined, Various Model of Human Evolution, Human Race and Classification Trends and Patterns of World Population Growth of World Populations, Cultural Factors that Affected Population Growth, Major Tribes of World Regional Division of Population on the Basis of Growth Rate, Demographic Transition, Theories of Migration Economic Activities Food Gathering and Hunting, Secondary Activities, Tertiary Activities Human Settlement Origin of Settlements, Stage of Development, Pattern of Rural Settlement, Urban Settlement Suggested Reading 1. James M. Rubenstein, The Cultural Landscape: An Introduction to Human Geography, Prentice Hall 2. H.J. de Blij, Alexander B. Murphy, Erin H. Fouberg, Human Geography: People, Place, and Culture, John Wiley & Sons 3. William Norton, Human Geography, Oxford University Press 4. Jerome D. Fellmann, Mark D. Bjelland, Arthur Getis, Judith Getis, Human Geography: Landscapes of Human Activities, Brown & Benchmark Chapter1- Population: Its Nature and Perspective Learning Objectives To define the Population. To explain the Geographical Scrutiny of Population. To explain the Population Growth and Decline. To describe the Population Movement. 1.1 Population A population is a summation of all the organisms of the same group or species, which live in the same region, and have the capability of interbreeding. In ecology, the population of a certain species in a certain region is estimated using the Lincoln Index.
    [Show full text]
  • Culture and Sustainability: Environmental Anthropology in the Anthropocene
    PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.org/ This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. Perspectives: An Open Introduction to Cultural Anthropology by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. 1414 CULTURE AND SUSTAINABILITY: ENVIRONMENTAL ANTHROPOLOGY IN THE ANTHROPOCENE Christian T. Palmer, Windward Community College [email protected] Learning Objectives • Identify the methods and theories anthropologists use to examine human interactions with the environment. • Define political ecology and explain its relationship to anthropology. • Describe the Anthropocene and discuss how anthropology contributes to understanding the human role in environmental destruction.
    [Show full text]
  • Julian H. Steward: a Contributor to Fact and Theory in Cultural Anthropology” in Process and Pattern in Culture: Es- Says in Honor of Julian H
    NATIONAL ACADEMY OF SCIENCES JULIAN HAYNES S TE W ARD 1902—1972 A Biographical Memoir by RO BE R T A. MANNERS Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1996 NATIONAL ACADEMIES PRESS WASHINGTON D.C. Courtesy of the University of Illinois JULIAN HAYNES STEWARD January 31, 1902–February 6, 1972 BY ROBERT A. MANNERS ULIAN HAYNES STEWARD, ANTHROPOLOGIST, was born in Wash- Jington, D.C., the son of Thomas G., chief of the Board of Examiners of the U.S. Patent Office, and Grace Garriott, whose brother, Edward Garriott, was chief forecaster of the U.S. Weather Bureau. In an autobiographical sketch prepared for the National Academy of Sciences, Steward remarked that nothing in his family background or in his early education accounted for his later interest in anthropology. On the other hand, his school and neighborhood in the suburbs of Washington involved him in close association with the children of writ- ers, senators, representatives, doctors, and “generally per- sons of some distinction” who apparently did contribute to a developing interest in intellectual matters. When he was sixteen, Steward was admitted to the newly established Deep Springs Preparatory School (now Deep Springs College), a school located near Death Valley and devoted to the development of practical skills and to the promotion “of the highest well-being.” At this time, he said This memoir was originally prepared for inclusion in the multivolume American Na- tional Biography to be published by Oxford University Press.
    [Show full text]
  • RACE, CULTURE, and ACADEMIC ACHIEVEMENT: an Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School
    RACE, CULTURE, AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School A Dissertation Submitted to the Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Ngozi Jendayi Kamau January, 2012 Examining Committee Members: Nathanial Norment Jr., Department Chair, African American Studies Abu Abarry, African American Studies James Earl Davis, Educational Administration Joseph DuCette, College of Education i © Copyright 2011 by Ngozi Jendayi Kamau All Rights Reserved ii ABSTRACT This study highlights the salience of race, cultural match between student and teacher, students’ cultural conformity and perceptions of opportunity, and teachers’ pedagogical perspectives in students’ academic achievement, with particular attention to the perpetual achievement gap between African American and European American students. This analysis of a multi-ethnic group of 308 high school students and 23 teachers examines the inter-relatedness of students’ and teachers’ cultural values, view, and practices and school-based environmental factors that are often absent or dichotomized in explorations of academic achievement across racial/cultural groups. Mann-Whitney U Test and Kruskal-Wallis Test results revealed statistically significantly higher achievement scores among (1) students who shared the same race/ethnicity or shared the same race/ethnicity and culture with their teachers; (2) students who reported cultural perspectives consistent with mainstream cultural views and experiences regarding race, social issues, school-related coping strategies, and school opportunity; and (3) students whose teachers reported pluralistic and multicultural/pluralistic pedagogical styles when compared to their peers. Exploratory analyses of variance supported multiple regression analyses which found each variable to explain from 15% to 23% of the variance in students’ academic achievement.
