Curriculum Vitae of Douglas E. Foley I. Personal Data Address

College of Education or Department of Anthropology The University of Texas at Austin Austin, Texas 78712

Phone:

(512) 232-3929 (office) (512) 478-3069 (home)

e-mail:

[email protected]

Degrees: 1967-70

Ph.D. Stanford University (Anthropology of Education)

1965-67

M.A. Stanford University (Anthropology)

1964

Columbia University (American History)

1957-61

B.A. University of Northern Iowa (History and Sociology)

II. Employment History 1996- present

Professor, University of Texas

1994-95

Special Assistant to the Provost, California State University Monterey Bay Office of Planning and Development

1990-present

Professor, University of Texas

1990 (spring)

Visiting Professor, University of Northern Iowa Department of Anthropology/Sociology

1985-90

Associate Professor, The University of Texas

1984-85

Lecturer, Agricultural Extension and Rural Development Centre, University of Reading, Reading, England

1977-83

Associate Professor, The University of Texas

1970-76

Assistant Professor, The University of Texas

1966-68

Director of Cultural Studies, Philippine Peace Corps Training, Groups 16 and 17

1965-70

Research Fellow, Stanford University

1964-65

High School Teacher, Laboratory School, University of Chicago, Chicago, Ill.

1962-63

Peace Corps Volunteer, Dulag, Leyte, Philippines

1961-62

High School Teacher, Davenport, Iowa

III. Publications A. Books/Monographs ND

Crossing the Color Line: Reflections of a White Anthropologist. (in preparation)

ND

Learning Capitalist Culture. Philadelphia: University of Pennsylvania Press, 2nd edition. (in preparation).

2003

The Heartland Chronicles. Philadelphia: University of Pennsylvania Second edition with a new epilogue.

2002

(Ed.) Writing Ethnographies: Some Queries and Reflections. A special issue of the International Journal of Qualitative Studies in Education. Vol. 15, No. 4: 383-495.

1996

with Bradley Levinson and Dorothy Holland (Eds.) The Cultural Production of the Educated Person: Critical Ethnographies of Schooling Practices. Buffalo: State University of New York Press.

1995

The Heartland Chronicles Philadelphia: University of Pennsylvania Press. (nominated for the American Anthropological Association’s Prize in Ethnographic Writing)

1990

Learning Capitalist Culture: Deep in the Heart of Tejas. Philadelphia: University of Pennsylvania Press (nominated for the American Anthropological Association's Victor Turner

Prize in Ethnographic Writing). 1988

With Clarice Mota,Donald Post, and Ignacio Lozano From Peones to Politicos: Class and Ethnicity in a South Texas Town: 1900 to 1987. Second edition. University of Texas Press: Austin, Texas.

1978

With Clarice Mota, Donald Post, and Ignacio Lozano From Peones to Politicos: Ethnic Relations in a South Texas Town, 1900-1977. Mexican American Studies Center MASC Monograph #3, University of Texas Press: Austin, Texas.

1976

Philippine Rural Education: An Anthropological Perspective. South East Asian Studies Center Monograph #13, Northern Illinois University: De Kalb, Illinois.

B. Refereed Articles ND

2005

“Enrique Trueba: A Latino Critical Ethnographer for the Ages.” A Special Issue, International Journal of Qualitative Studies in Education, Miguel Guajardo, ed., (forthcoming). “Enrique Trueba: A Latino Critical Ethnographer for the Ages.” Anthropology and Education Quarterly. Vol 36:354-366.

2005

‘Elusive Prey: John Ogbu and the Search for a Grand Theory of Academic Disengagement.” in International Journal of Qualitative Studies in Education. Special Issue. Vol. 18. No 5: Kevin Foster ed.,

2005

“The Heartland Chronicles Revisited: The Casino’s Impact on Settlement Life.” Qualitative Inquiry. Vol. 11. No. 2:

2004

“Ogbu’s Theory of Academic Disengagement: It’s Evolution and Its Critics.” Intercultural Education. Vol. 15, No. 4:385-397.

