1. S-1741 Anthropology and Education Lecture 6: Ways with Words  July 3th, 2007

2. Agenda  Essays  Writing center  Minute paper  Intro to Heath (CL)  The Piedmont: Textile Mills and times of change  “Getting on” in two communities (independent group work)  Readings  Get ready to present Th.  Essays  Writing center  Minute paper  Intro to Heath (CL)  The Piedmont: Textile Mills and times of change  “Getting on” in two communities (independent group work)  Readings  Get ready to present Th.

3. Writing Center

4. Ethnographic stance: a way of learning with and about the world 1.Concern with “us” and “them” Subjective, objective, judgmental “Emic” and “etic” 2. Place of practice or activity in the analysis of teaching and learning. Role of ideology, Mead to Heath 3. What is ethnography? Ethics of fieldwork and interpretation. Possible used of ethnographic knowledge 1.Concern with “us” and “them” Subjective, objective, judgmental “Emic” and “etic” 2. Place of practice or activity in the analysis of teaching and learning. Role of ideology, Mead to Heath 3. What is ethnography? Ethics of fieldwork and interpretation. Possible used of ethnographic knowledge

5. Activity as a “theory of social practise”

6. LPP and WWW as frameworks to both elicit and analyze your ethnographic project.  Setting/place- make a map (Heath)  Identity (Who is there?)  Access (How did they get there?)  Contradictions (observed, reported, tacit?)  Setting/place- make a map (Heath)  Identity (Who is there?)  Access (How did they get there?)  Contradictions (observed, reported, tacit?)

7. BREAK

8. Heath Intro (CL)

9. Heath (Intro)  Language Varieties  Colloquial Varieties, oral and literate traditions  Unique features  1.)length of study. 1969-1978 ten years (vs) average one  2.)depth of engagement is un paralleled  3.)Researcher ’ s background.  4.) Multisided ethnography.  5.) Innovative: What can we do about it?  Language Varieties  Colloquial Varieties, oral and literate traditions  Unique features  1.)length of study. 1969-1978 ten years (vs) average one  2.)depth of engagement is un paralleled  3.)Researcher ’ s background.  4.) Multisided ethnography.  5.) Innovative: What can we do about it?

10. Outline of the Book  Overall structure of narrative  Various authors, different voices, especially Townspeople  Note importance of footnotes  Reflect: Relevance of this type of work for educators?  Reflect: how does it connect to LPP? Richness of a historically situapted ethnography  Overall structure of narrative  Various authors, different voices, especially Townspeople  Note importance of footnotes  Reflect: Relevance of this type of work for educators?  Reflect: how does it connect to LPP? Richness of a historically situapted ethnography

11. “Getting on in two Communities” Groups work

13. Summary (key points)  Trackton  Roadsville

14. Readings rest of the week Go to website….  Heath part 1 Camden: Intro. Ch 1 and 2 Camden: Intro. Ch 1 and 2

15. Cazden Book: reflexive analysis of classroom interaction  Sharing Time  Traditional and Non-traditional Lessons  Sharing Time  Traditional and Non-traditional Lessons