Anthropology and Education at Stanford University and continues to teach at least two academic quarters there as well as to advise students. He has also been Visiting Professor of Anthropology and Education at the Department of Educational Policy Studies, University of Wisconsin, Madison, during fall semesters since 1979. He is currently Visiting Professor of Anthropology and Education at the University of California at Santa Barbara.
Cultural Dialogue and Schooling in Schoenhausen and Roseville: A Comparative Analysis
Article first published online: 28 OCT 2009
1987 American Anthropological Association
Anthropology & Education Quarterly
Volume 18, Issue 1, pages 3–16, March 1987
How to Cite
Spindler, G. and Spindler, L. (1987), Cultural Dialogue and Schooling in Schoenhausen and Roseville: A Comparative Analysis. Anthropology & Education Quarterly, 18: 3–16. doi: 10.1525/aeq.1987.18.1.04x0758d
- Issue published online: 28 OCT 2009
- Article first published online: 28 OCT 2009
- REFLECTIVE INTERVIEWS
Our study examines schooling cross-culturally by looking at two examples of school culture. We suggest that the recent movement in educational anthropology and ethnography away from cross-cultural or comparative focus to concerns with classrooms, schools, and schooling in our own society may have contributed to a blurring of focus on culture itself. We define what is meant by the study of culture and then discuss our current research in Schoenhausen, Germany and Roseville, United States (these place names are pseudonyms). Because we see education as cultural transmission, we want to look at the learning that takes place in classrooms as the result of calculated intervention. We use ethnography, the instrumental activities model, and films as evocative stimuli in reflective cross-cultural interviews.