Notes on the Contributors ◆◆◆◆◆

Mary Bouquet (Ph.D. Cambridge) lectures at University College Utrecht. Her research and publications include work on the history and practice of anthropology (Reclaiming English Kinship, Manchester: Manchester University Press, 1993; Sans og Samling, Oslo: Scandinavian University Press, 1996; Academic Anthropology and the Museum, Oxford: Berghahn, 2001), kinship and visual representation (‘Family Trees and Their Affinities…’ Journal of the Royal Anthropological Institute, 1996) and family photography (‘The family photographic condition’ Visual Anthropology Review, 2000). Since 1986 she has co-operated in making exhibitions in Portugal, The Netherlands and Norway. Lenie Brouwer received her Ph.D. from the Vrije University Amsterdam and is currently working as a Lecturer in Ethnic Studies in the Department of Cultural Anthropology at the Vrije University Amsterdam. She conducted research on Turkish families and Turkish and Moroccan runaway girls in the Netherlands (see article in Muslim European Youth, edited by S. Vertovec and A. Rogers (Ashgate 1998). She was recently involved in a cyber-anthropology project, studying Muslim migrants and their use of the Internet, in which she presented some papers at international conferences. Simon Coleman is Reader in Anthropology at the University of Durham. His work focuses on religion, travel and the construction of place. Recent books include The Globalisation of Charismatic Christianity (Cambridge 2000), The Tourism: between Place and Performance (edited with M. Crang, Berghahn, 2002) and Pilgrim Voices: Narrative and Authorship in Christian Pilgrimage (edited with J. Elsner, Berghahn, 2003). With Bob Simpson he has compiled Discovering Anthropology: A Resource Guide for Teachers and Students (1998, Royal Anthropological Institute). Dorle Dracklé is a Professor of Social Anthropology and Intercultural Studies at the University of Bremen, Germany. Fieldwork in Portugal on élites, culture, economy and the European Union. Interests in media, science and technology studies, economy, politics and policy. Recent publications

250 ◆ Contributors

include: The Rhetorics of Crisis: On the Cultural Poetics of Politics, Bureaucracy and Virtual Economy in Southern Portugal (2003), Images of Death (ed., 2001, with CD-ROM); and various articles, among others on media anthropology, multicultural media, life course, and suicide. Iain R. Edgar lectures in the Department of Anthropology at Durham University, U.K., and lectures on the Health and Human Sciences Degrees at Queen’s College Stockton. He completed his Ph.D. in Sociology and Social Anthropology at the University of Keele, U.K., in 1995. In his study of meaning-making in dreamwork groups in the U.K., published in Dreamwork, Anthropology and the Caring Professions: A Cultural Approach to Dreamwork Avebury 1995, he introduced the use of several experiential groupwork methods as research methods, including imagework. He is currently writing a book, Guide to Imagework: Imagination-based Research Methods (Routledge: forthcoming) on using imagework as a research methodology. Beate Engelbrecht was born 1952, and studies in anthropology, sociology and economics. Doctor’s degree 1985. Career: Assistant at the Anthropological Institute of the University of Basel/Switzerland 1972–74, 1978–79, 1981–83 and 1985. Assistant at the Museum for Anthropology in Basel 1975–78 and 1982. Reader and deputy chairman of the publishing house, Edition día (at that time in Wuppertal and Köln, Germany) 1985–88. Collaborator at the Museum for Anthropology in Zurich, Switzerland 1986 (preparation of an exhibition). Since 1985 official in charge of Anthropology at the Institute for the Scientific Film (Institut für den Wissenschaftlichen Film [IWF] in Göttingen/Germany. Keith Hart is the author of Money in an Unequal World (Texere 2001). He is an anthropologist who introduced to economics the concept of the informal economy. He has taught at several universities, especially Cambridge; has written about Africa; and has worked occasionally as a journalist, consultant and gambler. He is now a Senior Research Fellow in the Arkleton Centre, University of Aberdeen and lives in Paris. Karen Latricia Hough gained a BA (First Class Honours) in History and Sociology at the University of Lancaster 1993–96. As a member of Christ Church College in Oxford for the past four years, she obtained both a Master’s in Social Anthropology (1998) and an M.Phil. (1999) in Social Anthropology from the Department of Social and Cultural Anthropology in Oxford. She is currently embarking upon D.Phil. research that focuses upon a comparative political and cultural explication of Albanian migration to Italy and the United Kingdom. Rolf Husmann was born in 1950, and received his academic education between 1970 and 1984 at Göttingen University, and the School of Oriental and African

