One of the most important ongoing developments in applied anthropology, with potential for discipline-wide impact, is the growth of professional practice beyond the academy. Recent efforts to change the governing structure of anthropology organizations are in part a reflection of this growth. Informally, many anthropologists still ask who is really doing anthropology, and how anthropology can or should be defined across work conditions and settings. Practitioners have given anthropological activity a distinctive post-academic presence.In this essay I try to place practice in wider social and discipline contexts. To address what I believe have been misperceptions about it, I focus much of my discussion on this new profession's definition and identity problems. I compare anthropology's experiences with some issues of professionalization in other disciplines. Finally, I comment on current organizational developments bearing on the profession of practice anthropology, and try to relate all this material to the task of teaching anthropology in community colleges. Recurring themes throughout this essay include strategy, identity, hierarchy, competition and creative integration, as they occur at both individual and organizational levels.
Practitioner Increase Manifests Wider TrendsThe entry of greater numbers of anthropologists into non-academic workplaces after they complete graduate study mirrors larger social and economic trends in industry and higher education. Over recent decades, people and institutions have responded creatively to a rapidly globalizing, competi-tive labor market. The reconfiguration of work and workplaces has buffeted not only anthropology but other professional disciplines also. Many of these disciplines had been heavily underwritten by government research funding in universities or academyaffiliated institutions. All were oriented to academe as the normative model and standard-setting location for the work of the profession. The recent turbulence in demand for highly trained professionals has thrown markets out of sync with the continuing abundance of graduates. There has been a shift, across many higher education institutions, to more practical and ready-to-use professional training programs, in order to cope with this new environment. One kind of response, the integration of campuses and the expansion of specialized certificate programs, is particularly visible at the community college level, as can be seen in examples like the Maricopa County Community College system in Arizona A similar emphasis on practical contentand "network" organization is increasing at the four-year and professional school level, as illustrated, for example, by the University of Phoenix. This university, just ten years old, already enrolls over 20,000 students and specializes in fast-track certificates, Web courses, weekend degrees and corporate programs (Traub, 1997:24,26).In a recent New Yorker profile, James Traub (1997) laments the trend to practical skills, although he acknowledges, "Just as the Ivy League model ...