Immigrant-Youth-Who-Excel-Globalizations-Uncelebrated-HeroesThis book adopts an asset-based view of immigrant youth, focusing on their potentialities rather than on their disadvantages. It is based on a decade and a half of anthropological and phenomenological research on adaptation styles of young immigrants from the Former Soviet Union in Israel. It claims that compared to local youth in host societies, high achieving immigrant youth are better endowed to face the challenges of increased globalization. They are multilingual; have a built-in comparative perspective; as a result, are more reflective and critical; naturally develop the ability for situational use of identity; mostly adhere to their ethnic identity which is de-territorialized, and, in general, have acquired skills to handle change. These characteristics render them less context bound and more mobility prone.
 
Rivka A. Eisikovits
Information Age Publishing

The Anthropology of Child and Youth Care Work presenThe-Anthropology-of-Child-and-Youth-Care-Workts and illustrates an anthropological model of child and youth care work and explores the associated benefits of such an approach. Author Rivka A. Eisikovits’model enhances workers’on-the-job effectiveness with clients and co-workers and improves intra- and inter-organizational communication with other human service providers. This book prepares child and youth care providers, educators, researchers, administrators, consultants, supervisors, and organizers to become change-sensitive, process-oriented observers, analysts, and co-designers of the systems within which they function and those with which they interact, such as families, communities, and referral agencies.

The model presented in The Anthropology of Child and Youth Care Work offers readers an organic continuum between everyday work experience and conceptual practice, organizing such haphazard events into a systemized body of knowledge. Although providing specific skills, it is more than a technology--it is a humanistic worldview from which a humanistic practice philosophy can be derived. Specific points of this philosophy that child and youth care professionals learn about include:

    the cultural learning theory
    ethnographic inquiry and description
    staff-client relations
    the sick-role trap
    microcultural events in residential settings
    the relationship between treatment and education subsystems
    a heuristic approach to service delivery
    family cultural ethnography for cultural sensitization

    Eisikovits’anthropologic perspective broadens the horizons of child and youth care work and equips practitioners to transcend narrowly drawn organizational boundaries. By presenting caregivers as cultural translators between their clients and various decision-making forums, The Anthropology of Child and Youth Care Work prepares them to face the challenges of a dynamic emergent profession and helps them perform successfully in a rapidly changing social context that requires constant assessment of needs and evaluation of performance.

ChaCulture-Acquisition-A-Holistic-Approach-to-Human-Learningllenging traditional orientations to the study of education and culture acquisition, the authors of this controversial work present a holistic, process-oriented method for examining culture transmission. A biologically based materialistic theory, cultural transmission is defined as a process in which individuals come to store pattern information in their brains . . . and hence come to act in socially complementary ways, thereby contributing to a culture's evolving adaptive pattern mappings. Their work defines the biological parameters of culture learning, reviews previous research on cultural transmission, conceptualizes, operationalizes, and tests a holistic, context-specific approach to learning culture and then illustrates its use. Dividing their work into two parts the authors first review the literature which is essential to the definition of a solidly grounded holism and to the development of an integrated theory. They then devote the second part of their work to the proposal of their systems based theory which describes the method by which 'active' learners come to see the whole of their culture. Their model is then operationalized by laying out a field research method and testing that method in a pilot study of three societies. Advanced students and scholars of anthropology as well as qualitative educational researchers will find "Culture Acquisition" invaluable reading.

Reflecting the truly collaborative nature of the authors' work, this book has an overall additive structure. Chapters one through four review primate learning, examine neurological data and information processing in humans, review developmental theory and research on aging, and identify critical junctures in the study of cultural transmission. Chapters five through eight pose the theoretical model, present a field guide based on a broadly holistic approach, describe a test of the method, report on three analytic experiments exploring the potential of the model, and devise a coding system for comparative culture acquisition research. In their final chapters the authors illustrate the extent to which their theory can be applied by individual anthropologists to their own areas of research.

 

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