Contributors ◆ 251

Studies London. In 1984 he obtained his Ph.D. from Göttingen University with a thesis on the history of the Nuba, Sudan. His special fields of interest are Visual Anthropology and the Anthropology of Sport. Periods of fieldwork were spent in the Sudan, on Malta, Samoa and the Cook Islands, mostly in connection with the production of ethnographic films. Among his films are Nuba Wrestling, Destination Samoa on Pacific migration and identity and the portrait Firth on Firth. He is currently a producer of ethnographic films at the Institut für den Wissenschaftlichen Film [IWF], Knowledge and Media, Göttingen. In addition he also teaches at times at Göttingen, Mainz and Malta University. László Kürti received his doctorate from the University of Massachusetts in 1989. He taught at the American University, in Washington DC, and at the Eotvos Loránd University in Budapest. His expertise is political anthropology, transnationalism, inter-ethnic relations, gender, visual anthropology and youth culture. His articles have been published in Anthropology Today, East European Societies and Politics, Social Anthropology, Ethnos, and Current Anthropology. He co-edited: Ethnicity, Religion and Nationhood (Akadémia, 1998), and Beyond Borders (Westview, 1997); and wrote The Remote Borderland: Transylvania in the Hungarian Imagination (State University of New York [SUNY], 2001). Currently, he is the Chair of the Department of Political Science, University of Miskolc, Hungary, and Secretary of the European Association of Social Anthropologists. J. Shawn Landres (MA, C.Phil.,University of California, Santa Barbara; M. St., University of Oxford) is Finkelstein Fellow and Lecturer in Jewish & Western Civilization at the University of Judaism in Los Angeles, California. He is the co-editor of Personal Knowledge and Beyond: Reshaping the Ethnography of Religion (New York University Press, 2002). He has been a faculty member at the Institute of Social and Cultural Studies, Matej Bel University Banská Bystrica, Slovakia. Prior to that he was a Keith Murray Senior Scholar in Lincoln College, Oxford. He is the co-editor of Personal Knowledge and Beyond: Reshaping the Ethnography of Religion (New York University Press, 2002). He has published several articles on Generation X and religion, as well as sociological and anthropological studies in ritual, identity, and civil society in East-Central Europe and the U.S. He has done fieldwork in the Slovak Republic and the United States and currently is completing dissertations in religious studies and social anthropology. Stella Mascarenhas-Keyes has an MA in Higher and Professional Education 1999, (Institute of Education, London University) and a Ph.D. in Social Anthropology (1987, School of Oriental and African Studies, London University). She has taught anthropology at undergraduate and postgraduate levels, run a variety of training courses, and undertaken applied anthropological and educational research. She has directed applied anthropology courses for postgraduate students under the auspices of the Group for Anthropology

