Restudying Cañamelar of The People of Puerto Rico

This article discusses an unknown restudy of one locale of the People of Puerto Rico Project–my own. From 1980 to 1982 the author did ethnographic fieldwork in Bo. Jauca, Santa Isabel, the research site of Sidney Mintz. Building on Mintz's work, my goal was to take our shared historical materialism further, into a broader analysis of capitalism, colonialism, class, politics, and power. Where Mintz framed his study within production units, such as Colonia Destino and Central Aguirre, my study began with analysis of the oligarchic structure of the United States sugar industry as a whole, and how it shaped colonial policy. Where the People of Puerto Rico Project reconstructed insular class and political patterns as context for local studies, the restudy took islandwide class structure and political positions as a focus of analysis in itself. Where the earlier work chronicled the rise of a plantation system and rural proletariat, the later study explored their decline—why did the Puerto Rican sugar industry collapse, and how did seemingly homogenous Jauquenos differentiate into a graded system of stratification? The years from 1948 to 1982 saw other class transformations, as the rural proletariat was recast into the larger, more diffuse, and less politically potent category of “the poor” and life circumstances of all Jauqenos became more individuated and dependent on state power centers in San Juan and Washington.     

“I am a Worker-Professional”: Teachers and their Classes in Puerto Rico

This article examines economic and cultural capital in the lives of public school teachers in Puerto Rico across the last half of the twentieth century to examine the processes through which their class relations have formed and reformed with shifts in Puerto Rican political and economic conditions from the early days of United States rule through neoliberal school reforms of the 1990s. It traces the historical development of the “teacher class” as a female-identified, poorly paid, professional workforce, and examines the impact of class and gender ideologies in this process.     

“What Kind of People Do You Think We Are?”: The Scenography of Gypsy Performances of Difference

In Parakalamos (a village in NW Greece) Gypsyness, historically constituted as a “disheveled otherness,” claims a space of encounter with people and actions that are “other,” but also arise from within, ossified, but also ephemeral and fleeting. By exploring the way Gypsies in Parakalamos discussed and experienced processes of identification, I shift the issue of Gypsy otherness away from the well-ordered schema of neatly divided communities usually found within Gypsy ethnography, and I am concerned with the scenography of Gypsy difference: drawing upon a more general discussion on stereotypes, identity, and difference, I explore the situatedness, instability and partial character of Gypsy performances of difference, which nonetheless cannot lie outside the topography of marginality in and through which Parakalamos Gypsies have emerged as particular historical subjects.     

Why Creators Are Dogmatic People, “Nice” People Are Not Creative, and Creative People Are Not “Nice”

This article presents a provocative perspective on creativity with two controversial assertions. First, it challenges the conventional view of the creator as an innovative person, by promoting the notion of the dogmatic creator. Second, it argues that nice people are not creative, and creative people are not nice. An integrative review of the empirical literature on culture, creativity, and conflict ensues. In the process, four sets of hypotheses are developed which are embedded in two theoretical models of behavior. In Theoretical Model A, it is postulated that cultural individualism-collectivism has a positive causal impact on independent self-construal (Hypothesis 1A). In turn, independent self-construal is posited to have a positive causal impact on positive perception of conflict (Hypothesis 2A), confrontational conflict style (Hypothesis 3A), and creative behavior (Hypothesis 4A). In Theoretical Model B, it is postulated that cultural individualism-collectivism has a negative causal impact on interdependent self-construal (Hypothesis 1B). In turn, interdependent self-construal was postulated to have a positive causal impact on negative perception of conflict (Hypothesis 2B), non-confrontational conflict style (Hypothesis 3B), and conforming behavior (Hypothesis 4B). One-hundred-eighty-six university students in Singapore and 158 students in Australia responded to a survey, which consisted of various scales tapping the constructs in these two theoretical models of behavior. SEM analyses using LISREL 8.0 provided empirical support for both models of behavior. Based on these findings, several points are raised. First, creativity should not be perceived in a naïve manner. Second, there is an urgent need to assist parents, teachers, and employers to deal with creative individuals. Finally, since creativity is a cultural phenomenon, the cultural context must be made amenable for this type of behavior.     

