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Cultural Learning (cultural + learning)
Selected AbstractsFront and Back Covers, Volume 24, Number 4.ANTHROPOLOGY TODAY, Issue 4 2008August 200 Front cover and back cover caption, volume 24 issue 4 Front cover Front cover: Front cover The front cover of this issue illustrates Vasiliki P. Neofotistos' article on the 2006 film Borat: Cultural learnings of America for make benefit glorious nation of Kazakhstan. In the film, British comedian Sacha Baron Cohen plays Borat Sagdiyev, a Kazakh journalist, who leaves his country on a project funded by the Ministry of Information to travel with his film producer to ,US and A, the greatest country in the world' and make a ,movie film' about American culture, with the putative aim of gaining insights into what makes America great and applying them to Kazakhstan. The film has generated contrasting reactions, ranging from CNN's praise of it as ,most excellent comedy' to lawsuits filed by, among others, residents of the Romanian village in which part of the film was shot. Borat has been condemned as deeply offensive to women, Kazakhs, fraternity brothers and Jews alike. In this issue Neofotistos focuses on some of the lessons that Western audiences could potentially take away from the film, using the notion of the grotesque as a tool to read Borat as an allegory of America that invites us to revisit aspects of our own culture and hence as a highly appropriate film for our times. Back cover Back cover: ,FORTRESS' SOUTH AFRICA? A South African and a foreigner find common ground in Islam. The two men are about to enter a mosque in downtown Pretoria for Friday prayers. Prayers at this mosque provide a meeting ground for Muslim men and women from all over Africa, and from Pakistan, India, Bangladesh and Afghanistan. Foreigners attending the mosque range from diplomats to illegal immigrants. Significant numbers of black South Africans from all walks of life have converted to Islam in recent years. In this issue John Sharp shows that there are many circumstances in which - as in this photograph - South Africans and foreigners from elsewhere in Africa pursue shared interests peacefully. Anthropological field research points to the range of these contexts, which have largely been ignored by commentators attempting to explain the episode of mass ,xenophobic' violence that wracked South African cities and towns in May 2008. Explanations focus on the xenophobic attitudes of ordinary South Africans, and link these attitudes to competition for resources between locals who are poor and their equally poor counterparts from further north. Recent research indicates, however, not only that relationships between poor South Africans and poor foreigners are more complex than most commentators allow, but also that South African xenophobia begins at the top, among the leaders of the ANC government and the black and white elites whose interests it serves. Sharp argues that a newly-issued report on the xenophobic violence by a government-orientated think tank reproduces the dominant xenophobic discourse in its recommendation that the state should construct a ,Fortress SA' with impenetrable borders, while seeking to mask its adherence to official discourse by representing its proposals as a response to the xenophobic attitudes of poor South Africans. As Sharp suggests, anthropological research might offer a more nuanced response to the issues. [source] To go or stay home and watch: exploring the balance between motives and perceived constraints for major events: a case study of the 2008 Beijing Olympic GamesINTERNATIONAL JOURNAL OF TOURISM RESEARCH, Issue 1 2009Daniel C. Funk Abstract The current study offers insight into the role of motivation and constraints on behavioural intentions prior to a mega event. The Psychological Continuum Model framework was used to integrate motivation and leisure constraints theory to examine attraction towards the 2008 Olympic Games. Semi-structured interviews (N = 47) and a questionnaire (N = 235) distributed in Australia and the USA were used to identify and measure three motivational themes: cultural learning, cultural experience and olympic event interest, and three perceived constraints: structural, interpersonal and intrapersonal. Structural Equation Modelling revealed that motives were positively related to behavioural intentions while constraints were negatively related. Analysis further revealed the interaction between motives and perceived constraints led to two different forms of behavioural intentions; intentions to travel and attend the event vs. stay home to watch the event on TV. Policy and marketing implications are discussed that illustrate the benefits of understanding both motives and perceived constraints for tourism travel. Copyright © 2008 John Wiley and Sons, Ltd. [source] A Classroom Investigation: Can Video Improve Intermediate-Level French Language Students' Ability to Learn about a Foreign Culture?MODERN LANGUAGE JOURNAL, Issue 1 2002Carol Herron This study examines the effects of video on cultural