252 ◆ Contributors

in Policy and Practice. She is the principal author of 1995 Report on the Teaching and Learning of Social Anthropology in the U.K., and contributed to and compiled Professional Practice in Anthropology: A Curriculum Resource Manual for University Teachers (1997). She is currently employed as a Senior Researcher in the Higher Education Division of the Department for Education and Skills, England. David Mills is writing a political history of social anthropology. He is also Anthropology Co-ordinator of the Centre for learning and teaching Sociology, Anthropology and Politics (C-SAP) based at the University of Birmingham, part of the learning and teaching support network. C-SAP aims to research, promote and share developments in learning and teaching in the three disciplines in the U. K. (www.c-sap.bham.ac.uk) Sarah Pink is Lecturer in Sociology at Loughborough University. She has a BA and Ph.D. in Social Anthropology from the University of Kent, and an MA in Visual Anthropology from the University of Manchester. Her research has been in Spain, Guinea Bissau and England, focusing mainly on visual and material culture, gender and performance in public contexts and events and the home, always using visual images and technologies as part of research and representation. Her printed publications include Women and Bullfighting: Gender, Sex and the Consumption of Tradition (Berg 1997), Doing Visual Ethnography: Images, Media and Representation in Research (Sage 2001) and Materialising Genders: Resituating Gender Identities at Home (Berg, forthcoming). She has also published her work using CD-ROM, Internet and video including The Bullfighter’s Braid (1998), Interweaving Lives (1998) and Gender at Home (2000). Tina K. Ramnarine is a violinist and Lecturer in Ethnomusicology and Social Anthropology at Royal Holloway University of London. She has undertaken field research in Scandinavia, the Caribbean, U.K., U.S.A. and Canada, exploring folk musics, popular Caribbean musics, Celtic revivals and the politics of musical expression. She is author of Creating Their Own Space: The Development of an Indian-Caribbean Musical Tradition (University of West Indies Press, 2001) and Ilmatar’s Inspirations: Nationalism, Globalisation, and the Changing Soundscapes of Finnish Folk Music (University of Chicago Press, 2003). Andrew Russell is a Senior lecturer in the Department of Anthropology at the University of Durham, where he teaches on the Human Sciences, and Health and Human Sciences degrees at its Stockton campus (Queen’s). His doctoral research was conducted in East Nepal, and he has subsequently conducted further fieldwork in Nepal and north-east India. He is currently involved in a number of health-related projects in the north-east of England, as well as a project funded by the European Union on responsible tourism in European wetlands. He is editor (with Iain Edgar) of The Anthropology of Welfare

Contributors ◆ 253

(1998), and (with Elisa Sobo and Mary Thompson) of Contraception Across Cultures: Technologies, Choices, Constraints (2000). Bob Simpson is a senior lecturer in anthropology at the University of Durham. He has research interests in Sri Lanka where he has carried out doctoral research into healing rituals and the transmission of ritual knowledge. He has also carried out research into various aspects of divorce and separation in the U.K. and has written widely on this topic (Changing Families: An Ethnographic Approach to Divorce and Separation, Berg, 1998). More recently he has carried out research into kinship and the new reproductive and genetic technologies in the U.K. and Sri Lanka. He has a long-standing interest in the teaching of anthropology. Along with Simon Coleman he compiled and edited Discovering Anthropology: A Resource Guide. Alex Strating has studied anthropology at the University of Leyden and obtained his Ph.D. at the University of Amsterdam, where at present he has a permanent position in the Department of Sociology and Anthropology. His research mainly concerns the anthropology of Europe, focusing on the relation between culture and economics. He is currently administrative director of the anthropology programme and has for more than ten years been managing co-ordinator of the ERASMUS/SOCRATES exchange programmes. Among his recent publications: Les gens des fleurs restent, les diplômés partent; Parente, famille et négoce des fleurs dans une communauté néerlandaise, Terrain (2001) 36, pp. 85–97. Giuliano Tescari is Lecturer in Cultural Anthropology at the University of Turin, Italy. During the last two decades he has done extensive field research in Mexico among the Huichol Indians of the Sierra Madre. His main fields of research are ritual symbolism, shamanism, oral tradition and the anthropology of performance. In close co-operation with the Huichol native Leocadio López Carrillo he published Vámos a Tûríkyé. Sciamanismo e storia sacra wirrárika (2000) about Huichol myths and shamanism. Marjo de Theije received her Ph.D. from Utrecht University, and is currently working as a lecturer in the Department of Cultural Anthropology at the Vrije Universiteit Amsterdam. In 2001 she was visiting professor at the Federal University of Pernambuco, in Recife, Brazil. She has done research in Brazil on the religious brotherhoods in Minas Gerais and on pilgrimage, base communities and charismatic prayer groups in Pernambuco. Her publications include Tudo o que é de Deus é bom. Uma antropologia do catolicismo liberacionista em Garanhuns, Brasil (Recife: Massangano, 2002), as well as articles in the edited volumes More Than Opium. An Anthropological Approach to Latin American and Caribbean Pentecostal Praxis (Lanham, Md., and London: The Scarecrow Press, 1998) and Latin American Religion in Motion (New York and London: Routledge, 1999).

