DOCSLIB.ORG

A Case for Anthropology As the Integrating Force in Pre-Collegiate Social Studies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Case for Anthropology As the Integrating Force in Pre-Collegiate Social Studies A CASE FOR ANTHROPOLOGY AS THE INTEGRATING FORCE IN PRE-COLLEGIATE SOCIAL STUDIES ty JOE ALLEN WEEDMAN, B.S. in Bus. A THESIS IN ANTHROPOLOGY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Approved Accepted August 1976 HD^"*^^ ACKNOWLEDGMENTS I am greatly indebted to Professor Evelyn I. Montgomery for her many helpful criticisms, suggestions, and particu­ larly for her understanding and patience throughout the several drafts of this thesis. I would also like to thank the other members of my committee. Professors William J, Mayer-Oakes and Philip A. Dennis for their many helpful suggestions. 11 PREFACE It is this writer's conviction that anthropology, the youngest of the social sciences and the integrating science, has too long been omitted from pre-collegiate curricula and that our children have suffered from this omission. The primary audience to which this thesis is directed, therefore, is that of school-system administrators, ele­ mentary school principals, and elementary teachers. For this reason those readers who may be more familiar with the structure and content of anthropology and the various elementary anthropological projects may wish to by-pass Chapter II. In order to place anthropology in its proper perspec­ tive Chapter I consists of a brief history of the social studies in the United States and of the development of an­ thropology into the social studies curriculum. When Sputnik I began orbiting the earth in 1957» there developed in the United States a newly intense awareness of the importance of a quality education for our children. We also began questioning the content as well as the quali­ ty of our curricula. As part of this new awareness, an­ thropology's potential contribution to a pre-collegiate curriculum, particularly in the social studies, began to be recognized. However, that potential is, as yet, far from being realized for two reasons. One reason is that anthropology has seldom been viewed • • • 111 as the basic, integrating science of the social studies that I contend it is. In Chapter IV, by the creation of a social studies unit employing folklore material, I have attempted to demonstrate the integrating value and effec­ tiveness of anthropology for the teaching of the social studies, particularly in the primary grades. A second reason anthropology's potential has yet to be realized is that not only several of the project teams which created anthropological units but also many authors of social studies textbooks have failed in their initial planning to consider adequately the problems characteris­ tic of any school setting. Seven of what I believe to be the major problems are examined in Chapter III. The chap­ ter also includes a list of criteria used to judge the merits of social studies curriculum materials, a review of an elementary social studies textbook and a unit produced by the Anthropology Curriculum Project for the elementary grades. IV TABLE OF CONTENTS ACKNOWLEDGMENTS ii PREFACE iii LIST OF ILLUSTRATIONS viii INTRODUCTION 1 Chapter I. THE EVOLUTION OF THE SOCIAL STUDIES CURRICULUM IN THE UNITED STATES 9 Entry of Anthropology into the Curriculum . 11 Anthropology in the Curriculum Since i960 . 13 Summary . 17 II. STRUCTURE AND CONTENT OF ANTHROPOLOGY AND OF THE SOCIAL STUDIES CURRICULUM MATERIAL ... 19 Archeology 19 Cultural Anthropology 20 Physical Anthropology 22 Elementary Level Anthropological Projects . 23 Local School Social Studies Text 29 Summary 31 III. STANDARD CRITERIA AND VARIOUS PROBLEMS RELATED TO THE SOCIAL STUDIES PROGRAMS 32 Criteria 3^ Ideal Versus Actual Performance 38 Individual Differences in Learning: Problem One 38 Drastic Versus Gradual Change: Problem Two , . kO V Prejudicial Attitudes and Behaviors: Problem Three * M Values in a Classroom: Problem Four ^2 Ethnic Studies and Values: Problem Five ... 44 Teacher Attitudes and Expectations: Problem Six 45 Textbooks and Resource Materials: Problem Seven 47 Other Problems 48 Review of The Concept of Culture 50 Review of Regions Around The World 54 Summary 58 IV. FOLKLORE AS A BASIS FOR A SOCIAL STUDIES UNIT . 59 Folklore as Curriculum Material 6o A Four Week Social Studies Unit 63 Folklore Unit: First Week (>1 Lesson One: String Figures 67 Lesson Two: Riddles 74 Lesson Three: Proverbs 80 Folklore Unit: Second Week 85 Lesson One: Animal Tales 85 Lesson Two: Ordinary Tales 96 Lesson Three: Ordinary Tales ...... 105 Folklore Unit: Third Week 113 Lesson One: Jokes and Anecdotes II3 Lesson Two: Formula Tales 123 vi Lesson Three: Review 128 Folklore Unit: Fourth Week 129 Lesson One: Folksongs: The Black Experience 129 Lesson Two: Folk Heroes 137 Lesson Three: Civil Rights Movement . 142 A Unit on Folklore: Its Rationale 150 Folklore and Different Learning Styles . , I5I Folklore and Change 152 Folklore and Prejudicial Attitudes and Behaviors 152 Folklore and Values 153 Folklore and Ethnic Studies 153 Folklore and Teacher Attitudes and Expectations 154 Folklore and Resource Material 154 CONCLUDING STATEMENT 155 NOTES 157 REFERENCES CITED . 