2002

“Critical Ethnography: The Reflexive Turn.” In International Journal of Qualitative Studies in Education. Vol. 15, No. 4: 469-490.

2000

“Studying the Politics of Raza Unida Politics: Reflections of a White Anthropologist.” Reflexiones:New Directions in Mexican American Studies. Spring Issue, #3: 51-81.

1999

"The Fox Project: a Reappraisal.” Vol. 40, No. 2, April, 171-191, Current Anthropology.

1993

‘Mesquaki Adolescent Rites of Passage and Sports” Journal of Ritual Studies. Vol. 12: 3: 24-34.

1992

"Making the Familiar Strange: Writing Critical Sports Narratives." Sociology of Sports Journal. Vol. 9, #1:36-48.

1991

"Reconsidering Anthropological Explanations of Ethnic School Failure," Anthropology and Education Quarterly. Vol. 22, no. 1: 60-85.

1991

"Rethinking School Ethnographies of Colonial Settings: A Performance Theory of Cultural Reproduction and Resistance," Comparative Education Review. Vol. 35, no. 3: 532-551.

1990

"The Great American Football Ritual: Reproducing Class, Race, and Gender Inequality," Sociology of Sport Journal. 7:111-135.

1989

"Does the Working Class Have a Culture in the Anthropological Sense?" Cultural Anthropology. #14, April: 35-52.

1988

"The Legacy of the Raza Unida in South Texas: A Class Analysis," Journal of Ethnic Affairs. #3, May: 1-24.

1978

With W. Elwood Smith. "Mexicano Resistance to Schooling in a South Texas Colony," Education and Urban Society. Vol. X, No. 2, February, Beverly Hills, California: Sage Publications, Inc.

1977

"Anthropological Studies of Schooling in Developing Countries: Some Recent Findings and Trends," Comparative Education Review. Vol. 21, Nos. 2 and 3, June/October.

1976

"Legalistic and Personalistic Adaptations in a South Texas School," Journal of Research and Development in Education. Volume 9, No. 4, Summer. Athens, Georgia.

C. Invited Chapters ND

“Question Sweeping “Cultural” Generalizations: Instead, Ask Culture Members How They are Experiencing Your Classroom.” In Mica Pollock ed., A Practical Guide to Dealing With Racism in The Classroom. Harvard University Press (forthcoming)

2005

with Angela Valenzuela. “Critical Ethnography: The Politics of Collaboration.” In Norman Denzin and Yvonna Lincoln (eds.) The Handbook for Ethnographic Research. Pp 217-234. 3rd ed., Beverly Hills: Sage Publications.

2004

“Performance Theory and Critical Ethnography: Studying Chicano and Mesquaki Youth” In G. Anderson, Bryan Alexander and Bernard Gallegos (eds.) Performing Education:Teaching, Reform, and Social Identities as Performances. NY: Earlbaun Publishers.

2003

with Sofia Villenas. “Chicano/Latino Critical Ethnography of Education: BorderlandsCultural Productions from la Frontera” in R.R. Valencia, ed., Chicano school failure and success: Past, present, and future (2nd ed.) London: Routledge Falmer.

2002

“Critical Ethnography in the Postcritical Moment” in Enrique Trueba and Yali Zou (Eds.) Ethnography and Education:Qualitative Approaches in the Study of Education. Lantham,MD: Rowman and Littlefield Publishers., pp. 139-170.

2001

with Richard Valencia, Angela Valenzuela, and Kris Sloan. “Let’s Treat the Causes, Not the Symptoms: Equity and Accountability in Texas Revisited.” Phi Delta Kappan, December issue.

2001

with Janise Hurtig and Bradley Levinson. “Anthropology Goes Inside:The New Ethnography of Ethnicity and Gender” in Walter Secada (Ed) Review of Research in Education. Washington D.C.: American Educational Research Association publication.pp. 37-98.

2000

‘The Study of Ritual in American Popular Culture.” Encyclopedia of American Studies. Washington D.C. American Studies Association publication.