254 ◆ Contributors

Susan Wright (D.Phil. in Social Anthropology, Oxford) is professor of educational anthropology at the Danish University of Education, Copenhagen. Her recent publications have been on the reform of higher education, and especially the introduction of ‘audit culture’ in the U.K. Now she is researching university reform in Denmark. She is interested in local interactions with large processes of political transformation, whether neo-liberal governance in Britain or, earlier, modernisation and revolution in Iran. She ran the educational development programme of the National Network for Teaching and Learning Anthropology (1994–99) and established and directed C-SAP, the Centre for Learning and Teaching in Sociology, Anthropology and Politics (2002–2003). Her publications (with Chris Shore) include Anthropology of Policy: Critical Perspectives on Governance and Power (EASA Series), London: Routledge, 1997; ‘Audit culture and anthropology’, Journal of the Royal Anthropological Institute 1999, 7(4): 759–63; and ‘Coercive accountability: the rise of audit culture in higher education’, in M. Strathern (ed.) Audit cultures: Anthropological Studies in Accountability, Ethics and the Academy (EASA Series), London: Routledge, 2000. David Zeitlyn is a Senior Lecturer in Social Anthropology, Deputy Director of the Centre for Social Anthropology and Computing, Department of Anthropology, University of Kent at Canterbury. Co-Director of the Experience Rich Anthropology Project and active in the use and development of anthropological archives. Field research concentrates on a Mambila village in Cameroon concerning religion socio-linguistics and demography. Other research involves the use/non-use of bibliographic databases in U.K. University Libraries.

General Index ◆◆◆◆◆

A active imagining, 209, 210 admissions procedures, 54–5 adult education, traditions of, 150–1 Aix-en-Provence, 65 American Anthropological Association, 87 American Museum of Natural History, 133 Amsterdam, University of, 65, 66 Amsterdam Vrije University, 72 androgogic model of learning, 150–3 anthropology, academic, 130–1 anthropology, business, 60 anthropology, personal, 24, 26–30, 225 anthropology programmes ‘at home’, 28–30 attitudes towards, 21, 30 biographical approaches, 26–8 introductory courses, 114 multiple agendas, 31 popularity of, 20–1 transparency and accountability in, 54–7 anthropology of self, 26–8 archetypes, 209 artwork, 211, 214–19 Association of Social Anthropologists (ASA), 21, 244 audio-visual training, 55 audit culture, 18–19, 35 authorship, question of, 131 autobiographical study, 26–8 B Basic Support for Co-operative Work (BSCW), 80–1, 82 Beamish Industrial Open Air Museum, 24, 196 behaviourist approach, 151 Belfast, Queen’s University of, 57, 60, 65, 86, 228, 229, 230–1, 233

bi-musicality, 229, 233 biographical methods, use of, 26–8 Bullfighter’s Braid, The, (Pink), 105–7 business anthropology, 60 C California, University of, 229, 233 capitalism, state, 243 capitalism, vertical, 243 career prospects, 21, 25–31, 59–61, 73, 147–8 clan identity, assuming, 184–5, 186 Coimbra University, 130, 132 collaborative learning, 153–5, 160 collections, ethnographic, 132–5 cabinets of curiosity, 133–4 national, 134–5 scientific, 132–3 communitas, 189 computer training, 55 computers, see hypermedia; interactive multimedia; internet conflict resolution, 154, 161 Copenhagen, 65 critical disposition, development of, 155–60 criticism, encouraging, 89 D Dearing Report, 1997, 18 DfEE Enterprise in Higher Education programmes, 45 Report Making Changes, 45 diagram drawing programmes, 91 discussion groups (internet), 77–9 doctorate programmes, see postgraduate programmes dossiers, 41–2 double hermeneutics, 36 drama, 211, see also ethnodrama; performance dreams, 221–2