    [Show full text]
  • Sustainability and Ecological Civilization in the Age Of
    sustainability Article Sustainability and Ecological Civilization in the Age of Anthropocene: An Epistemological Analysis of the Psychosocial and “Culturalist” Interpretations of Global Environmental Risks Jean-Yves Heurtebise 1,2 1 Department of French, FuJen Catholic University, Taipei 24205, Taiwan; [email protected] 2 Centre d’Etudes Français sur la Chine Contemporaine (The French Centre for Research on Contemporary China—CEFC), UMIFRE 18, MAEE-CNRS, Hong-Kong, China Received: 20 April 2017; Accepted: 26 June 2017; Published: 1 August 2017 Abstract: The aim of this article is to assess the validity of the culturalist explanation of unsustainability by critically examining the social–cultural interpretation of the risks on which it is epistemologically based. First, we will explore the different ways in which the notion of Anthropocene is changing our perception of risks. Second, we will analyze the limits of the social–cultural explanation of risks relative to the global (non-linear) interdependence between human activities and environmental processes that defines the Anthropocene. Third, we will introduce the Chinese concept of Ecological Civilization and analyze its cultural foundations and culturalist assumptions. Finally, we will develop the practical consequences of this critic of the social-cultural interpretation of risks and of culturalist explanations of unsustainability. Keywords: risks; Anthropocene; social construct; Planetary Risks; risk perception; environmental sociology; ecological civilization; Asian ethos; Culturalism 1. Introduction: Anthropocene, Planetary Risks and the Limits of Culturalist Interpretations Our current mode of production and consumption of goods, in addition to our exploitation of organic resources, all modeled with regard to human economic productivity and not to bio-capacity, is endangering man’s living environment, but all the while transforming human’s social institutions: “The science is clear that a significant part of recent global warming is driven by human activities.
    [Show full text]
  • 14A Rief Outline of Evolutionar Cultural Ecolo
    Finke, P. 2013 "A Brief Outline of Evolutionary Cultural Ecology," in Traditions of Systems Theory: Major Figures and Contemporary Developments, ed. Darrell P. Arnold, New York: Routledge. 14A rief Outline of Evolutionar Cultural Ecolo Peter Finke 1 Background of Evolutionary Cultural Ecology (ECE) Evolutionary Cultural Ecology (ECE) is a new cultural theory based largely on recent transdisciplinary studies in evolutionary theory and in the structure and function of ecosystems.l Therefore it is partially rooted in natural science, where it is related, for example, to the powerful and nonconformist thinking of the biologist Jakob von Uexkiill (1864-1944). But there are important roots in the humanities, too. For instance, new research allowing a fuller understanding of the mind, anthropological theory, and the ecological philosophy of Arne Naess (* 1912) have had a strong influence on ECE;l but the most imp011ant source for its ideas is the creative work of Gregory Bateson (1904-1980), especially his groundbreaking research on an "ecology of mind." Therefore, although actually developed in Europe, ECE bears heavily on European and American transdisciplinary research.:i It is no simple refinement, however, of other conceptions calling themselves "Cultural Ecology" or similar developments such as Julian H. Steward's influential theory of cultural adaptation.± Whereas most other theories of culture-the classical as well as more recent ones developed by Steward, Geertz, Rappaport, Luhmann, Assmann, or Bhaba-have largely been based on ethnological, sociological, anthropological, or other human-related fundaments, ECE takes a broader view of the problem. It includes a thorough study of some results of modern biological research that have not been sufficiently appreciated by those working with other theories.
