Table Of ContentIndex to Volume 30
Titles
Adult Education, Language Change, and Issues of Identity and Authenticity in
Kwara’ae (Solomon Islands). David Welchman Gegeo and Karen Ann Wat-
son-Gegeo. 30(1):22-36.
American Indian Narrative. Eliot A. Singer. 30(2):251-253.
Anthropology Explored: The Best of Smithsonian AnthroNotes (Selig and London,
eds.). Reviewed by Mary E. Brenner. 30(3):396-398.
Authenticity and Identity: Lessons from Indigenous Language Education. Rose-
mary Henze and Kathryn A. Davis. 30(1):3-21.
Authenticity and the Revitalization of Hawaiian. Laiana Wong. 30(1):94-115.
Bilingual Education: Teachers’ Narratives (Lemberger). Reviewed by Irma M.
Olmedo. 30(2):266-268.
Changing Work, Changing Workers: Critical Perspectives on Language, Literacy, and
Skills (Hull, ed.). Reviewed by Elaine Chin. 30(2):263-265.
College Aspirations among Low-Income African American High School Stu-
dents: Gendered Strategies for Success. Lea Hubbard. 30(3):363-383.
Comment. Murray L. Wax. 30(4):460—-461.
Comment on “Special Reflections from the Field: Mentoring Apprentice Ethnog-
raphers through Field School.” Linda Levine. 30(2):249-250.
Comments and Reflections. Joshua A. Fishman. 30(1):116-124.
Constructing Female Identities: Meaning Making in an Upper Middle Class Youth
Culture (Proweller). Reviewed by Susan M. Wallace-Cowell. 30(4):490-491.
Creating a Continuum: An Anthropology of Postcompulsory Education. Jane
McEldowney Jensen. 30(4):446—450.
Cultural Therapy and the Explicitness of Our Intentions. Tom Schram.
30(4):473-476.
Discourse, Learning, and Schooling (Hicks, ed.). Reviewed by Carole Beeghly
Bencich. 30(2):254-255.
Dissin’ “the Standard”: Ebonics as Guerrilla Warfare at Capital High. Signithia
Fordham. 30(3):272-293.
Educational Opportunity in an Urban American High School: A Cultural Analysis
(McQuillan). Reviewed by Candy A. Baguilat. 30(4):491-493.
Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society
(Zou and Trueba, eds.). Reviewed by Douglas E. Foley. 30(4):488—490.
An Ethnographic Field School: What Students Do and Learn. George Gmelch
and Sharon Bohn Gmelch. 30(2):220-227.
499
500 Anthropology & Education Quarterly Volume 30, 1999
Fieldwork in Familiar Places: The UGA Workshop in Fieldwork Methods. Linda
Grant, Judith Preissle, Josephine Beoku-Betts, William Finlay, and Gary Alan
Fine. 30(2):238—-248.
From Indians to Chicanos: The Dynamics of Mexican-American Culture (Vigil). Re-
viewed by José Macias. 30(3):393-394.
Gender-Bending Anthropological Studies of Education. Amy Stambach.
30(4):441-445.
[he Gender Politics of Educational Change (Datnow). Reviewed by Christine Fin-
nan. 30(4):485—486.
“Hey, Those Shoes Are Out of Uniform”: African American Girls in an Elite High
School and the Importance of Habitus. Erin McNamara Horvat and Anthony
Lising Antonio. 30(3):317-342.
High School Identity Games. Kathryn M. Anderson-Levitt. 30(3):271.
How Does a Community of Learners Maintain Itself? Ecology of an Innovative
School. Eugene Matusov. 30(2):161-186
Inward Gaze and Activism as Moral Next Steps in Inquiry. Ellen A. Brantlinger.
30(4):413—-429.
The Issue of “Authenticity” in California Language Restoration. Leanne Hinton
and Jocelyn Ahlers. 30(1):56-67.
Keeping Educational Anthropology Relevant: Asking Good Questions Rather
than Trivial Ones. G. Alfred Hess Jr. 30(4):404—412.
Kuleana: The Right, Responsibility, and Authority of Indigenous Peoples to
Speak and Make Decisions for Themselves in Language and Cultural Revitali-
zation. Sam L. No’‘eau Warner. 30(1):68-93.
Language Revitalization and Identity in Social Context: A Community-Based
Athabascan Language Preservation Project in Western Interior Alaska. Beth
Dementi-Leonard and Perry Gilmore. 30(1):37-55.
Looking Back, and Ahead. Kathryn M. Anderson-Levitt. 30(4):430.
Made in America: Immigrant Students in Our Public Schools (Olsen). Reviewed by
Carol L. Kennett. 30(3):386—-387.
Managing Student Culture and Culture Shock: A Case from European Tirol.
Martha C. Ward. 30(2):228—-237.
