WHEN: A Conversation about Culture

Borofsky, Robert; Barth, Fredrik; Shweder, Richard A.; Rodseth, Lars; Stolzenberg, Nomi Maya

doi:10.1525/aa.2001.103.2.432

Cited by 51 publications

(18 citation statements)

References 25 publications

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“…These ideologies are frequently beneath organizational members' awareness and may not be shared by all members; however, they continue to motivate some behaviors while constraining others (Hass and Huwang, 2007). Culture in this sense, involves styles of learning and life that run oppose to the negative effects of modernization (Borofsky et al, 2001). Cultures move and alter and a variety of subcultures may subsist, both reflecting and exercising power relations within a firm.…”

Section: Culturementioning

confidence: 99%

Outcomes of Gender Discrimination, A Study of Female Workers in Banking Sector of Pakistan

Khalid¹,

Aroosh²

2014

IOSRJBM

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Section: Culturementioning

confidence: 99%

Outcomes of Gender Discrimination, A Study of Female Workers in Banking Sector of Pakistan

Khalid¹,

Aroosh²

2014

IOSRJBM

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“…The three overarching themes presented by Borofsky et al (2001) are informative because they illustrate the complexity of the concept of culture. In one sense, culture is "beliefs, behaviors, and/or artifacts [that] are portrayed as developing through time, often toward some progressive end" (p. 433).…”

mentioning

confidence: 99%

“…Deloria (1970) has argued that those practices (or a form of culture) growing from Indigenous traditions must change, adapt, and adjust because little can be expected in terms of change from the "power brokers" in society. These abilities to change and adapt are, at times, in tension with the second and third concepts of culture outlined by Borofsky et al (2001): "Culture is often portrayed as the beliefs and/or behaviors people retain despite interaction with the 'West'" (p. 433). This form of culture is rooted in resistance.…”

mentioning

confidence: 99%

Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature

Castagno

Brayboy

2008

Review of Educational Research

526

397

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This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes-none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth. at TEXAS SOUTHERN UNIVERSITY on October 20, 2014 http://rer.aera.net Downloaded from Culturally Responsive Schooling 943To gather scholarship for this article, the Education Resources Information Center database was searched for references between the years 1980 and 2007. The following search terms were used: instructional strategies, culturally relevant teaching/pedagogy/education, culturally congruent teaching/pedagogy/education, and culturally responsive teaching/pedagogy/education. And all of these were paired with Native American, American Indian, and Indigenous. The Journal of American Indian Education was also searched for the same date range using the same search terms, as were an online book catalog, Amazon.com, and Google. 3 All results were compiled with abstracts where available. After compiling the numerous articles, books, and Web sites, we read and typed notes on each of them. We then coded these notes according to themes derived directly from the notes.In what follows, we first provide an historical overview of efforts to articulate CRS for Indigenous youth. Second, we discuss a number of definitions offered in the literature for CRS, including both what is and what is not included in most definitions. Third, we review the most common reasons given for educators to engage in CRS for Indigenous youth. Fourth, we provide an overview of the two most frequently discussed topics related to CRS for Indigenous youth: pedagogy and curriculum. Fifth, we discuss teacher characteristics that are necessary for engaging in CRS. Sixth, we discuss school-and district-level issues related to CRS. And finally, we share some case studies and examples of successful attempts at CRS for Indigenous youth. Throughout each of these sections, emphasis is on synthesizing and pulling out patterns from the large body of scholarship on CRS. Our guiding thesis throughout this discussion is that truly culturally responsive learning for Indigenous youth is a highly complex endeavor that requires systemic change within and across a number of levels in our schooling system. We offer seven areas of analysis i...

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“…Perhaps some people like to believe that the modern nation is basically something imagined because if it were then it could be thought away. It is interesting that most cultural anthropologists, in their current Hegalian mode, like to talk about culture as if it were nothing but pure idea and simply exclude the term institution from their talk (see, for example, discussions about culture in Borofsky et al, 2001). And usually when cultural anthropologists say anything about institutions, they talk about them as if they were an epiphenomenon of ideas, ignoring the fact that the causal powers of institutions are strikingly different than the causal powers of ideas.…”

Section: Fusionsmentioning

confidence: 99%

Commentary on Searle's ‘Social ontology: Some basic principles’

D’Andrade

2006

Anthropological Theory

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In response to Searle's article on social ontology, this commentary focuses on the relation between the concept of culture and Searle's work on institutions. Issues concerning the super-organic property of culture and collectivities, the fusion between ideas and social agreement found in institutions, and the relation of values to institutions are discussed. The constructs culture, society, and personality are deconstructed, revealing the high degree of overlap in the referents of these terms. Finally, a definitional reformulation of these three constructs is presented, treating each as a different kind of process.

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WHEN: A Conversation about Culture

Cited by 51 publications

References 25 publications

Outcomes of Gender Discrimination, A Study of Female Workers in Banking Sector of Pakistan

Outcomes of Gender Discrimination, A Study of Female Workers in Banking Sector of Pakistan

Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature

Commentary on Searle's ‘Social ontology: Some basic principles’

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