    [Show full text]
  • MANE-005 Environmental Anthropology Indira Gandhi National Open University School of Social Sciences
    MANE-005 Environmental Anthropology Indira Gandhi National Open University School of Social Sciences Block 2 THEORETICAL AND METHODOLOGICAL ISSUES OF ENVIRONMENTAL ANTHROPOLOGY UNIT 1 Culture Environment Relationship 5 UNIT 2 Application of Concept of Ecosystem in Anthropology 15 UNIT 3 Current Approaches in Environmental Anthropology 31 UNIT 4 Research Methodology in Environmental Anthropology 46 Expert Committee Prof. Veena Basin Faculty of Anthropology SOSS, IGNOU Department of Anthropology Dr. Rashmi Sinha North Campus, University of Delhi, Delhi Reader, Faculty of Anthropology Prof. V. Gangadharam School of Social Sciences Department of Anthropology IGNOU, New Delhi Sri Venkateswara University, Tirupati Dr. Mitoo Das, Assistant Professor Prof. P. K. Biswas Faculty of Anthropology Indian Institute of Forest Management School of Social Sciences Po Box 357, Nehru Nagar, Bhopal IGNOU, New Delhi Prof. Rabindra Nath Pati, Project Director Council Dr. Rukshana Zaman, Assistant Professor for Tribal and Rural Development (CTRD), Faculty of Anthropology Mahamaya Bhawan, HIG-101 School of Social Sciences KananVihar, Phase-I, P.O: Patia, Bhubaneswar IGNOU, New Delhi Prof. Birinchi K. Medhi Dr. P. Venkatramana, Assistant Professor Department of Anthropology Faculty of Anthropology Guwahati University, Guwahati School of Social Sciences IGNOU, New Delhi Dr. Amita Baviskar, Associate Professor Institute of Economic Growth Dr. K. Anil Kumar, Assistant Professor Delhi University Enclave, Delhi Faculty of Anthropology School of Social Sciences Dr. Subha Ray, Associate Professor IGNOU, New Delhi Department of Anthropology University of Calcutta, Dr. N. K. Mungreiphy, Research Associate 35, Ballygunge Circular Road, Kolkata (DBT), Faculty of Anthropology School of Social Sciences, IGNOU Programme Coordinator: Dr. Rashmi Sinha, SOSS, IGNOU, New Delhi Course Coordinator: Dr.
    [Show full text]
  • An Overview of the Anthropological Theories
    International Journal of Humanities and Social Science Vol. 4, No. 10(1); August 2014 An Overview of the Anthropological Theories Nurazzura Mohamad Diah Head Department of Sociology & Anthropology International Islamic University Malaysia Dewan Mahboob Hossain Associate Professor Department of Accounting & Information Systems University of Dhaka Bangladesh Sohela Mustari PhD Student Department of Sociology & Anthropology International Islamic University Malaysia Noor Syafika Ramli Master in Anthropology Universiti Kebangsaan Malaysia Abstract Theories are treated as the lifeblood of the disciplines like sociology and anthropology. As a newer discipline that has grown approximately over the last two hundred years, anthropology has proposed different important theories on man and culture. This article presents with an overview of the theories of anthropology developed over the last two hundred years. This can be considered as a general summarized reading of the important anthropological theories like evolutionism, diffusionism, historical particularism, functionalism, culture and personality, structuralism, neo-evolutionism, cultural ecology, cultural materialism, postmodernist and feminist explanations. This article concludes that though each of these theories was criticized by the subsequent theorists, all these theories contributed a lot in the development of anthropology as a discipline. Keywords: anthropology, theory, anthropological theory 1.0. Introduction In the academic arena, anthropology is considered as a relatively new discipline as its major development mainly happened in the nineteenth and the twentieth centuries. Though, in France and Germany, this discipline got a momentum in the seventeenth and the eighteenth centuries in different names (like ethnology, Volkskunde, Volkerkunde etc.), in English, the word ‘anthropology’ first appeared in the year of 1805 (McGee and Warms, 2012; 6).
    [Show full text]
  • U·Ivi·I University Microfilms International a Bell & Howell Information Company 300 North Zeeb Road
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrightmaterial had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sectionswith small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. U·IvI·I University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. M148106-1346 USA 313/761-4700 800, 521-0600 Order Number 9129697 Nature and culture in Thailand: The implementation of cultural ecology in environmental education through the application of behavioral sociology Natadecha, Poranee, Ed.D.
