Upon visiting her own elementary school, the author reflects on school life today as opposed to that of 30 years ago. In contrast to the author's experience of "playing dead" when performing on stage, these children celebrated life, an indication of a positive attitude lacked by the author. (Author/LHW)

Discusses the history of the "Quarterly," and describes its readership as increasingly tending to include readers outside of university anthropology departments. Invites a wider range of contributors to submit articles, stories, poems, etc. (KH)

An historic contextualization of the development of educational anthropology provides the frame from within which extant theoretical and methodological issues are critically delimited. Possibilities for future areas of activity and concern are explored, and specific recommendations for future directions are presented (Author)

Comments on the cross-cultural research reported in the two preceding articles on comparisons of a German and American school and Dutch and Israeli teachers. Considers the emphasis on anthropology by the term "educational anthropology." Argues that an educational perspective ought to be valued as well. (LHW)

Questions the use of a large mainframe computer and special software to assist with data analysis. Raises the following three cautions: (1) labor and expense; (2) access and control; and (3) reductionism. (LHW)

Discusses important but relatively neglected themes of the 1954 Carmel Conference on anthropology and education: (1) search for philosophical as well as theoretical articulation of education and anthropology; (2) necessity for sociocultural contextualization of educative process; (3) relation of teaching and learning to life cycle; and (4) nature…

Children's school problems are often blamed on either the individual or one of the groups to which the child belongs. An interpretive approach views individuals and groups, the worlds of actions and ideas, as mutually defining and constitutive. (Author/LHW)

Considers bias and subjectivity in ethnographic research. Since researchers cannot eliminate biographical determinants, the makeup of the researcher is critical to research quality. This article suggests ways to move this "bias in biography" toward a new era in anthropology and education. (Author/LHW)

Comments on H. Wolcott's argument for the use of the term "propriospect." Asserts that the role of language is essential to understanding the concepts of cultural acquisition and cultural transmission, which are complementary dimensions of the same process. (SLD)

The nearly 100 citations here refer to material cited in the 11 preceding articles. Together they make up this special issue, entitled "Teaching Fieldwork to Educational Researchers: A Symposium." (GC)

Reviews the contributions of G. Spindler and L. Spindler to anthropology in "The American Cultural Dialogue and Its Transmission" (Falmer Press, 1990), "Interpretive Ethnography and Education: At Home and Abroad" (Lawrence Erlbaum, 1987), and "Education and Cultural Process: Anthropological Approaches" (Waveland…

Posits the need for a study of language, equivalent to linguistic ethnography, addressed to institutions in our own society, such as education. Discusses the problems and implications of this type of language study in relation to our own cultural views on language and the role of language in education. (Author/GC)

Analyzes nine ethnographic educational evaluation studies and shows how the theories chosen resulted from a negotiation of values among three participant groups: evaluators, funders, and practitioners. The studies reveal that the funder-evaluator relationship can become explosive when value differences are pronounced. Therefore, the evaluator…

Evaluates several recent models designed for improving formal and nonformal education in developing countries. Most are explanatory rather than process models and have little value in developing, maintaining, and evaluating educational programs for development. Recommends the Hutchens model which includes most of the variables considered in a…

Comments on the cross-cultural research reported in the two preceding articles on comparisons of a German and American school and Dutch and Israeli teachers. Supports cross-national comparisons of school culture as an enlightening element of school reform. (LHW)