256 ◆ Index

Durham, University of, 22–4, 60 Durham Campus, 22–4 Stockton Campus, 20, 22–4, 30, 31, 193, 196, 245 Durham Coalfield, 26–8, 29 E EASA (European Association of Social Anthropologists), 64, 68 Economic & Social Research Council (ESRC), 55, 57, 58 Edinburgh, University of, 60, 61, 158 education policy, 22–3 e-mail, 75, 77–9 emotionality, 161, 170–1 ERASMUS programmes, 65, 197 grants for, 65 ethnodrama, 181–91 ethnomusicology, 90, 91–2, 227–39 ‘at home’, 232, 235, 239 familiar/foreign status, 232, 235–7 fieldwork, 227, 238–9 performance based, 227–39 and public performance, 239 exchange programmes, 64–8, 197 attractions of, 66–8 calendar difficulties, 66 funding, 65 information about, 65 language problems, 65–6 low take-up, 65 exhibition making, 129 Experience Rich Anthropology ( ERA) project, 85–96, 98, 99–100 examples of, 90–3 facets of, 88–9 website and CD, 87–8 experiences, 182 of elsewhere, 193 of ‘other’, 193 reconstruction of, 194 experiential learning, 194–7, 208, 224 in music, 227–39 F facilitation skills, 162 field method programmes, 55, 57–9 field photos, 86 field trips, 196 fieldwork, 24–6, 85, 86, 194–7 abroad, 67 experiential, 197 reflexive, 39–40 visual records of, 86

‘fieldwork revolution’, 130–1 film, ethnographic, 112–13 critical analysis of, 118–21 compared with other source material, 121 feedback analysis, 123 film guides, 116–17 ideology, 119–20 introductory courses, 114 methodology, 119 reception analysis, 121–3 selection, 117 teaching methods using, 117–18 folk music authenticity, 233, 234 institutionalisation , 233, 234 programmes, 233–7 transmission processes compared, 235–6 foreign language training, 50, 67 G ‘gaze’, 195, 196 geography, fieldwork in, 194 Group for Anthropology in Policy & Practice (GAPP), see Professional Practice in Anthropology Course gender issues, 28, 29 Goldsmith’s College, 60 government (U.K. conservative) policy, 22–3 H Hague, City Museum of the, (HGM), 138 Health & Human Sciences degree, 20, 23, 196 Higher Education Funding Council, U.K., 85 Huichol, 182 Hull, University of, 56–7, 158 human-computer interaction research, 90–1 Human Sciences degree, 20, 23–4, 27, 193, 196 hypermedia 97–109 coherence of, 101 as critical response, 98–9 possibilities of, 108–9 users of, 101–3 see also interactive multimedia; internet I imagework, 208–9 dream, 210, 221–2 ethical issues, 222–5 introductory, 210–13 memory, 210, 213–19 spontaneous, 210, 219–21 imaginationist strategies, 19 Independent Study Courses, 4, 45–6 India, 187, 198–205

Index ◆ 257

Information & Communication Technology (ICT) Project, Amsterdam Vrije University, 72–83 aims, 75 conclusions of project, 81–2 e-mail and discussion groups, 77–9 platform for group work, 79–81 website, 75–7 interactive multimedia, as teaching tool, 88–93 advice on, 94–6 copyright, 95–6 ethical considerations, 95–6 examples of, 90–3 simulation on, 93 see also hypermedia; internet internet as resource, 75, 76–7, 82, 86–7, see also hypermedia; interactive multimedia Inter-University Co-operation Programme (ICP), 64 K Kent, University of, 86, 87, 158, 195 knowing in action, 46 knowledge, sources of, 149–50 L learner-centred approach, 148–55 learning, experiential, 194–7 learning, living, 177–8 learning, performance as, 227–39 learning, research-based, 169–72 learning, situated, 25 learning cycle (Kolb), 42, 47, 151 learning society, 20, 23 liminality, 186 liminoid/liminal, 190 linear structure of learning, see multilineality Lisbon, ISCTE, 130, 132 living learning, 177–8 M mailing lists (internet), 78–9 Mambila divination, 88, 90, 93 Manchester, University of, 86 Manpower Studies, Institute of, 20 Marett Project, 53–62 masters programmes, 53, 148 mature students, 22, 23, 26–8, 30, 196 memory, 213–14, 223–4 Mitraniketan, India, 200–1, 205 modernity, late, 36–7 modularisation, 20, 22 multilinearity/linearity/non-linearity, 99, 102–4, 106–8