    [Show full text]
  • The Cultural Ecology of Scholar-Practitioner Leaders: an Ethnographic Study of Leadership
    The Cultural Ecology of Scholar-Practitioner Leaders: An Ethnographic Study of Leadership This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Patrick M. Jenlink Stephen F. Austin State University The purpose of this critical ethnographic study was to examine the nature and meaning of cultural ecology in relation to preparing scholar–practitioner leaders. The ethnography focused on how the discourses and practices within the disciplinary setting of leadership preparation shape the identity of social scholar– practitioner leaders. The ethnographic study drew from Steward’s (2005) writings on cultural ecology and Foucault’s (1979, 1980) writings on “regimes of truth” and power/knowledge relationships, to frame a lens for examining the cultural forces at work in and through an ecology of the leadership preparation program. The author examined the cultural ecology of leadership preparation that is defined, in part, by developing scholar– practitioners as democratic, socially just leaders. Also examined is the evolution of a cultural ecology within the Department and the doctoral program. Editors Note: Patrick M. Jenlink is a distinguished Professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University. In each ELRDR issue, we will highlight an exemplary model of doctoral research. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and authored, edited or co-edited several books.
    [Show full text]
  • Monoculture, Polyculture, and Polyvariety in Tropical Forest Swidden Cultivation Raymond B
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Anthropology Faculty Publications Anthropology, Department of 1983 Monoculture, Polyculture, and Polyvariety in Tropical Forest Swidden Cultivation Raymond B. Hames Universit of Nebraska Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/anthropologyfacpub Part of the Social and Cultural Anthropology Commons Hames, Raymond B., "Monoculture, Polyculture, and Polyvariety in Tropical Forest Swidden Cultivation" (1983). Anthropology Faculty Publications. 154. https://digitalcommons.unl.edu/anthropologyfacpub/154 This Article is brought to you for free and open access by the Anthropology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Anthropology Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Raymond Hames in Human Ecology 11 (1983) 1 Published in Human Ecology 11:1 (1983), pp 13-34. digitalcommons.unl.edu Copyright © 1983 Plenum Publishing Corporation; published by Springer Verlag. Used by permission. This article is based on a paper given at a symposium entitled “Does the Swidden Ape the Jungle?” held at the December 1980 Annual Meeting of the American Anthropological Association in Washington, D.C. Monoculture, Polyculture, and Polyvariety in Tropical Forest Swidden Cultivation Raymond Hames Department of Anthropology, University of Nebraska–Lincoln, Lincoln, Nebraska 68588. Abstract A number of researchers have suggested that polyculture is charac- teristic of native tropical forest swiddens and have adduced theory from community ecology to account for its adaptiveness. Ye’kwana and Yąnomamö swidden cultivation is examined, and it is shown that poly- culture is not practiced to any significant degree. Instead, the concept of polyvariety is introduced along with a number of other cultivation practices that more simply account for the adaptiveness of Ye’kwana and Yąnomamö gardening.
    [Show full text]
  • 1 Cultural Ecology Approaches the Arts and Culture As An
    Cultural ecology approaches the arts and culture as an interconnected system in which everyone plays a part. The approach focuses on relationships and patterns, and applies ecological terms and metaphors to the study of culture. In a new think-piece for A New Direction, cultural thinker John Holden explains how ecological theories might be applied to cultural learning and education. He argues that children and young people play a central role in their own cultural experience and urges us to do more to understand the ‘lived experience’ of children and young people, including “network mapping from the point of view of the child”. This response seeks to shed light on how we might engage children and young people directly in exploring and shaping their own ‘cultural learning ecology’. The recommendations are drawn from my experience of applying theories of youth participation, first in music, and more recently in cultural education, particularly as a Youth Arts Consultant for Creative Croydon, a local cultural partnership supported by A New Direction. Youth participation is an approach that developed from ‘democratic participation’ – the notion that citizens should be actively involved in decision-making that directly affects them. Roger Hart’s report for UNICEF in 1992 highlighted the importance of young people being involved in shaping their own societies, and this principle is enshrined in the UN Rights of the Child. Youth participation was advanced significantly in the UK by the creation of the Participation Works coalition led by the National Children’s Bureau and National Youth Association in 2005. The legacy of this work is seen in youth councils across the country, whilst their training was also taken up by many working in youth arts.
    [Show full text]