Category Archives: Education

What about these schools in Port-au-Prince?

For students looking for a dissertation topic in anthropology and education: what about all these schools in Port-au-Prince?

a school in Haiti
Photo by Herve Varenne

This may have been my second surprise after I landed in Port-au-Prince and took a walk between the Hotel Olufson and the Champs de Mars: what about all these schools?  The walk down Rue Capois is about 15 blocks.  There are about one school every other block.  There are at least as many on the parallel Avenue Christophe and, I found out many many more in the neighborhood southwest of the hotel where I was driven.  This area is but a small area of the city and so I have no sense of what is happening, school-wise, in the rest of the city.

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Instruction, uncertainty, and meta-pragmatic repairing in medical education

When I teach Lave and Wenger’s (1991) altogether brief introduction to “legitimate peripheral participation,” I do not teach it as a theory of learning but as a model for social structuring in Lévi-Strauss’s sense (1962 [1952]).  But Lévi-Strauss was seeking to model a moment in the organization of a people while Lave, in a major development, seeks to model movement through social structurings when everyone and everything involved in the movement constitute this structuring as it will be available for the future.  By an implication that remains to be developed, Lave also opened the way for a modeling of culture change.

In brief, for those who do not know the background to this approach, Lave asks us to move from imagining participation in any position as dependent on earlier learning to imagining this participation itself as producing some personal learning.  Thereby she argues that a personal movement into a position is dependent on mechanisms other than learning (or socialization/enculturation).  These are the mechanisms that make the initial positioning “legitimate” and authorize the acknowledgment of movement.  Wondering about legitimacy and authorization leads to searches for the interactional, political forces that establish legitimate participation, authorize certain forms of leaning, and thus of course, refuse participation, does not acknowledge learning, etc.

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Is this blog “property”?

Is this blog “property”?  If so, whose? And who controls the answers to these questions (and the consequences thereto attached)?

Once upon a time (let’s say about three months ago), I thought the answers obvious enough: “in America,” this blog is “mine.” It is expression which I could transform it into property if I decided to commercialize it and/or sell it.  It all had to do with “freedom of expression” and particularly “academic freedom,” privileges granted by the Constitution to individuals.

And then I was taught by PtBs at Teachers College about “work for hire laws.”  As summarized in a work for hire document written at the request of a corporation developing a “policy on intellectual property” (note the word “property,” not “knowledge”) the law says:

Under the Copyright Law, the copyright to a work created by a person in the course of his or her employment is Work for Hire, which belongs to the employer rather than to the individual creator.

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When the young teach the young, what is the emerging order? Where are the controls? How would we find out?

A while ago, I found a way to keep my sanity at the AAA meetings: play “session roulette.”  I recommend it.  The rules are simple: walk down any corridor and, without paying attention to any signs about the title of the session, or the timing of presentations, enter the room, seat at the back, listen for a while, and then leave before frustration or boredom overwhelms.  Playing this (not very deep) game, I have sometimes made wonderful discoveries: Chuck Goodwin reporting on a conversation with his aphasic father about importing California oranges to Florida (“No!”), hot disputes around the “Eve hypothesis” (one of the rare times I actually heard anthropologists passionately argue with each other during a session!), or, this year, wonderfully detailed accounts of “liturgical dancing” around the world (I actually stayed for the whole session: I could imagine myself as Marcel Mauss reading ethnographies of ritual performances!).

But mostly, I listen to the courageous efforts of young women and men (mostly women actually) who tell other young women and men (same caveat) “giving” a paper.  I am sure the association someplace has the statistics about the relative seniority of presenters.  My altogether not random sense is that they are mostly at the very beginning of their career.  Since I have the privilege to teach quite a few of the presenters, I experience the pressure all actors (stakeholders, those entangled in this web, or caught by the spider) are under: individuals have to build up their curriculum vitae, professors must advise them to present early and often, professional associations (journals, etc.) must provide the opportunities for public displays.
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In Memoriam Professor George Bond

Many will agree that George was “formidable”–both in the American and French (quite different) meanings of the qualifier.

He could also play in that British way when one does not quite realize a joke is being told, or one’s leg is being pulled.   For example, he started one of his major paper by telling us that what he had to say “must be considered as tentative, subjective, personal, and strictly confidential.  I had thought of writing in Tumbuka or, even better, a language without a script” (1990: 273).  George was playing here with much: confidentiality, subjectivity, writing without scripts, etc.  He was playing lightly perhaps in this paper, but with matters of deep concern for him, as well as for his friends and acquaintances who were playing much more deeply with his writing to shift their own status in the leadership of Zambia.

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Anthropologies of the dangerous (?)

[my current thinking about the title and rationale for an event the Joint Program in Applied Anthropology at Teachers College, Columbia University is planning for the Fall 2014]

There may be some truth to the romantic image of the anthropologist (archaeologist?) as daredevil pursuing dubious knowledge, motivated by obscure interests.   Why else would any scholar, or apprentice scholar, insist on visiting far away mountains or islands (or other scary neighborhoods nearer at hand), if it wasn’t because some knowledge about humanity and its possible futures cannot be gained from the comfort of one’s armchair (or even hard seat in the library)?  Boas, Rivers, Malinowski, Mead and countless others left the comfort of home on the conviction we continue to share that the knowledge they, and we, seek can only be gained by placing ourselves in dangerous places—not only when the danger springs from wild beasts, poisonous plants, or not necessarily friendly peoples, but when it springs from sovereign authorities.  “Powers-that-be,” from governments to organizations controlled by governments to private foundations or universities more or less controlled by corporations and the more or less benevolent rich and powerful, may open routes to new locales no Indiana Jones could otherwise reach.  But they also control what can be made public, how and when.  They can be dangerous to one’s career, or coopt it, all the more so that the proposed knowledge challenges this or that common sense.  We also need to understand these dangers, theoretically and practically.