2000

“Reconceptualizing Ethnicity and School Achievement.” Nobuo K. Shimahara (Ed). Ethnicity and Schooling in the Era of Globalization. NY: Lawrence Earlbaum.

2000

with Kirby Moss. "Theories of Cultural Diversity in America" in

Ida Susser and Thomas Patterson, (Eds.) Teaching Cultural Diversity. American Anthropological Association Publication. Blackwell Pub. 1999

"High School Football: Deep in the Heart of South Tejas" in P. Donneley and J. Coakley (Eds.) Voices in Sport London:Routledge.

1999

"Jay White Hawk: Mesquaki Athlete, AIM Hell Raiser, and Anthropological Informant" in P. Donneley and J. Coakley (Eds.) Voices in Sport. London: Routledge.

1998

"Writing Reflexive Realist Ethnographic Narratives" in John Smythe ed. Being Reflexive in Critical Educational and Social Research. London: Falmer Press.

1997

"Cultural Deficit Theories: The Anthropological Protest", Chapter 4 in Richard Valencia (Ed.). A Critical Appraisal of Deficit Theory in Education. London: Falmer Press.

1996

"The Cultural Production of the Silent Indian" in D. Foley and B. Levinson (Eds.) The Cultural Production of the Educated Person. Buffalo: State University of New York Press.

1994

"The Great American Football Ritual" in J. Burton (Ed.) Making Sociology Simple. NY: Free Press.

1986

"Colonialism and Schooling in the Philippines 1898 to 1983: A New Look" in Education and Colonialism. Philip G. Altbach and Gail Kelley (Eds.) New York: Longman's 2nd edition.

1981

With Richard White “Revitalizing the Bilingual Education Movement Through Community-Based Approaches" in Bilingual Education: A Search for Theoretical Foundations. Henry T. Trueba (Ed.) Boston, Mass: Newbury Publishers.

1978

"Decolonization and Mental Health in South Texas" in Chicano Mental Health: The Case of Cristal. Sally Andrade (Ed.) The Hogg Foundation Monograph Series, Austin, Texas: University of Texas Press.

1977

"Colonialism and Schooling in the Philippines from 1898 to 1970" in Education and Colonialism, Philip G. Altbach and Gail Kelley (Eds.) New York: Longman's.

1977

With Jean Meadowcroft. "Life in a Changing Multi-Ethnic School: Anglo Teachers and Their Views of Mexicano

Children" in Bilingual Education, Hernan LaFontaine (Ed.) Wayne, New Jersey: Avery Publishing Company. D. Research Reports 2002

with Kris Sloan. Final Report: A Lamplighter School and Prospects for Sustained Reform. Houston Annenberg Challenge Grant Report.

2000

with Kris Sloan. A Lamplighter School and Its Biliteracy Challenge. Houston Annenberg Challenge Grant Internal Report

1999with Kevin Foster. Portrait of A Prep School and its Diversity Dilemma. Santa Fe Preparatory School Internal Report. 1992

Executive Summary of the Ethnographic Evaluation of the Eisenhower Math and Science Project for Ethnic Minorities. Texas Higher Education Coordinating Board Internal Report.

1988

With Wes Hoover and Martha Smith. Rural Schools and Staff Development: Some Preliminary Survey Results. Southwest Educational Development Laboratory Publications.

1983

Charles Evers, The Modern African American Populist: A Preliminary Report on African American Civil Rights Leaders in Mississippi. Unpublished document, University of Texas, Austin, Texas.

1982

Oral History Interviews with the African American Civil Rights Leaders of Mississippi. Unpublished document, University of Texas, Austin, Texas.

1980

With Robert Lawrence. Community Culture: A Means of Primary Prevention. DHEW/National Institute of Alcohol Abuse report # AA0339602.

1976

With Clarice Mota, Ignacio Lozano, Dan Post, and Jean Meadowcroft Schooling in North Town: An Anglo School System Under Siege from 1970 to 1975. U.S. Department of Health, Education and Welfare, NIE Project No. R020825

1975

With Walter Smith. The Transition of Multi-Ethnic Schooling in Model Town, Texas, 1930-69. U.S. Department of Health, Education and Welfare, NIE Project No. 3-4003.

