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WORLD CONGRESS OF ANTHROPOLOGY 2023 by Christine Finnan

letter, 2020

This is a letter to the President IUAES by Christine Finnan, an anthropologist from USA who spent... more This is a letter to the President IUAES by Christine Finnan, an anthropologist from USA who spent several months at KISS and studied the world's largest residential school for the children of the indigenous people.

Papers by Christine Finnan

Economics of Education Review, 1998

... During the Courtship Phase&amp;amp;quot; (James W. Kushman and Thomas G. Chenoweth); ... more ... During the Courtship Phase&amp;amp;quot; (James W. Kushman and Thomas G. Chenoweth); (5) &amp;amp;quot;Making Change Our Friend&amp;amp;quot; (Christine Finnan); and ... 7) &amp;amp;quot;Building Initial Commitment to Accelerate&amp;amp;quot; (Thomas G. Chenoweth and James W. Kushman); (8) &amp;amp;quot;Principals&amp;amp;#x27; Changing Roles: Analysis of ...

Ethnography and Education

Accelerating the Learning of All Students, 2018

online at www.clinexphealthsci.com ©Telif Hakkı 2018 Marmara Üniversitesi Sağlık Bilimleri Enstit... more online at www.clinexphealthsci.com ©Telif Hakkı 2018 Marmara Üniversitesi Sağlık Bilimleri Enstitüsü-Makale metnine www.clinexphealthsci.com web sayfasından ulaşılabilir INTRODUCTION Today, consensus exists that labor is a physiological process and requires minimum medical intervention. Any medical intervention that might be considered elective may exert adverse effects on the labor progress and hormone release (1). However, women are encouraged to mobilize and change their positions while giving spontaneous births (2-6). Nevertheless, women are often unable to move for several reasons, such as failure in understanding the significance of positioning in ameliorating the birth process, senility caused by epidural anesthesia, prejudices against the upright position in labor (common among mothers and health professionals), constant fetal monetarization, analgesic use, and labor medicalization (7-9).

Choice Reviews Online, 2001

Global Studies of Childhood, 2016

This article builds on Allison James and Alan Prout’s call to focus more on theorizing the social... more This article builds on Allison James and Alan Prout’s call to focus more on theorizing the social construction of time in childhood and explores how school, as an organization and an experience, influences students’ conceptions of childhood and experiences of being a child. Extending the conception of time of childhood to include their future projections, we assert that aspiring to become an adult, while seeming to diminish the experience of childhood, actually provides motivation and hope to children. We also posit that school’s emphasis on “preparation to become” influences children’s experience in school and “imagined futures” as adults. The article is based on interviews with Indian tribal students between the ages of 9 and 15 who attended school at a residential school serving 25,000 students and at government day schools in Odisha, India.

Journal of Staff Development, 2003

In a study of Teacher Corps implementation of multicultural education,and collaboration cOmponedn... more In a study of Teacher Corps implementation of multicultural education,and collaboration cOmponednts in irservice teacher education programs, fcur community sites and, their schools were studied. This olume presents the case studies of each community in a narrative form. To preserve aronymity, the' names ot people and places connected with the study were changed. Two of the study sites were rural, "''and two were urba all Had desegregated schools with 4ot_ complex social and ed-dcational ituations. The settings are. described, including the chars eristics of the community, schools, ,and other educational facilities. The development of the multicultural and collabortive eleaszts of Teacher Corps projects are described, often. using, sections-nom interviews cr repotts by local individuals to relate specific instances. Conclugions are stated for each sits *along with reviews of the progress and activities connected with the Teacher Corps projects.

This article is a call to action for elementary teacher educators. Our early childhood and middle... more This article is a call to action for elementary teacher educators. Our early childhood and middle grades colleagues made a clear case for the importance of focusing on specific developmental characteristics and family and community influences on development during the critical years they represent. A similar case has not been made for the upper elementary grades although students, teachers, teacher candidates, and teacher educators would benefit from a focus targeted to these years. This is especially critical given the changes in students' sense of accomplishment, belonging and engagement during these years and the changes that occur in their learning environments.

The Accelerated Schools Project is based on the premise that all children can learn and can learn... more The Accelerated Schools Project is based on the premise that all children can learn and can learn at high levels. It provides both a philosophy and a process for schools interested in making radical change. The philosophy is built on the following three principles: unity of purpose, empowerment coupled with responsibility, and building on strengths. This paper describes the experiences of one middle school with two reform efforts. In the first instance, reform was imposed on the school when it was designated as a desegregation magnet school. In the second situation, the school community chose to reform itself by deciding to participate in the Accelerated Schools Project. The experiences of Drayton School demonstrate that true middle school reform will occur when schools are perceived as culture-bearing institutions. Rather than viewing schools as resistant to change, educators must understand how to build capacity within schools to achieve the goals within their school culture. Reform will also occur when change is not ..urced on schools. Finally, reform will flourish when it is guided by a philosophy that makes sense to all members of the school community and a process in which all members participate to implement and sustain the changes. Contains 24 references. (LMI)

An ethnographic study was conducted of the first year of implementation of the Accelerated School... more An ethnographic study was conducted of the first year of implementation of the Accelerated Schools Project in a pilot middle school. The interaction between intervention and the existing school culture is studied through multiple interviews with teachers, support staff, administrators, students, and parents as well as observation and review of relevant documents. The goals of the Accelerated Schools Project are to raise expectations for students in high-risk situations and to move decision making about curriculum, instruction, and organization of schools to the school level. Calhoun Middle School is an inner-city school in California with a largely Hispanic population. The Accelerated Schools philosophy and process were implemented in the school. The inquiry process of implementation and the five cadres established to study instruction, culture, student interaction, family involvement, and curriculum are reviewed. Primary changes observed in the first year were related to staff, administration, and school organization. Problems in the process, including the state fiscal crisis, are described; and factors that kept the effort alive are detailed. An epilogue sketches the second project year. (SLD)