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Drawing on current theory in symbolic anthropology and sociolinguistics, this interpretive essay investigates a complex form of joking based on material collected in a Western Apache community wherein Apaches stage carefully crafted imitations of Anglo-Americans.
An ethnographic contribution describing the beliefs and ideas associated with witchcraft as shared "knowledge" that the Apaches have about their universe. Uncovers the types of interpersonal relationships with which witchcraft accusations are regularly associated and posits explanations for these associations.
Winner of the Erminie Wheeler-Voegelin Book Award from the American Society for Ethnohistory, The Aztec Kings is the first major study to take into account the Aztec cyclical conception of time and treat indigenous historical traditions as symbolic statements in narrative form. Susan D. Gillespie focuses on the dynastic history of the Mexica of Tenochtitlan. By demonstrating that most of Aztec history is nonliteral, she sheds new light on Aztec culture and on the function of history in society. By relating the cyclical structure of Aztec dynastic history to similar traditions of African and Polynesian peoples, she introduces a broader perspective on the function of history in society and on how and why history must change.
"Honduras is violent." Adrienne Pine situates this oft-repeated claim at the center of her vivid and nuanced chronicle of Honduran subjectivity. Through an examination of three major subject areas—violence, alcohol, and the export-processing (maquiladora) industry—Pine explores the daily relationships and routines of urban Hondurans. She views their lives in the context of the vast economic footprint on and ideological domination of the region by the United States, powerfully elucidating the extent of Honduras's dependence. She provides a historically situated ethnographic analysis of this fraught relationship and the effect it has had on Hondurans' understanding of who they are. The result is a rich and visceral portrait of a culture buffeted by the forces of globalization and inequality.
"For vivid insight, lively narrative and persuasive use of life histories, this is o major piece of ethnography". -- David Martin, University of London
By examining both gender and aging in this ethnography of an Indian village, Sarah Lamb forces a re-examination of major debates in feminist anthropology and contributes to the small but growing literature on aging in contemporary culture.
Current histories seem to suggest that men alone have been capable of the development of ideas, analysis, and practice of international law until the 1990s. Is this the case? Or have others been erased from the collective images of this history, including the portrait gallery of notables in international law? Portraits of Women in International Law: New Names and Forgotten Faces? investigates the slow and late inclusion of women in the spheres of knowledge and power in international law. The forty-two textual and visual representations by a diverse team of passionate portraitists represent women and gender non-conforming people in international law from the fourteenth century onwards around the world: individuals and groups who imagined, developed, or contested international law; who earned their living in its institutions; or who, even indirectly, may have changed its course. This rich volume calls for a critical identification of the formal and informal institutional practices, norms, and rituals of (white) masculinities, both in the past and in the research of international law today. By abandoning reductive histories, their biased frames, and tacit assumptions, this work brings previously unseen glimpses of international law and its agents, ideas, causes, behaviour, norms, and social practices into the spotlight.
Alcohol: Social Drinking in Cultural Context critically examines alcohol use across cultures and through time. This short text is a framework for students to self-consciously examine their beliefs about and use of alcohol, and a companion text for teaching the primary concepts of anthropology to first-or second year college students.
Why should we study language? How do the ways in which we communicate define our identities? And how is this all changing in the digital world? Since 1993, many have turned to Language, Culture, and Society for answers to questions like those above because of its comprehensive coverage of all critical aspects of linguistic anthropology. This seventh edition carries on the legacy while addressing some of the newer pressing and exciting challenges of the 21st century, such as issues of language and power, language ideology, and linguistic diasporas. Chapters on gender, race, and class also examine how language helps create - and is created by - identity. New to this edition are enhanced and updated pedagogical features, such as learning objectives, updated resources for continued learning, and the inclusion of a glossary. There is also an expanded discussion of communication online and of social media outlets and how that universe is changing how we interact. The discussion on race and ethnicity has also been expanded to include Latin- and Asian-American English vernacular.
As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years. Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques. This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.