0 158 ADDITIONAL REFERENCES I68 Vll LIST OF ILLUSTRATIONS 1. Partially Constructed String Figure . 71 2, Completed Cat's Cradle String Figure 72 Vlll INTRODUCTION In Minneapolis, a small group of students reflect upon a reproduction of an ancient statutette, speculating as to the kind of society that might have produced it. In Berkeley, California, high school seniors read a scholarly article comparing the European conception of authority with the very different conceptions that underlie the individualism of certain American Indian groups. In Illi­ nois, fourth grade pupils work through sets of picture cards, sorting scenes of urban and rural life, the begin­ ning steps of a substantial inquiry into the origins and nature of cities. In Buffalo, New York, pupils watch a color movie on the child-rearing practices of the Netsilik Eskimos. These separate classroom events have a common context. They all occur in connection with experimental units de­ signed to test the contribution of anthropology to the social studies. Anthropology has been the most under­ utilized social science in the traditional social studies program. However, evidence from several quarters suggests that that period of neglect is almost over (Nimkoff I966; Michaelis I968; Jarolimek 1971; Lee 1974). Certain developments in the social studies have created a need for the specialties offered by anthropolo­ gists. Among these developments is the interest in non- 1 2 Western cultures and in Western ethnic studies. The ma­ terial frequently includes brief overviews of various cul­ tures and ethnic groups. Anthropologists, whose methods demand intensive work in the field and whose training develops a sensitivity for the wholeness of cultures, will, by providing in-depth studies of specific groups, be able to offer a complementary approach to the brief overviews as they are currently presented. This approach will be characterized by case materials that make in-depth study possible and by an emphasis on the interrelatedness of an economy, social organization, political system, technology, and the many other factors that comprise a culture. Those who wish anthropology to play a part in the social studies do not imagine that the discipline can play more than a part. Yet the role of anthropology can be an important one, adding significantly to the impact of the social studies. The explicit curriculum of the schools probably has less influence on the pupils than any teacher would care to admit (Lortie 1975). Nevertheless, the influence of the social studies prograins could be increased if such pro­ grams provided young minds with the opportunity to see hu­ man affairs and their role in it, in a larger perspective, with new power to explain and with a greater depth of under^ standing of social phenomena. In such a social studies prograjn, anthropology will have a significant contribution to make. There are, however, many problems in developing rele­ vant curricula for public school prograins. This thesis will be centered around an examination of several of those problems - teachers' attitudes and expectations, ethnic studies and values, individual differences in learning, textbooks and resource materials, prejudicial attitudes and behaviors, drastic versus gradual change, and values in a classroom- An elementary school curriculum unit, em­ ploying folklore as the primary instructional discipline, will then be created that will take into consideration the various problems discussed. The unit will further attempt to turn into a working reality a suggestion by two profes­ sional anthropologists (See Gearing I970 and Dundes 1974) that folklore is excellent material for an elementary so­ cial studies curriculum. Before proceeding to the design and creation of an anthropological unit for the social studies, it will be helpful to designate exactly what is meant by the terms social studies, anthropology, and culture. The Social Studies Clements, Fielder, and Tabachnick regard the social studies as an activity: "...it is the effort to pose and ajiswer questions about people as they may be, or have been 4 found in the various cities, villages, nations, and terri­ tories on our planet" (Clements et al 1966:3). The authors later expand upon their earlier defini­ tion: By social study, then we mean: 1. The process of learning about variety and change in the actions of people as they arrange to live together in groups. This learning goes on through the gathering and interpreting of social data, as well as through critical examination of the conclusions and generalizations of social scientists. 2. The development of intellectual skill appropriate to this study. a. Acquiring a language whose content and struc­ ture are capable of patterning, ordering, and communicating social realities. b. Acquiring the "suppleness of mind" that per­ mits the examination of alien individual and cultural forms (Clements et_ al 1966:13). This expanded definition of the social studies is quite similar to the definition of a working anthropolo­ gist.