knowledge at the intermediate level. Fifty-one intermediate-level French students viewed 8 videos. A pretest/posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to a curriculum with a video component. Eight postvideo tests measured the students' ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short-answer and free-recall portions of the 8 postvideo tests, the students' ability to make inferences or retain information did not improve significantly in either an advance organizer (AO) or a non-AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. The students believed that they learned more cultural practices than products. The results support using video to enhance cultural knowledge. [source] Why Don't Anthropologists Like Children?AMERICAN ANTHROPOLOGIST, Issue 2 2002Associate Professor Lawrence A. Hirschfeld Few major works in anthropology focus specifically on children, a curious state of affairs given that virtually all contemporary anthropology is based on the premise that culture is learned, not inherited. Although children have a remarkable and undisputed capacity for learning generally, and learning culture in particular, in significant measure anthropology has shown little interest in them and their lives. This article examines the reasons for this lamentable lacunae and offers theoretical and empirical reasons for repudiating it. Resistance to child-focused scholarship, it is argued, is a byproduct of (1) an impoverished view of cultural learning that overestimates the role adults play and underestimates the contribution that children make to cultural reproduction, and (2) a lack of appreciation of the scope and force of children's culture, particularly in shaping adult culture. The marginalization of children and childhood, it is proposed, has obscured our understanding of how cultural forms emerge and why they are sustained. Two case studies, exploring North American children's beliefs about social contamination, illustrate these points. [Keywords: anthropology of childhood, children's culture, acquisition of cultural knowledge, race] [source] Infant Intersubjectivity: Research, Theory, and Clinical ApplicationsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2001Colwyn Trevarthen We review research evidence on the emergence and development of active " self-and-other " awareness in infancy, and examine the importance of its motives and emotions to mental health practice with children. This relates to how communication begins and develops in infancy, how it influences the individual subject's movement, perception, and learning, and how the infant's biologically grounded self-regulation of internal state and self-conscious purposefulness is sustained through active engagement with sympathetic others. Mutual selfother- consciousness is found to play the lead role in developing a child's cooperative intelligence for cultural learning and language. A variety of preconceptions have animated rival research traditions investigating infant communication and cognition. We distinguish the concept of " intersubjectivity ", and outline the history of its use in developmental research. The transforming body and brain of ahumanindividual grows in active engagement with an environment of human factors-organic at first, then psychological or inter-mental. Adaptive, human-responsive processes are generated first by interneuronal activity within the developing brain as formation of the human embryo is regulated in a support-system of maternal tissues. Neural structures are further elaborated with the benefit of intra-uterine stimuli in the foetus, then supported in the rapidly growing forebrain and cerebellum of the young child by experience of the intuitive responses of parents and other human companions. We focus particularly on intrinsic patterns and processes in pre-natal and post-natal brain maturation that anticipate psychosocial support in infancy. The operation of an intrinsic motive formation (IMF) that developed in the core of the brain before birth is evident in the tightly integrated intermodal sensory-motor coordination of a newborn infant's orienting to stimuli and preferential learning of human signals, by the temporal coherence and intrinsic rhythms of infant behaviour, especially in communication, and neonates' extraordinary capacities for reactive and evocative imitation. The correct functioning of this integrated neural motivating system is found to be essential to the development of both the infant's purposeful consciousness and his or her ability to cooperate with other persons' actions and interests, and to learn from them. The relevance of infants' inherent intersubjectivity to major child mental health issues is highlighted by examining selected areas of clinical concern. We review recent findings on postnatal depression, prematurity, autism, ADHD, specific language impairments, and central auditory processing deficits, and comment on the effcacy of interventions that aim to support intrinsic motives for intersubjective communication when these are not developing normally. [source] | ||||||||||