Man's Most Dangerous Myth: The Fallacy of Race (Montagu). Reviewed by Grant
Jewell Rich. 30(4):496—-498.
Mentoring Apprentice Ethnographers through Field Schools. Introduction.
James M. Tim Wallace. 30(2):210-219.
The Minority Voice in Educational Reform: An Analysis by Minority and Women
College of Education Deans (Castenell and Tarule, eds.). Reviewed by Cherry A.
McGee Banks. 30(2):257-258.
Index 501
Off White: Readings on Race, Power, and Society (Fine, Weis, Powell, and Wong,
eds.). Reviewed by George W. Noblit. 30(2):260-261
The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era
(Donato). Reviewed by Ruth Paradise. 30(2):265-266.
“Our Hands Will Know”: The Development of Tactile Diagnostic Skill—Teach-
ing, Learning, and Situated Cognition in a Physical Therapy Program. Mike
Rose. 30(2):133-160.
Paths to Success: Beating the Odds in American Society (Harrington and Boardman,
eds.). Reviewed by Charles L. Shannon. 30(3):387-389.
Pedagogy as View Sequence: Popular Culture, Education, and Travel. Ronnie
Casella. 30(2):187-209.
“Playing between Classes”: America’s Troubles with Class, Race, and Gender in
a Black High School and Community. Linwood H. Cousins. 30(3):294-316.
Puerto Rican High Achievers: An Example of Ethnic and Academic Identity
Compatibility. Nilda Flores-Gonzalez. 30(3):343-362.
Race, Class, and Power in School Restructuring (Lipman). Reviewed by John M.
Watkins. 30(4):486—488.
Reflecting on the Reflections: Where Did We Come From? Where Are We Going?
John Singleton. 30(4):455-459.
Reflections on Educational Intervention in Light of Postmodernism. Margaret
Eisenhart. 30(4):462—-465.
Reframing the “Field.” Linda J. Rogers and Beth Blue Swadener. 30(4):436-440.
Representation and the Text: Reframing the Narrative Voice (Tierney and Lincoln,
eds.). Reviewed by Diane R. Wood. 30(3):389-391.
The Role of State Departments of Education in Complex School Reform (Lusi). Re-
viewed by Jo Allen Lesser and Suzanne M. Wilson. 30(3):398—400.
Schools for Growth: Radical Alternatives to Current Educational Models (Holzman).
Reviewed by Eugene Matusov, Patricia Lowery, Valerie Bergeron, Renée
Hayes, William Letts, and Michelle McKinney. 30(3):384—385.
The Social Life of Stories: Narrative and Knowledge in the Yukon Territory (Cruik-
dé
shank). Reviewed by Michael Marker. 30(3):394-396.
Studying Children in Context: Theories, Methods, and Ethics (Graue and Walsh).
Reviewed by Annette Hemmings. 30(4):484—485.
Studying Schools, Studying Ourselves: Ethnographic Perspectives on Educa-
tional Reform. Catherine Emihovich. 30(4):477-483.
Taking Back Control: African Canadian Women Teachers’ Lives and Practice (Henry).
Reviewed by Christine Fox. 30(4):493—-495.
Teaching Asian America: Diversitaynd the Problem of Community (Hirabayashi, ed.).
Reviewed by Stacey J. Lee. 30(3):391-393
502 Anthropology & Education Quarterly Volume 30, 1999
Three Categories of Cultural Knowledge Useful in Doing Cultural Therapy.
George Spindler. 30(4):466-472.
To Live Heroically: Institutional Racism and American Indian Education (Huff).
Reviewed by Michael Marker. 30(2):255—257.
Toward the Study of Communicative Development as a Life-Span Process.
Cynthia Dickel Dunn. 30(4):451-454.
Two Languages at Work: Bilingual Lifeo n the Production Floor (Goldstein). Reviewed
by Olga G. Rubio. 30(2):261-263.
The Unknown City: The Lives of Poor and Working-Class Young Adults (Fine and
Weis). Reviewed by Catherine Emihovich. 30(4):495-496.
Urban Girls: Resisting Stereotypes, Creating Identities (Leadbeater and Way, eds.).
Reviewed by Rosalie Rol6n-Dow. 30(2):258-260.
What Will We Do When Culture Does Not Exist Anymore? Norma Gonzalez.
30(4):431-435.
Authors
Ahlers, Jocelyn. See Hinton, Leanne.
Anderson-Levitt, Kathryn M. High School Identity Games. 30(3):271.
Anderson-Levitt, Kathryn M. Looking Back, and Ahead. 30(4):430.
Antonio, Anthony Lising. See Horvat, Erin McNamara.
Baguilat, Candy A. Review of Educational Opportunity in an Urban American High
School: A Cultural Analysis (McQuillan). 30(4):491-493.