Load more

Recommended publications
  • The Ethnographer's Apprentice: Trying Consumer Culture Fron1. the Outside in John F
    Journal of Business Ethics (2008) 80:85-95 © Springer 2007 DOl 10.1007/s10551-007-9448-7 The Ethnographer's Apprentice: Trying Consumer Culture fron1. the Outside In John F. Sherry, Jr. ABSTRACT. Anthropologists have long wrestled with professor of marketing and an industry consultant, I their impact upon the people they study. Historically, the advise students and clients how best to accommodate discipline has served and subverted colonial agendas, but and resist this culture. I believe that an ethical views itself traditionally as an advocate for the disem­ approach to marketplace behavior is possible and powered and as an instrument ofpublic policy. Marketing necessary, but my grasp of such an approach more is now among the pre-eminent institutions of cultural resembles the Buddhist parable of the blind men and stability and change at work on the planet. Currently, the elephant with each recounting. Depending upon ethnography is assuming a growing importance in the marketer's effort to influence the accommodation and which horn of a dilenmu I grab, I sense a snake, a resistance of consumers to the neocolonial forces of coluom or a granary, as my (mis)understanding shifts globalization. The ethical consequences of market-ori­ with each new purchase. That's why I've adopted such ented ethnography are explored in this essay. a punning title for this effort. I provide a personal account, through the prism of KEY WORDS: anthropology, consumerism, ethnogra­ my experience as a disciplinary interloper, of phy, globalization, marketing anthropology's engagement with the marketplace. The ambivalence of my home discipline has increased, as ethnography has become a current methodological darling of the market research community.
    [Show full text]
  • A Definition of Folklore: a Personal Narrative
    University of Pennsylvania ScholarlyCommons Department of Near Eastern Languages and Departmental Papers (NELC) Civilizations (NELC) 2014 A Definition of olklorF e: A Personal Narrative Dan Ben-Amos University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/nelc_papers Part of the Folklore Commons, Near and Middle Eastern Studies Commons, and the Oral History Commons Recommended Citation Ben-Amos, D. (2014). A Definition of olklorF e: A Personal Narrative. Estudis de Literatura Oral Popular (Studies in Oral Folk Literature), 3 9-28. Retrieved from https://repository.upenn.edu/nelc_papers/141 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/nelc_papers/141 For more information, please contact [email protected]. A Definition of olklorF e: A Personal Narrative Abstract My definition of folklore as "artistic communication in small groups" was forged in the context of folklore studies of the 1960s, in the discontent with the definitions that were current at the time, and under the influence of anthropology, linguistics - particularly 'the ethnography of speaking' - and Russian formalism. My field esearr ch among the Edo people of Nigeria had a formative impact upon my conception of folklore, when I observed their storytellers, singers, dancers and diviners in performance. The response to the definition was initially negative, or at best ambivalent, but as time passed, it took a more positive turn. Keywords context, communication, definition, performance,
    [Show full text]
  • Music for the People: the Folk Music Revival
    MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance.
    [Show full text]
  • FOLKLORE I N the MASS MEDIA Priscilla Denby Folklore Institute Indiana University As the Accompanying Cartoon (See Appendix ) Su
    FOLKLORE IN THE MASS MEDIA Priscilla Denby Folklore Institute Indiana University As the accompanying cartoon (see Appendix ) suggests ,l the disclosure of the powerful phenomenon known as the "media" in contemporary society is analogous to the opening of Pandora's box. It would seem that the media, a relatively new societal force, has literally "sprung up, It full-grown, in some mysterious fashion to the surprise and bewilderment of many -- and the consternation of a few -- and become a dominant influence in our cul- ture. Moreover, in keeping with the mythological analogy, it may be safe to assume that the artist equates the media with the societal ills which were released st the touch of Pandora's hand. Whether the media is indeed a general evil in present-day American society is debatable; what is to be briefly discussed here, however, is its effect upon, and how it is affected by, folklore. Based upon the small sampling of data collected in this study, I would tentatively hold that the media's influence upon and use of folklore has undergone a great change. In the 1920's and 1930's when American society seemed to be in need of some kind of folk image as a means of self-definition and identification, the media graciously obliged; the result was a virtual inundation of the "fakelore" typified by the "folk hero" tradition of a Paul Bunyan or a Johnny Appleseed. Today such figures still inhabit the media. Yet as far as I can tell, contemporary media is less cmcerned with the invention and promulgation of non-traditional lore and more concerned with traditional texts used in various contexts.