multiple authorship, 109 multivocality, 98 museology, teaching of, 130 museums, 127–38 attitudes to, 127–8 collections, 132–5 cultural revolution in, 130, 135–7 definitions of, 132 hands on/hands off, 128–9 ‘streetwise in museumland’, 129–31 music, see ethnomusicology; folk music music mode of discourse, 228 musical authenticity, 233–4 N national cultural identity, 135 National Network for Teaching & Learning Anthropology, 53 Naturalis, Leiden, 133, 134 negotiated learning, 41–4 non-linearity, see multilinearity O objectification of self, 25 organisational change, 44–7 Oriental & African Studies, School of, 61 otherness, layers of, 182–3 Outward Bound, 203 Oxford, University of, 53, 86 Oxford Brookes University, 60, 86, 87 P part-time students, & use of internet, 73, 78, 79 performance, 182, 183, 184–6, 187–9 as learning, 227–39 personal anthropology, 24, 26–30, 225 Perugia, 65 pilgrimage, 182–3, 187–9 Pitt Rivers Museum, 88 placements, 41, 43 ‘portfolio workers’, 148 positioned actors, 36, 40 postgraduate courses, 53 accurate information about, 54–6 ‘national curriculum’ in, 55 transparency and accountability, 54–7 Professional Practice in Anthropology course (GAPP) aims, 145 androgogic model of learning, 150–3 collaborative learning, 153–5, 161 development of critical disposition, 155–60 learning and teaching process, 148–9 participants, 147

258 ◆ Index

role of staff, 160–2 structure, 146–7 Project Trust, 197 Q Qualidata Project, 95 quality assessment/control, 18, 35, 53 Quality Assurance Agency for Higher Education (QAA), 18 R racist responses, 108 reflection, concepts of, 36–9, 245 compared with reflexivity, 36–40 critical, 37–8 instrumental, 38 self, 38 reflection-in-action, 46, 156–7 reflection-on-action, 156–7 reflexive approach to authorship, 97, 99–100, 104 to learning, 97, 109, 150 reflexivity, 34–48, 182, 193 and academics, 44 anthropological concept, 36–8 educationalist concept, 36–8 and learning, 40–4 political, 40, 44 Rembrandt House, Amsterdam, 134 research/extra-curricular balance, 202, 205 research/teaching balance, 166–7 research-based learning, 169–72 research methods courses, 55, 57–9 rite of passage, 184–6, 190 Ryksmuseum, Amsterdam, 134 S sculpting, 211, 225 self, anthropology of, 24, 26–8 self, objectification of, 25 self-conscious learning, 102–3 self-directed learning, 152–3 self realisation, 37 simulation, 93 Smithsonian Institute, Washington, 133 SOCRATES programmes, 65, 68 source accuracy, 89 staff, obligations of, 56 student numbers, 20 student networking, 61–2 student-staff interaction, 55–7, 203 student-supervisor contracts, 57 students agency of, 101–2

approaches to learning, 106–7 empowerment of, 107, 108, 150, 167–8 feelings of disempowerment, 43 mature, 22, 23, 26–8, 30, 196 non-traditional backgrounds, 20, 23, 245 study tour, 197–205 educational outcomes, 202–5 institutional constraints, 202, 204 substantivist strategies, 19 Swansea, University College of, 60 T teacher as authoritarian, 169 facilitator role, 171–2 teaching androgogic, 150–3 as communication, 168–9 dealing with disruptions, 176 as empowerment, 167–8 large groups, 177 living learning, 177–8 research-based, 169–72 v. research, 166–7 theme-centred interaction, 172–7 see also interactive multimedia as teaching tool teamworking skills, 146 Teesside, 22, 196 Teesside Development Corporation, 23 theatre, 190–1, see also drama; performance theme-centred interaction (TCI), 172–7 transferable skills, 21, 25–31, 196 transparency, 54–7, 89 tribal rituals, performing, 184–91 Tropenmuseum, Amsterdam, 137–8 U unconscious, 222 collective, 209 Utrecht, University of, 132, 134 V Venda, 91, 230 video, 93, 98, 100, see also film visual knowledge, 107 visualisation, see imagework voluntary sector, anthropology in, 148 W websites, 68, 72, 75–7, 82 West Fries Museum, Hoorn, 134 Wirrárika, 182–3, 186, 188

