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EDUCATION AND ANTHROPOLOGY
$19.60
Book
EDUCATION AND ANTHROPOLOGY
Edited by GEORGE D. SPINDLER
Papers from participants in the June 9-14, 1954 Conference sponsored by the School of Education and the Department of Sociology and Anthropology, Stanford University and the American Anthropological Association.
The opinions, concepts, and hypotheses expressed and developed in Education and Anthropology represent a new fusion between two fields of study. Each is concerned with a special aspect of the development of man; in the main, each has hitherto approached its goals independently of the other. In the conference from which this book stems, twenty-two outstanding anthropologists and educators met to pool their thinking for mutual benefit in the two fields.
Their intent was to explore ways in which understanding of social pressures and cultural patterns can help educators to understand the role of education in the cultural process and to function effectively in a society where values, beliefs, and attitudes are changing rapidly.
The topics discussed include the history of relations between education and anthropology; the school in the community context; ways in which educational goals are defeated by conflicts between cultural ideals and action; different types of communication and teacher-student relations; ways of developing intercultural understanding through education; differences between educational needs and cultural forces in the childhood and adolescent years; the relationships between anthropological and educational theory and philosophy; methods for the study of school systems in various social environments; and the dilemma of the educator in the South, where segregation has strong social and political support but has been declared unconstitutional by Supreme Court decision. Papers on each topic, written by authorities in the respective fields, were distributed before the conference as the basis for interchange of ideas. The book includes both the papers and transcripts of the ensuing discussions, edited by Dr. Spindler, together with an overview summary by Margaret Mead, one of America's leading anthropologists with an intense and long-term interest in education.
Research and application already accomplished are reviewed incidentally to critical analysis of projected developments of education and anthropology. Specialists in education evaluate, modify, and reformulate the approaches of the anthropologists in the light of their professional experience; anthropologists apply their concepts, methods, data, and point of view to the educative process in its broadest sense.
The result of such interdisciplinary collaboration is a fully co-operative product, filled with new concepts, hypotheses, and approaches. In the discussion of the effects of racial desegregation in Southern schools, practical suggestions show what kinds of data and ideas the anthropologists could organize to present to educators faced with the task of implementing the Supreme Court decision-a "field problem" of considerable importance.
This is a reproduction edition from a scanned copy of the original work:
Title: Education and Anthropology Editor: George D. Spindler
Publisher: Stanford University Press, 1955 ISBN: 080473822X
Authors of papers by: L. James Quillen, George D. Spindler, Bernard J. Siegel, John Gillen, Solon T. Kimball, Cora DuBois, C.W.M. Hart, Dorothy Lee, Jules Henry, and Theodore Brameld
Commentaries and discussions by the above and: Felix M. Keesing, Robert N. Bush, Hilda Taba, Lawrence K. Frank, William E. Martin, Margaret Mead, Fannie R. Shaftel, Paul R. Hanna, Arthur P. Coladarci, William H. Cowley, Lawrence G. Thomas, and Alfred L. Kroeber
Schooling and Work in the Democratic State
$20.80
Book
A new explanation of the relation between schooling and work in the democratic, advanced industrial state emerges from this study that rejects both traditional views and the more recent Marxian perspective. Traditional views consider schools as autonomous institutions that are able to pursue thegoals of equality and social mobility irrespective of the inequalities of capitalist society; the Marxian perspective views schools as serving the role of producing wage-labor for capitalistic exploitation.
The authors suggest that the shortcomings of both views are rooted in the fact that they do not recognize the true functions of the democratic, capitalist state. This state is seen as an arena for struggle between forces pushing for egalitarian, democratic, reforms and those seeking to use the resources of the state for private capital accumulation. Depending on which side has primacy at the moment, schools will reflect one set of goals over the other. However, victory is never complete, and the tide of battle has shifted back and forth historically.
The authors develop this theory through interpreting the dynamic relation between U.S. schools and the workplace. Based on this approach, they predict changes in both schooling and work as well as the forms that future conflicts between the contending forces are likely to take.
Martin Carnoy is Professor of Education and Economics, and Henry M. Levin is Professor of Eduction and Affiliated Professor of Economics, at Stanford University.
This is a reproduction edition made from a scan of the following original edition:
Schooling and work in the democratic state
By Martin Carnoy, Henry M. Levin
Published by Stanford University Press, 1985
ISBN 0804712425, 9780804712422
307 pages
Contents
Introduction 1
functionalist , capitalist , social relations
Historical Traditions and a New Approach 7
relations of production , functionalist , U.S. Supreme Court
Education and Theories of the State 26
social-conflict theory , relations of production , capital accumulation
Education and the Changing American Workplace 52
capital accumulation , labor market , Proposition 13
Social Conflict and the Structure of Education 76
vocational education , social mobility , herent
Reproduction and the Practices of Schooling 110
ability group , Huntington School , percentile ranking
Contradiction in Education 144
social equality , profes , school discipline
Reforms in the Workplace 177
trade unions , autonomous work groups , job enrichment
Predicting Educational Reforms 215
mastery learning , flexible modular scheduling , educational vouchers
The Potential and Limits of School Struggles 247
Reaganomics , Educational vouchers , Reagan Administration
References Cited 271
American Economic Review , Althusser , Chicago
Index 299
Levin , Schooling