    [Show full text]
  • Storytelling
    Please do not remove this page Storytelling Anderson, Katie Elson https://scholarship.libraries.rutgers.edu/discovery/delivery/01RUT_INST:ResearchRepository/12643385580004646?l#13643502170004646 Anderson, K. E. (2010). Storytelling. SAGE. https://doi.org/10.7282/T35T3HSK This work is protected by copyright. You are free to use this resource, with proper attribution, for research and educational purposes. Other uses, such as reproduction or publication, may require the permission of the copyright holder. Downloaded On 2021/09/24 13:02:38 -0400 Chapter 28- 21st Century Anthropology: A Reference Handbook Edited by H. James Birx Storytelling Katie Elson Anderson, Rutgers University. Once upon a time before words were written, before cultures and societies were observed and analyzed there was storytelling. Storytelling has been a part of humanity since people were able to communicate and respond to the basic biological urge to explain, educate and enlighten. Cave drawings, traditional dances, poems, songs, and chants are all examples of early storytelling. Stories pass on historical, cultural, and moral information and provide escape and relief from the everyday struggle to survive. Storytelling takes place in all cultures in a variety of different forms. Studying these forms requires an interdisciplinary approach involving anthropology, psychology, linguistics, history, library science, theater, media studies and other related disciplines. New technologies and new approaches have brought about a renewed interest in the varied aspects and elements of storytelling, broadening our understanding and appreciation of its complexity. What is Storytelling? Defining storytelling is not a simple matter. Scholars from a variety of disciplines, professional and amateur storytellers, and members of the communities where the stories dwell have not come to a consensus on what defines storytelling.
    [Show full text]
  • English Folk Traditions and Changing Perceptions About Black People in England
    Trish Bater 080207052 ‘Blacking Up’: English Folk Traditions and Changing Perceptions about Black People in England Submitted for the degree of Master of Philosophy by Patricia Bater National Centre for English Cultural Tradition March 2013 This work is licensed under the Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Trish Bater 080207052 2 Abstract This thesis investigates the custom of white people blacking their faces and its continuation at a time when society is increasingly aware of accusations of racism. To provide a context, an overview of the long history of black people in England is offered, and issues about black stereotypes, including how ‘blackness’ has been perceived and represented, are considered. The historical use of blackface in England in various situations, including entertainment, social disorder, and tradition, is described in some detail. It is found that nowadays the practice has largely been rejected, but continues in folk activities, notably in some dance styles and in the performance of traditional (folk) drama. Research conducted through participant observation, interview, case study, and examination of web-based resources, drawing on my long familiarity with the folk world, found that participants overwhelmingly believe that blackface is a part of the tradition they are following and is connected to its past use as a disguise. However, although all are aware of the sensitivity of the subject, some performers are fiercely defensive of blackface, while others now question its application and amend their ‘disguise’ in different ways.