Anthropological knowledge can be dangerous and there is an argument for keeping it in protected environments away from polities that would use it to nefarious ends.  But at least some anthropologists always intended, and continue to intend, for their work to enter the political, no matters the dangers.  From Boas onwards, anthropologists have written specifically against what made so much sense that it could drive political action at the largest of scales, justify action, or mask the other motivations that can move people to act.  But many anthropologists have also gone far beyond what has been called, for much of my middle professional life, “deconstruction” (or “cultural critique”).  They have also wanted to help.  Emblematic is Ruth Benedict’s work for the American government in World War II.  This was actually but one aspect of the work of other anthropologists of the time as they founded the Society for Applied Anthropology.  W. Lloyd Warner was involved, as well as Conrad Arensberg, Allison Davis, Eliot Chapple, not to mention Margaret Mead.  That call to help took many form including Sol Tax’s “Action Anthropology” that was also a critical response to what “Applied Anthropology” was becoming (Bennett 1996).   It led to the creation of the Council on Anthropology and Education that provided an institutional framework for entering conversations about the evolution of schooling policies.  And it led to the inauguration of the “Joint Program in Applied Anthropology” at Columbia University as one of the responses of the Columbia department to students’ call for “relevance.”  The history of what an editorial in Current Anthropology called “going public with anthropology” (1996) is long and we must ground our own call in this history.

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on college education, snake oil, and Silicon Valley

My readers and students know my skepticism about the financial, or human capital, “value” of college education (December 12th, 2012; April 18th, 2013).  And they know I quote a lot of “anecdotal evidence,” including from my immediate family.

My point of departure often was a column by Thomas Friedman of the New York Times who echoed academic arguments, often from economists, about this very value.  This of course has been powerfully amplified by national politicians, cheered by universities dependent on student loan guarantees.

So it may interesting to wonder about the possibility that the conversation about college is entering a new phase.

For Friedman is now being educated by Google and he is wondering about what Google is doing might lead:

LAST June, in an interview with Adam Bryant of The Times, Laszlo Bock, the senior vice president of people operations for Google — i.e., the guy in charge of hiring for one of the world’s most successful companies — noted that Google had determined that “G.P.A.’s are worthless as a criteria for hiring, and test scores are worthless. … We found that they don’t predict anything.” He also noted that the “proportion of people without any college education at Google has increased over time” — now as high as 14 percent on some teams. At a time when many people are asking, “How’s my kid gonna get a job?” I thought it would be useful to visit Google and hear how Bock would answer. (How to Get a Job at Google, Part 2: April 19 2014)

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Dreaming of diverging

Movie poster
‘Divergent’ movie poster

For any number of reasons, my wife Susan and I went to see Divergent last Friday.  We were, by far, the oldest people in the theater.  I was, about, the only male (except for a few fathers perhaps).  Everybody else was a 12(+-2)-year-old girl.

If you have no idea what I am talking about, then you are not into Hollywood generated mass popular culture, or middle-brow cultures concerned with “gender” either.  If “divergent” means to you something that it did not mean a few weeks ago then, as an intellectual adult (one of my readers, as I imagine them), I assume you also know that it is, among other things, the second (after The Hunger Games) of Hollywood responses to the accusation that there were no big budget, action adventure movies with girls as heroines.  So, in the kind of brief synopsis that start this kind of commentary, Divergent is about a 16-year-old girl who violently restores a threatened order and then moves on into the wilderness—and 12-year-old girls know about that.
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Sorting out how the Powers-that-Be yield their power by watching local wardens

Those who follow this blog may remember that I had to contribute my two bits to a discussion about “promoting diversity” in our department, programs, teaching, etc. (February 25, 2014).  I may also heave mentioned a while back that I was charged to write an “Assessment of Learning Outcomes” report for the programs in anthropology.

Note the passive voice in “I had to…,” “I was charged.”  I started the diversity entry with a reference to the “Powers that Be” (PtBs).  Those, of course, are Latourian black boxes.  But that is not saying much, yet.  Actually, the particular acts that triggered my own activity where made by various individuals (deans, department chairs, etc.) who were very specifically told to tell me that I no choice but to perform the tasks whether as faculty member (for the diversity thing) or a program coordinator (for the assessment thing).  Still, none of these individuals originated the requirement that I do “it.”  As they all said, apologetically often, is that they were “passing on” the requirement from higher (? The right metaphor?) up.

This could be a call to “follow the network” of particular people told to ask other particular people to do the specific things (and they are very specific indeed).  I tried to do something like that once (2007).  It could also be a call to reveal the “bricolage” (to put it as blandly as possible) that “Those Who are Told” (TWaTs [?!]) must engage in to produce what the PtBs will accept as good enough for the current purposes.  Jill Koyama (2010) did some of this in relation to administrators, teachers, and parents, in the local worlds NCLB produced.
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what is to constitute that a conversation is “about promoting diversity”?

Powers-that-be have asked our department to produce a “Diversity Report” on our practices “promoting diversity.”

Not that there is anything wrong about that—though we may not have produced such a report without of formal request from the Powers.  The Powers also told us that earlier reports were not adequate.  We were asked to discuss our practices and propose changes in these practices over the next two years.  This post is one of my statements in this discussion.  Students and colleagues are welcome to comment, in the spirit of transparency.

Famously, discussions about “diversity” are difficult (Lin 2007; Pollock 2004, 2008).  At some point in the discussion someone will ask: what “counts” as diversity: LGBT status? Disability status?   Others may whisper: Religion? Age?  National origin? Nationality? One of our colleague in the College once argued that, as the only Skinnerian behavior modification person on the faculty, he, a white male, might be the most “diverse” person there.

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