Index of Names ◆◆◆◆◆

A Achterberg, J., 209 Allison-Bunnell, S. W., 133 Ames, M., 127, 131, 135 Antikainen, A., 26 Assagioli, R., 209 B Baba, M., 20 Babcock, B., 39 Badley, G., 228 Baily, J., 229, 230, 233, 237 Banks, M., 53, 101 Barnett, R., 37–8, 43, 45, 46, 148 Barth, F., 116 Barz, G., 227, 238 Baume, D., 41 Beck, U., 36–7, 47 Benett, T., 134 Benn, R., 23 Berger, P & B., 26 Berger, R., 197 Beynon, H., 22 Biella, P., 97, 98, 100, 101, 102, 103, 108 Blacking, J., 90, 91, 229–30, 233, 236–7 Bloch, M., 28 Boud, D., 152, 154, 161 Bouquet, M., 127, 128, 129, 133, 246, 247 Bourdieu, P., 213 Bourdillon, M., 29 Boyer, E., 40, 144 Bradnock, B., 199, 201

Brandt, M., 230 Brookfield, S., 45 Brouwer, L., 246 Brown, G., 40 Brown, S., 41, 162 Bruffee, K., 152 Bruner, J., 149, 150, 152 Bulmer, M., 29, 172 Burnard, P., 195 C Callon, M., 133, 247 Cameron, F., 230, 231 Cannizzo, J., 129, 131 Carrithers, M.B., 21 Chilver, S., 88 Clandinin, D., 209 Clifford, J., 44, 48, 158 Cohen, A., 102, 103 Cohn, R., 172, 177 Coleman, S., 19, 245 Collier, G., 153 Conton, L., 208 Cooley, T., 227, 238 Crème, P., 41 D Davenport, J., 150 Dawe, K., 231 Dawson, A., 99 Day, C., 228 Dennison, W., 151 Dewey, J., 194, 200 Dias, N., 128, 130, 132 Dierking, L. D., 133 Disalvo, M., 39 Donnan, H., 65 Dracklé, D., 177, 245

Duncan, C., 133, 138 E Edelmann, W., 170 Edgar, I., 170, 208, 222, 246, 247 Eisenstein, E., 88 Elton, L., 144 Engelbrecht, B., 246 Engels, C., 152 Entwhistle, N., 162 Epstein, A. C., 25 Eraut, M., 156 Eriksen, T. H., 76 Ernst, S., 219 Evans-Pritchard, E., 90, 115, 244 F Fabian, J., 29 Fairley, J., 231 Falk, J. H., 133 Feletti, G., 152 Fernandez, J., 40 Feud, S., 171 Fieldhouse, R., 23 Firth, R., 116, 168 Fischer, M., 88, 89, 93 Fisher, M., 99 Fletcher, A.C., 227 Fowler, I., 88 Frazer, J. G., 191, 193 Freire, P., 152 Fruzzetti, L., 98 G Geertz, C., 21 Gibbs, G., 102, 103, 107

Giddens, A., 36–7, 38 Gieryn, T. F., 133 Gledhill, J., 22 Glouberman, D., 209, 219 Goldman-Segall, R., 104 González, R., 133 Goodison, L., 219 Goodman, R., 53 Gore, C., 40 Graves, N., 40 Grimshaw, A., 169, 247 H Haddon, A.C., 112 Hall, E. T., 123 Hamer, F., 235 Handler, R., 133 Hanson, A., 150 Haraway, D., 133 Hart, K., 169, 242, 243, 246, 247 Hartley, J., 108 Harvey, L., 146 Hastrup, K., 39, 102, 195, 222 Healey, M., 40 Healy, R., 231 Hegel, G., 246 Heider, K., 115, 116, 117, 120 Henley, P., 101, 108 Henry, J., 196 Hermer, C., 116 Herndon, M., 237 Heron, J., 160 Hillman, D., 222 Hockey, J., 99

260 ◆ Index

Hood, M., 228–9, 230, 233, 237 Hooks, B., 168 Hopper, S., 44 Hough, K.L., 245 Houtman, G., 28 Howard, A., 99, 101, 103–4 Husén, T., 23 Husmann, R., 115, 246 Hyatt, S., 24 I Ingold, T., 25, 30, 195 J Jacobs, J., 129 James, W., 99 Jaques, D., 102, 103, 107 Jennings, S., 211 Jhala, J., 116 Johnston, R., 228 Jones, A. L., 128 Jung, C., 209 K Kaberry, P., 88 Kader, U., 230 Kant, I., 242, 246 Kaplan, F. E. S., 128, 134 Keeton, M. T., 194, 203 Kippen, J., 230, 239 Kirk, R., 151 Kisluik, M., 239 Klein, I., 177 Kloek, E., 129 Knight, P., 162 Kohn, T., 222 Kolb, D., 42, 47, 151 Kunst, J., 228 L Landres, J. S., 245 Langlois, A., 231 Lather, P., 44 Latour, B., 129, 131, 133, 247 Lave, J., 25, 158 Laycock, M., 41 Leavitt, S. C., 114 Levine, S., 222 Livingston, E., 90 Loder, C., 146 Lutkehaus, N., 114