1974

With Clarice Mota and Ignacio Lozano. The Transition of Early South Texas Society from 1930 to 1960. U.S. Department of

Health, Education and Welfare, NIE Project No. 3-4003. 1973

With Clarice Mota and Ignacio Lozano. Early South Texas Society and Schools from 1900 to 1930. U.S. Department of Health, Education and Welfare, NIE Project No. 3-4003.

1971

Culture, Politics and Schools in Rural Philippines. Stanford International Development Education Center Occasional Paper No. 4.

IV. Public and Professional Service Activities 2005-2008 Editor, Anthropology and Education Quarterly, the Council of Anthropology and Education publication. (I will lead a collective of editors that includes Angela Valenzuela, Sofia Villenas, Kevin Foster, and Luis Urietta. We will review and publish 20 to 25 peer reviewed articles a year from approximately 120 submissions. In addition, we will mentor a number of UT assistant professors and graduate students). 2004-2006 Study Abroad Seminar in Ethnographic Research: Guanajuato, Mexico. (The University of Guanajuato and various local research institutes hosted UT students do a variety of research projects). 2003 Project Evaluator. The Two for One Infastructure Development Program, Estado de Guanajuato, Guanajuato, Mexico. 2001 Senior Mentor. Spencer Foundation Mentoring Program for Educational Anthropologists. (Along with Shirley B. Heath, Ray McDermott, Dorothy Holland, and John Comaroff, I had the privilege of exchanging ideas with the next generation of gifted young Educational ethnographers). 2001 Member, Editorial Board. Journal of Latinos and Education. Lawrence Erlbaum Publishers. (I have been reviewing manuscripts.) 1999 Member, Editorial Board. Ethnography. Sage Publishers. (I have been reviewing manuscripts.) 1995-2000. Editor, International Journal of Qualitative Studies in Education. (We reviewed 120 articles a year and published 35 peer reviewed articles a year. Our submissions came from various subfields of education and the social sciences throughout the world. During this process, we mentored a number of University of Texas graduate students and assistant professors who served on our editorial board.) 1994 (nine months): Consultant, California State University Monterey Bay Office of Planning and Development. (I worked on a variety of projects to convert a military

base into a university. This involved developing various grants and public service projects with the low income youth, environmentalists, and artists of the region. I also helped develop a management system/minority scholarship fund for the campus housing.) 1991-92: Consultant, Texas Higher Education Coordinating Board's Mathematics and Science Project for Minorities. (I was the technical advisor for an ethnographic evaluation of this project. Three of my doctoral students conducted the fieldwork.) 1991-92: Consultant, Minorities in Teaching Project. University of Northern Iowa, College of Education. (I worked as an intermediary between tribal leaders and the Dean of Education and his staff, and as a personal consultant to the Dean. The project involved training teachers, and a student teaching program for the Mesquaki tribal school.) 1990: Expert Witness, Special Committee On Racial Harassment, University of Texas. (I presented a paper on racial abuse on campus.) 1990-1988: Humanities and Technical Advisor, Chicana Research and Learning Center Film Project: "Colores y Visiones: The 20th Year of La Raza." (I served as an advisor on the research and film staff on their proposal, data collection techniques, and the general content of the film.) 1989-1988: Consultant, Innovative Rural Schools Project, Southwest Educational Development Laboratory. (I assisted the staff in developing a format for writing ethnographies of the five experimental school sites. I also participated in a three-day conference and presented a narrative model for this project.) 1988: Project Writer, Rural Schools Project, Southwest Educational Development Laboratory. (I replaced the project director and wrote the final report based on a five-state survey of rural school teachers and administrators.) 1985-1980: Advisor, Mexican Americans for Better Education, North Town Texas. (After the publication and dissemination of our North Town study, I assisted this citizens group present their concerns to the school board.) 1981-1979: Consultant, Texas State Center for Alcohol Abuse, Austin, Texas. (During our tri-ethnic study of alcohol abuse in three Austin neighborhoods, my staff and I supervised and developed preventative educational programs and pamphlets based on our field research project.) 1981-1979: Consultant, Mental Heath and Mental Retardation Center, Austin, Texas. (As part of our research project on alcohol abuse in three ethnic communities, we actively participated with Black and MexicanAmerican community leaders in the center. This involved an out-reach