Banks, Cherry A. McGee. Review of The Minority Voice in Educational Reform: An
Analysis by Minority and Women College of Education Deans (Castenell and
Tarule, eds.). 30(2):257-258.
Bencich, Carole Beeghly. Review of Discourse, Learning, and Schooling (Hicks, ed.).
30(2):254—255.
Beoku-Betts, Josephine. See Grant, Linda.
Bergeron, Valerie. See Matusov, Eugene, et al.
Brantlinger, Ellen A. Inward Gaze and Activism as Moral Next Steps in Inquiry.
30(4):413-429.
Brenner, Mary E. Review of Anthropology Explored: The Best of Smithsonian An-
throNotes (Selig and London, eds.). 30(3):396-398.
Casella, Ronnie. Pedagogy as View Sequence: Popular Culture, Education, and
Travel. 30(2):187-209.
Chin, Elaine. Review of Changing Work, Changing Workers: Critical Perspectives on
Language, Literacy, and Skills (Hull, ed.). 30(2):263-265.
Index
Cousins, Linwood H. “Playing between Classes”: America’s Troubles with
Class, Race, and Gender in a Black High School and Community.
30(3):294-316.
Davis, Kathryn A. See Henze, Rosemary.
Dementi-Leonard, Beth, and Perry Gilmore. Language Revitalization and Iden-
tity in Social Context: A Community-Based Athabascan Language Preserva-
tion Project in Western Interior Alaska. 30(1):37-55.
Dunn, Cynthia Dickel. Toward the Study of Communicative Development as a
Life-Span Process. 30(4):451—454.
Eisenhart, Margaret. Reflections on Educational Intervention in Light of Post-
modernism. 30(4):462—465.
Emihovich, Catherine. Review of The Unknown City: The Lives of Poor and Work-
ing-Class Young Adults (Fine and Weis). 30(4):495-496.
Emihovich, Catherine. Studying Schools, Studying Ourselves: Ethnographic
Perspectives on Educational Reform. 30(4):477-483.
Fine, Gary Alan. See Grant, Linda.
Finlay, William. See Grant, Linda.
Finnan, Christine. Review of The Gender Politics of Educational Change (Datnow).
30(4):485—486.
Fishman, Joshua A. Comments and Reflections. 30(1):116-124.
Flores-Gonzalez, Nilda. Puerto Rican High Achievers: An Example of Ethnic and
Academic Identity Compatibility. 30(3):343-362.
Foley, Douglas E. Review of Ethnic Identity and Power: Cultural Contexts ofP olitical
Action in School and Society (Zou and Trueba, eds.). 30(4):488-490.
Fordham, Signithia. Dissin’ “the Standard”: Ebonics as Guerrilla Warfare at
Capital High. 30(3):272-293.
Fox, Christine. Review of Taking Back Control: African Canadian Women Teachers’
Lives and Practice (Henry). 30(4):493-495.
Gegeo, David Welchman, and Karen Ann Watson-Gegeo. Adult Education,
Language Change, and Issues of Identity and Authenticity in Kwara’ae (Solo-
mon Islands). 30(1):22-36.
Gilmore, Perry. See Dementi-Leonard, Beth.
Gmelch, George, and Sharon Bohn Gmelch. An Ethnographic Field School: What
Students Do and Learn. 30(2):220-227.
Gmelch, Sharon Bohn. See Gmelch, George.
Gonzalez, Norma. What Will We Do When Culture Does Not Exist Anymore?
30(4):431-435.
504 Anthropology & Education Quarterly Volume 30, 1999
Grant, Linda, Judith Preissle, Josephine Beoku-Betts, William Finlay, and Gary
Alan Fine. Fieldwork in Familiar Places: The UGA Workshop in Fieldw ork
Methods. 30(2):238-248.
Hayes, Renée. See Matusov, Eugene, et al.
Hemmings, Annette. Review of Studying Children in Context: Theories, Methods,
and Ethics (Graue and Walsh). 30(4):484—485.
Henze, Rosemary, and Kathryn A. Davis. Authenti-'-v and Identity: Lessons
from Indigenous Language Education. 30(1):3-2i
Hess, G. Alfred, Jr. Keeping Educational Anthropology Relevant: Asking Good
Questions Rather than Trivial Ones. 30(4):404—412.
Hinton, Leanne, and Jocelyn Ahlers. The Issue of “Authenticity” in California
Language Restoration. 30(1):56—67.
Horvat, Erin McNamara, and Anthony Lising Antonio. “Hey, Those Shoes Are
Out of Uniform”: African American Girls in an Elite High School and the
Importance of Habitus. 30(3):317-342.
Hubbard, Lea. College Aspirations among Low-Income African American High
School Students: Gendered Strategies for Success. 30(3):363-383.
