The purpose of this thesis is to develop, implement, and evaluate a program to incorporate anthropology into precollegiate education at the local level. While the focus of this project is on secondary education, I hope that it will serve as a model for individuals interesting in incorporating anthropology at all levels.I have structured my thesis in four parts. In part one I discuss the background of attempts to incorporate anthropology into precollegiate curriculums on both the local and national level. Part two of the thesis focuses on analyzing data gathered through interviews with local educators in an attempt to formulate an effective intervention strategy. In part three I discuss and implement my intervention program. Part four of this thesis focuses on the evaluation of the intervention. In the conclusion, I revisit these issues and address some final thoughts about the project (including suggestions for future projects along these lines). / Department of Anthropology

Typescript (photocopy). / Digitized by Kansas Correctional Industries

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg 2017. / This research investigates how ethnography acts as an instructional tool in teaching and learning anthropology. Through a classroom ethnography of a postgraduate anthropology course, it illustrates how ethnography as a ‘psychological tool’ mediates anthropological pedagogy. The author was a non‐participant observer for twelve weeks in a South African Ethnography seminar‐course, taught by a noted South African anthropologist. In a descriptive‐interpretive analysis of richly detailed ethnographic data, the researcher traces the micro‐genetic processes of concept development to illustrate the role of ethnography in mediating understanding of anthropological ways of thinking. The study is theoretically informed by the seminal work of Lev Vygotsky’s (1987) sociocultural‐historical approach to cognitive development and anthropologist Clifford Geertz’s (1988) view of ethnography as an instrument of communication, a vehicle of thought. Vygotksy’s theory is applied and extended in a triple‐stranded analysis incorporating neo‐Vygotskian activity‐theory (Wertsch, 1991) and signification‐theory (Miller, 2011) as these theories are integrated by Bakhtin’s (1986) theory of dialogicality, in a context of higher education as a community of practice. In extending Vygotsky’s sociocultural approach to cognitive development, the research argues that, and demonstrates that, ethnography as a psychological tool is a ‘model of’ and ‘model for’ the teaching and learning of anthropology. / MT2017

The growth of medical anthropology as a distinct sub-discipline has opened up many new roles for anthropologists within the medical field, and identified an ever wider range of mutual interests. In this study the anthropologists role as a teacher in the basic medical curriculum is examined in order to determine whether "broad and general relevance" exists between the two fields. / Field data is analyzed from 2 1/2 years active participation teaching at a newly founded medical school in the North Mexican industrial of Monterrey, Nuevo Leon. Information on institutions history and social structures, student values and attitudes toward the professional medical milieu, and responses to specific teaching material is discussed as components of the decision making process which led to role definition. The differences between classroom and field teaching of anthropology were explored in connection with an urban vaccination campaign and an experimental field course in a bi-ethnic rural community of the sierra tarahumara (Chihuahua). The medical school is seen as a reflection of the community and professional context which surrounds it, and the need to make anthropological teaching congruent to its particular needs and circumstances is stressed. / The study concludes that general relevance has not yet been achieved due to the lack of a definable clinical role for the anthropologist, and unresolved conflicts between the biological and anthropological models of man.

During the 1960s, anthropology was an important part of the social studies curriculum. This study explores the question of whether twenty years later, anthropology is still an important part of primary and secondary school curricula and textbooks. To answer that question, the author used content analysis to analyze 13 sixth grade social studies textbooks for their anthropological content. Results of the research indicate that there is very little anthropology in the texts, the same topics and concepts are covered in most of them, and that most of the anthropological material is narrative or descriptive in form rather than theoretical. The exclusion of anthropology from the textbooks would seem to be tied in with the process of textbook production, publishing, and adoption. If anthropologists wish to see more anthropology in textbooks, then they will have to involve themselves in the textbook process.

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A research report submitted in partial satisfaction of the requirements of the degree Master of Arts in Anthropology, March 2017 / In this research report I construct an intellectual history of anthropology at the University of the Witwatersrand. Adopting a conjunctural approach, the report thinks through four moments in the genealogy of anthropology at Wits, from the establishment of the Bantu Studies Department in the 1920s, the neo-Marxist turn in the 1970s, the cultural turn in the 1990s, to the contemporary Department of Social Anthropology. At each moment, I trace the ways in which African thought and critique has been and is silenced to reproduce colonial unknowing in and the intellectual enclaving of anthropology in South Africa. / XL2018

Anthropological film and videomakers use their media for both research and education. In both cases, a formal technique of observational camerawork is required. In this thesis, appropriate continuity methods and a model of decision-making in camerawork are proposed, which are designed to deal with the certainties and uncertainties encountered in the observational type of ethnographic film. The ethnographic context of the research is the community in the Shixini area of the Transkei, where the author made video-recordings of a number of ritual and everyday events between 1981 and 1984. The model is tested on the case study of a "small event". There is an extensive amount of video material of a four-day mortuary ritual. The model is examined through a first-person account of the influences on decisions during shooting, and through formal analysis. Both of these examinations refer in detail to the unedited video material which accompanies the thesis, and assess how the decisions deal with time and space: with regard to the ritual markers and the continuity method. The thesis concludes that the model of camera work can be used to provide a coherent observation of the small event. The suitability of the model for editing is then tested. The unedited material of the case study is compared with an edited version. The ritual is represented in a narrative segment within a longer documentary, "Shixini December: Responses to Poverty in the Transkei". The complexity of editing operations is examined in detail by a variety of methods, and refers closely to the longer documentary. The fit between continuity in the unedited camera work and the edited version is established. A video copy of this documentary also accompanies the thesis. The unedited observational material is then tested for its use in research. An anthropologist screened the unedited material to ritual participants to elicit their responses, and with the results wrote a dissertation combining interpretation and ethnography. The detail of the ethnography and the consistency of the interpretation demonstrates the value of an observational video record. It does not conclusively demonstrate its validity for research, because the effect of video on memory needs further exploration. Instead of stimulating memory of off-camera action as may be expected, the video seems to anaesthetise it. Continuity methods can provide a clear but partial and fragmented observational record. This record has formal characteristics which are a necessary but not sufficient condition for editing into narrative. Continuity methods may provide a video record that is useful for research. If the video is used for reflexive validation, then a possible effect on the memory of off-camera events must be taken into account. The continuity characteristics of unedited video which result from in-camera editing can, but need not be, evident in subsequent texts based on them.