This article argues that researchers involved in cultural heritage preservation need to adopt an inclusive ethnographic research methodology that pays attention to how power, class and status shape communities. Based on field research in Ghimeş-Fǎ get, Romania, it discusses the factors that influenced residents' choice of ethnic identity and focuses on why the Hungarian identity was chosen as the most visible public representation of the town, when residents could have chosen from a variety of other identities. Local efforts to preserve culture, history and self 'in one direction' were shaped by the current socio-economic reality in Ghimeş. The article suggests that identity is informed by shifting power relations between ethnic groups and not simply by the more powerful ethnic group in the community. Finally, the article discusses why one recently proposed 'culturally responsive research methodology' could not support any kind of legitimate preservation agenda in Ghimeş-Fǎ get or any other community.
This paper argues that researchers involved in cultural heritage preservation need to adopt a more inclusive ethnographic research methodology that pays special attention to how power, class, and status shape the communities we study. Based on observations from field research in Ghimeş-Fǎget, Romania, we discuss why the Hungarian ethnic identity was chosen as the village's most visible representation although residents had many other identities from which to choose. We show how local efforts to preserve culture, history and self 'in one direction' were shaped by the current socio-economic reality in the village. Our findings suggest that identity selection is influenced by shifting power relations between ethnic groups over time as much as it is by the dominant ethnic group in a community. In an effort to show how existing research falls short, we discuss why one recently proposed 'culturally responsive research methodology' could not support any kind of legitimate preservation agenda in Ghimeş or any other community.
One goal of American and Northern European higher education is to promote acquisition of a pluralistic cognitive style, which has as an important property-non-lineality.This paper investigates the effects of using of an advanced hypertextlhypermedia system, Intermedia, to develop instructional materials for two university courses in English and Biology intended to promote acquisition of non-lineal thinking. Use of Intermedia is shown to produce significant learning effects, which are somewhat more pronounced for persons involved in developing materials than for students using the system.
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