    [Show full text]
  • Folk Arts in Education: a Resource Handbook. INSTITUTION Michigan Stat Univ., East
    DOCUMENT RESUME ED 390 743 SO 025 598 AUTHOR MacDowell, Marsha, Ed. TITLE Folk Arts in Education: A Resource Handbook. INSTITUTION Michigan Stat Univ., East. Lansing. University Museum. PUB DATE 87 NOTE 349p. PUB TYPE Guides Non-Classroom Use (055) Reports Descriptive (141) EDRS PRICE MFOI/PC14 Plus Postage. DESCRIPTORS Art Education; Cultural Pluralism; Curriculum Design: Curriculum Guides; *Educational Resources; Elementary Secondary Education; *Folk Culture; *Instructional Materials; *Program Descriptions; Program Design; Program Development; Teaching Guides; Traditionalism IDENTIFIERS *Folk Art; *Folk Patterns ABSTRACT This compendium of resources is designed for use by teachers, art educators, museum staff, youth leaders, program planners, and folklorists. Organized in the following way, chapter 1, "Folk Arts in Education," provides an overview of the development of folk-arts-in-education programs; chapter 2, "Reports from the Field," contains short reports from indiv:duals who have developed or participated in a variety of folk-arts-in education projects and programs; chapter 3, "Resources," is a listing of individuals and organizations who cuuld provide professional assistance for folk arts programming; chapter 4, "Bibliography," includes entries chosen to give general overviews of folklore study and specific references to folklife in education; and chapter 5, "Glossary," contains a short list of folklife and education terms. The remaining portion of this handbook contains excerpts from a wide range of materials developed for folk-arts-in-education projects. These excerpts indicate the variety of formats, approaches, and curriculum models used in the development of some projects. Each section of excerpts has been prefaced itri a short description. (MM) kebroduclions supplied by LDRS are the bestthat .an be made from the original document.
    [Show full text]
  • Poster Sets’ in the Early 1900S
    Fakelore to Folklore, Part 3, ‘Poster Sets’ in the early 1900s Peter Ellis In this section I’m going to deviate a little from the music and the actual dances to the ‘Folklife’ side, but it is still connected with quadrilles such as the Lancers which was one dance and music example singled out in the previous chapters. Around the turn of the previous century and through into the 1920s it became pop- ular to have ‘Poster Sets’. At fashionable balls in Australia sets of four or even eight couples would be supplied with costumes and themes as a marketing promotion, I guess, for various forms of produce, business and so on. I imagine such society ‘do’s’ with commercial promotion may not be regarded today as truly folklife. How- ever they certainly did catalyse copying the theme into folklife as will be evident in several of the Figures below on fancy dress sets in the bush. The sets wearing these costumes would be judged on their dancing ability in the Lancers or First Set, Alberts, Waltz Cotillion etc. as well as the costume concept and the winning set would be awarded trophies or prizes. The latest flashlight pho- tography provided opportunity for many of the couples to have snaps taken for their personal memorabilia and perhaps even publication in the local paper or magazine. Here are a number of such ‘Poster Sets’ Fig.s 1 - 3 from the Leader taken the late Frank Cusack. Fig. 1. The Co-operative Coupon Co. poster set. This depicts a double set of eight couples so that the Quadrille or First Set (or in the Royal Irish form) would lend itself for dancing tops and sides as couples in doubles with their opposites.
    [Show full text]
  • Folklore and Contemporary Mass Media: an Assessment with Special Reference to Sri Lanka
    231 Folklore and Contemporary Mass Media: An Assessment with Special Reference to Sri Lanka Darshana Liyanage Abstract The terms “Folk” and “mass” are considered to be categorically opposite. Although it is said that the folk ceased to exist when the mass arises, the return of folklore in mass media tells a different story. On the topic of the relation between folklore and mass media in contemporary societies three terms that have been in use in folklore scholarship can be identified, namely: „fakelore‟, „folklure‟ and „folklorismus‟ In spite of the differences among them, the terminology reveals that both media studies and folklore studies have reached a meeting point of a shared phenomenon. In analyzing this new phenomenon and prominently challenging the idea of the death of the folklore in the age of mass media, in 1994, American folklorist Linda Dégh, described the complex coexistence between the two (Dégh 1994). This paper is intended to examine the relation between folklore and mass media in contemporary Sri Lanka, mainly deploying Dégh‟s theoretical perspective. A sample of media materials that significantly exemplify this complex coexistence will be analyzed and tested against the hypothesis: “mass media and folklore in contemporary Sri Lanka are in convergence of a complex process of telling and re-telling creating new sites of mass/folk lore”. Key Words: Folk, Mass, Films, TV commercials, TV serials Running Head: FOLKLORE AND MASS MEDIA IN SRI LANKA 232 Introduction Three terms are in vogue to explain the relationship between folklore and mass media in folklore scholarship: „fakelore‟, „folklure‟ and „folklorismus‟. The term „fakelore‟, coined by the American folklorist Richard M.