Jensen, Jane McEldowney. Creating a ontinuum: An Anthropology of Post-
compulsory Education. 30(4): 446-45(
Kennett, Carol L. Review of Made in America: Immigrant Students in Our Public
Schools (Olsen). 30(3):386-387.
Lee, Stacey J. Review of Teaching Asian America: Diversity and the Problem of
Community (Hirabayashi, ed.). 30(3):391-393.
Lesser, Jo Allen, and Suzanne M. Wilson. Review of The Role of State Departments
of Education in Complex School Reform (Lusi). 30(3):398—400.
Letts, William. See Matusov, Eugene, et al.
Levine, Linda. Comment on “Special Reflections from the Field: Mentoring
Apprentice Ethnographers through Field School.” 30(2):249-250.
Lowery, Patricia. See Matusov, Eugene, et al.
Macias, José. Review of From Indians to Chicanos: The Dynamics of Mexican-Ameri-
can Culture (Vigil). 30(3):393-394
Marker, Michael. Review of The Social Life of Stories: Narrative and Knowledge in
the Yukon Territory (Cruikshank). 30(3):394-396.
Marker, Michael. Review of To Livee e Institutional Racism and American
Indian Education (Huff). 30(2):22 55- 257
Matusov, Eugene. How Does a Community of Learners Maintain Itself? Ecology
of an Innovative School. 30(2):161-186.
Matusov, Eugene, Patricia Lowery, Valerie Bergeron, Renée Hayes, William
Letts, and Michelle McKinney. Review of Schoolfso r Growth: Radical Alterna-
tives to Current Educational Models (Holzman). 30(3):384-385.
Index
McKinney, Michelle. See Matusov, Eugene, et al.
Noblit, George W. Review of Off White: Readings on Race, Power, and Society (Fine,
Weis, Powell, and Wong, eds.). 30(2):260-261.
Olmedo, Irma M. Review of Bilingual Education: Teachers’ Narratives (Lemberger).
30(2):266—268.
Paradise, Ruth. Review of The Other Struggle for Equal Schools: Mexican Americans
during the Civil Rights Era (Donato). 30(2):265-266.
Preissle, Judith. See Grant, Linda.
Rich, Grant Jewell. Review of Man's Most Dangerous Myth: The Fallacy of Race
(Montagu). 30(4):496-498.
Rogers, Linda J., and Beth Blue Swadener. Reframing the “Field.” 30(4):436—440.
Rolén-Dow, Rosalie. Review of Urban Girls: Resisting Stereotypes, Creating Identi-
ties (Leadbeater and Way, eds.). 30(2):258-260.
Rose, Mike. “Our Hands Will Know”: The Development of Tactile Diagnostic
Skill—Teaching, Learning, and Situated Cognition in a Physical Therapy
Program. 30(2):133-—160.
Rubio, Olga G. Review of Two Languages at Work: Bilingual Life on the Production
Floor (Goldstein). 30(2):261-263.
Schram, Tom. Cultural Therapy and the Explicitness of Our Intentions.
30(4):473-476.
Shannon, Charles L. Review of Paths to Success: Beating the Odds in American
Society (Harrington and Boardman, eds.). 30(3):387-389.
Singer, Eliot A. American Indian Narrative. 30(2):251-253.
Singleton, John. Reflecting on the Reflections: Where Did We Come From?
Where Are We Going? 30(4):455—-459.
Spindler, George. Three Categories of Cultural Knowledge Useful in Doing
Cultural Therapy. 30(4):466—472.
Stambach, Amy. Gender-Bending Anthropological Studies of Education.
30(4):441-445.
Swadener, Beth Blue. See Rogers, Linda J.
Wallace, James M. Tim. Mentoring Apprentice Ethnographers through Field
Schools. Introduction. 30(2):210-219.
Wallace-Cowell, Susan M. Review of Constructing Female Identities: Meaning
Making in an Upper Middle Class Youth Culture (Proweller). 30(4):490—-491.
Ward, Martha C. Managing Student Culture and Culture Shock: A Case from
European Tirol. 30(2):228-237.
Warner, Sam L. No’eau. Kuleana: The Right, Responsibility, and Authority of
Indigenous Peoples to Speak and Make Decisions for Themselves in Language
and Cultural Revitalization. 30(1):68—93.
506 Anthropology & Education Quarterly Volume 30, 1999
Watkins, John M. Review of Race, Class, and Power in School Restructuring (Lip-
man). 30(4):486—488.
Watson-Gegeo, Karen Ann. See Gegeo, David Welchman.
Wax, Murray L. Comment. 30(4):460-461.
Wilson, Suzanne M. See Lesser, Jo Allen.
Wong, Laiana. Authenticity and the Revitalization of Hawaiian. 30(1):94-115.
Wood, Diane R. Review of Representation and the Text: Reframing the Narrative
Voice (Tierney and Lincoln, eds.). 30(3):389-391.