M MacClancey, J., 26 Macdonald, S., 128, 133, 135 MacDougall, D., 98, 99, 112 Malinowski, B. 115, 130 Mandelbaum, D., 167 Mann, R., 174 Marcus, G., 44, 48, 99, 104, 158 Markham, U., 211, 219 Marshall, L., 40 Martinez, W., 101, 108, 118, 121–2 Mascarenhas-Keyes, S., 19, 148, 149, 150, 151, 158, 159, 170, 239, 245 McCleod, N., 237 Mead, M., 115–16 Miller, D., 247 Mirsky, G., 230 Molesworth-Storer, K., 204 Molondiwa, J., 230 Mulder, H., 129 Murray, K., 40 Myers, H., 238 N Na Eirearcainn, T., 231 Nader, L., 133 Nencel, L., 34 O Okely, J., 40, 104 Ou, C. J., 133 P Pearson, M., 162 Pelissier, C., 30 Pels, P., 34 Pendlebury, M., 40 Perera, D., 108 Perls, F., 167 Peterson, M., 21 Pink, S., 97–8, 100, 246 Pöch, R., 112 Pocock, D., 26, 150 Podolefski, A., 170 Polanyi, M., 149 Pomian, K., 134 Portele, G. H., 172, 173

Porter, S., 78, 79 Poster, M., 102 Pretty, J., 208 Prinz, W., 167 Prösler, M., 134 R Radcliffe-Brown, A., 244 Ramnarine, T., 231, 233, 246 Ramsden, P., 148 Rapport, N., 102, 103 Reily, S., 90, 231 Rembrandt, 134 Ribbens, J., 26 Rice, T., 229, 232 Rogers, C., 169, 172 Roth, G., 167 Rowan, J., 209 Rowland, F., 40 Russell, A., 197, 203, 246, 247 Rust, C., 102, 103, 107 S Saddington, J., 150–1 Sanger, A., 230, 231, 239 Schapera, I., 116 Scholte, B., 34 Schon, D., 46–7, 48, 156 Schoonheym, P., 132 Schwanitz, D., 166 Schwimmer, B., 81 Scott, P., 37, 47 Seedhouse, D., 219 Segalen, M., 131 Sharma, U., 20, 24, 25, 195 Shelton, A., 130, 131 Shore, C., 21, 35, 48, 195 Sielert, U., 177 Simpson, B., 19 Simpson, R., 245 Siverstone, R., 135 Smith, D., 162 Spencer, W. B., 112, 115 Spindler, G. & L., 170 Stephenson, J., 41 Stirling, P., 100 Stock, J., 231 Stokes, M., 231 Stoller, P., 101, 102 Strathern, M., 39, 44, 47

Stuhlmiller, C., 208 Sturtevant, W., 131 T Taylor, M., 151, 161 Tedlock, B., 222 Theije, M. de, 246 Thomas, K., 174 Thorn, R., 24, 195 Thorsen, R., 208 Titon, J., 229 Turner, V., W., 182 U Ukpanah, I., 231 Ulin, R., 28 Urry, J., 196 V Vaessen, J., 131, 136 Velius, T., 134 Vered, O., 102 Viswanathan, Sri K., 200 Voskuil, J. J., 137 W Walker, D., 161 Watson, C. W., 53, 195 Weinstock, L., 90 Wenger, E., 25, 158 Whisson, M., 29 Whitmore, D., 208 Wilkinson, D., 231 Williams, S., 222 Willigen, J., van, 159 Willis, P., 39 Wilson, M., 102 Wright, S., 19, 20, 24, 25, 35, 148, 150, 159, 195, 239, 249 Wullimann, M. F., 167 Z Zeitlyn, D., 88, 99, 246 Zolberg, V., 133