    [Show full text]
  • Negotiating Tradition Insights Into Positions, Strategies, and Perspectives Pertaining to Cultural Property
    ommunicative interactions in international negotiations on cultural proper- 4 ty not only provide information about the emergence and proliferation of arguments,C rhetorics, and registers, but also permit valuable insights into actors’ positions, strategies and alliances. They signifi cantly infl uence local and national practices and views related to cultural property debates. What can be gained from a deep analysis of the communicative patterns and strategies that actors engage in – the entailing text and talk of negotiations – is a better understanding of the process itself: how do different actors argue, what kind of strategies and rhetorics do they use, to which instruments and institutions do they refer, and in what way do actors react to each other? An analysis of communicative interactions contributes to the question of how international negotiations work. The analytic inclusion of sociolinguistic practices allows Negotiating Tradition insights into positions, strategies, and perspectives pertaining to cultural property. By looking at not only what actors say, but also at how and in what contexts they do so, it is possible to make more accurate statements about their positions and perceptions in cultural property debates. As these communi- cative interactions infl uence outcomes considerably, an approach from linguistic The Pragmatics of anthropology is not only benefi cial for an understanding of specifi c negotiations, International Deliberations but also for the analysis of broader cultural property issues. on Cultural Property Stefan Groth Göttingen Studies in Cultural Property, Volume 4 Tradition Negotiating Stefan Groth Stefan ISBN: 978-3-86395-100-9 ISSN: 2190-8672 Universitätsverlag Göttingen Universitätsverlag Göttingen Stefan Groth Negotiating Tradition This work is licensed under the Creative Commons License 3.0 “by-nd”, allowing you to download, distribute and print the document in a few copies for private or educational use, given that the document stays unchanged and the creator is mentioned.
    [Show full text]
  • Notes and Reviews
    Journal of Ethnology and Folkloristics 11 (2): 137–143 DOI: 10.1515/jef-2017-0017 NOTES AND REVIEWS INTERVIEW WITH PROFESSOR SIMON J. BRONNER According to an American Folklore Society Folklore at Pennsylvania State University, (AFS) inside joke, Simon Bronner bears a Harrisburg; and yet, this knowledge goes far striking resemblance to Alan Dundes. Many a beyond academia and the USA. true word is spoken in jest, and this compari- son goes beyond facial similarity: Bronner is a You wrote your dissertation in the 1970s renowned figure within folklore studies with and early 1980s at Indiana University, the wide knowledge and an impressive record acclaimed research centre for folklore, eth- of influential writing. He has written about nomusicology and humanities. Who were topics as diverse as Jewish and children’s your teachers? How did these years shape folklore, material culture and masculinity, your later academic career and your under- campus traditions and Internet folklore, to standing of folklore? name just a few. His most cited works are I came to Indiana University with my MA monographs as different as American Folklore from the Cooperstown Graduate Program, Studies: An Intellectual History (1986), Consum- which was organized on the European model ing Visions: Accumulation and Display of Goods of ethnology or folklife with a heavy empha- in America, 1880–1920 (1989), and Explaining sis on American material culture and commu- Traditions: Folk Behavior in Modern Culture nity life. Louis C. Jones, Roderick J. Roberts, (2011). What distinguishes Bronner’s writ- and Bruce Buckley, who were experts in folk ing is an accessible style that attracts more art, architecture, and music were the promi- and more readers, without watering down nent folklorists there.
    [Show full text]
  • Dead Man Still Walking: a Critical Investigation Into the Rise and Fall
    Dead Man Still Walking: A Critical Investigation into the Rise and Fall . and Rise of Zombie Cinema Item Type text; Electronic Dissertation Authors Bishop, Kyle William Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 04:36:09 Link to Item http://hdl.handle.net/10150/194727 DEAD MAN STILL WALKING: A CRITICAL INVESTIGATION INTO THE RISE AND FALL . AND RISE OF ZOMBIE CINEMA by Kyle William Bishop ________________________ Copyright © Kyle William Bishop 2009 A Dissertation Submitted to the Faculty of the DEPARTMENT OF ENGLISH In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2009 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kyle William Bishop entitled Dead Man Still Walking: A Critical Investigation into the Rise and Fall . and Rise of Zombie Cinema and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 10 June 2009 Susan White _______________________________________________________________________ Date: 10 June 2009 Jerrold E. Hogle _______________________________________________________________________ Date: 10 June 2009 Carlos Gallego Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College.
    [Show full text]