program through the African American churches.) 1981-1979: Technical Advisor, Emancipation Arts Incorporated. 2330 S. Ayers, Los Angeles California. Production of a film entitled: "Valley of Tears: The Magic Valley." (I reviewed the original proposal, the interim reports, and critiqued preliminary film segments for factual authenticity, dramatic impact, racial overtones, and educational utility.) 1981-1979: Consultant, Literacy in Junior Colleges Project, Department of Educational Administration, University of Texas. (I advised on the design, methodology, and data analysis used in this large scale study and reviewed the final report. Five of my graduate students collected, analyzed, and wrote up these data.) 1980: Expert Witness, Commission of Immigration and Naturalization Special Hearings conducted by U.S. Senator Allan Simpson in Denver, Colorado. (I Presented a paper on immigration and acculturation among Mexican Americans in the Southwest.) 1979-1978: Consultant, The Disruptions in Urban Low Income Schools Project, Research and Development Center for Teacher Education, University of Texas. (I served as technical advisor to the director and trained the staff on ethnographic methods and race relations.) 1978-l977: Consultant, The Cognitive Development in Mexican American Families Project, and the Parenting Styles in Low-Income Families Project, Southwest Educational Development Laboratory. (I served as technical advisor for both these projects. They used a variety of ethnographic, observational, and interviewing techniques. Four of my graduate students were involved in the data collection and analysis.) 1977-1976: Consultant, Caldwell County Oral History Project, the Voluntary Action Center of Caldwell County. (I advised on the design, methodology, and narrative presentation of data collected by three of my graduate students. A fourth graduate student was the project's curriculum director and developed the educational materials.) 1977-1976: Consultant, The Adoption of Educational Innovations Project, Research and Development Center for Teacher Education, University of Texas. (I reviewed the initial proposal and interview schedule and helped train their staff.) 1976: Consultant, Title I program for Parental Advisory Councils, Resource Development Institute, Austin, Texas. (I advised the staff of this non-profit community organization on parenting practices in ethnic lowincome families.) 1974: Expert Witness, Committee for Prison Reform, Texas State

Legislature Study. (I presented my views on the perceptions of low-income minorities towards law enforcement officials.) 1974: Expert Witness, Education and Training Division, Department of Social Welfare, San Antonio, Texas. (I presented my research findings on the attitudes of Mexicana ADC mothers towards welfare programs and benefits.) 1973: Project Proposal Writer, Wintergarden Research Project, Crystal City, Texas. ( I wrote the final project report for this grass roots organization. This involved analyzing and summarizing an extensive study on the inequitable patterns of ethnic participation in grand juries, local school boards, community health organizations, and housing authorities in a ninecounty region of South Texas.) 1973: Seminar Leader, in-service workshop in the educational problems of minority students, North Town Independent Schools. (I led discussions during two district workshop meetings.) 1972: Group Leader, 1st National Bilingual Education Conference, Austin, Texas. ( I led two discussions on bilingual/bicultural education.) 1971: Group Leader, The Problems of Youth in Texas, The Governor's Conference. ( I led three discussion groups on youth problems.) 1969-1967: Administrator, Peace Corps Training and Programming Division, Washington, D.C., Stanford University, Philippines Training Project. (I and two other ex-volunteers planned and ran two training cycles for Philippine Peace Corps Volunteers. I served as the cultural studies coordinator during two eight week training programs. This involved designing, implementing, and evaluating training program for 150 Peace Corps Volunteers. I also managed a staff of three and coordinated guest speakers, films, a variety of cultural presentations, and a weeklong field experience with Filipino immigrant families.)