The World Bank,INGOs, and Civil Society: Converging Agendas? The Case of Universal Basic Education in Niger

This paper explores, through a case study of the World Bank's pursuit of universal basic education, the gulf between the Bank's dialogue with international civil society elites and its treatment of grassroots civil society in its development practice. It argues that the World Bank is pursuing a conscious program to build a global elite governance system similar to Bank vice-president J. F. Rischard's concept of global issues networks, in which experts from business, government, and civil society will set globally binding social and economic policies. There is a risk of co-optation of international NGOs into this autocratic global managerial system.     

Where Are the Missing Coauthors? Authorship Practices in Participatory Research

Originally marginal, participatory research has become an increasingly important methodology in the social, biophysical, and interdisciplinary sciences. The overall increase in publications based on participatory research has raised questions about crediting the contributions of nonacademic collaborators. Using qualitative and quantitative methods, we analyzed trends and patterns in authorship and acknowledgment practices in a sample of 262 journal articles reporting on participatory research on rural livelihoods published from 1975 to 2013. Six percent of the researchers recognized the intellectual contributions of their nonacademic collaborators with coauthorship and 51 percent with acknowledgment. Through interviews with lead authors of coauthored articles, we analyzed factors that shaped whether authorship was shared with nonacademic collaborators. Despite facing numerous barriers, researchers were motivated to coauthor in order to recognize intellectual contributions, practice research ethics, and work toward epistemic decolonization. We argue that coauthorship can be an important component of epistemic justice in participatory research and encourage participatory researchers to discuss authorship with their nonacademic collaborators as a routine component of engaged scholarship. We also note that nonacademics’ contributions to scientific knowledge need to be taken into account in understandings of the practice of science.     

“Who Are You?”: The Making of Korean “Illegal Entrants” in Occupied Japan 1945–1952

Recent progress in the study of migration history in Japan has cast new light on the influx of Koreans to Japan just after the end of the Second World War in August 1945. Both the Japanese Government and the Supreme Commander for the Allied Powers called this migration illegal entry or smuggling, and tried to suppress it., One important question remains to be solved about this migration; namely; how was it prohibited? Before the Immigration Control Act (1951) was enshrined, and at a time when Koreans in Japan still held Japanese citizenship, how were the authorities able to regard Korean migration to Japan illegal? How did this migration became a political and social problem? Focusing on the legislation process and performance of the law, this article attempts to answer these questions. Politics, legislation, and social interaction all contributed to making the ethnic and legal category of Korean in postwar Japan.     

A New Look at the African Slave Trade in Puerto Rico Through the Use of Parish Registers: 1660–1815

Our knowledge of the volume of slave traffic as well as the geographic origin and ethnicity of slaves introduced into peripheral areas of the Americas, such as the former Spanish colony of Puerto Rico, is limited. Information contained in seventeenth- and eighteenth-century parish baptismal, marriage, and death registers enables us to locate and identify Africans in a number of island communities, including San Juan. Drawing upon data culled from parish registers this study seeks to broaden our understanding of the slave trade to Puerto Rico in the years 1672 to 1810. Few slaves were brought in either from Africa or from elsewhere in the Americas to Puerto Rico, and the supply of these was erratic and limited. Although they were small in number, there was considerable diversity in the geographic origins and ethnicity of African arrivals, with individuals from West and West Central Africa predominating. For the most part, these shared a relatively homogenous culture and a greater similarity insofar as the language(s) they spoke. Such commonalities facilitated integration and promoted social cohesion among the newly arrived Africans as well as those already present in the host population. It also facilitated their integration into what was emerging as a unified Afro-Puerto Rican slave community.     

Where Are the Children? Extent and Determinants of Preschoolers' Child Care Time

According to the 1988 National Health Interview Child Health Supplement, half of all children under age six attended nonparental child care on a regular basis. Close to a quarter of all children spent 40 or more hours per week in care. Average time in care was 30.5 hours for children in care. Statistical tests indicate that (a) the predictors of whether parents use any child care differ from the predictors of the number of hours care is used, and (b) estimates for children under three years of age differ from estimates for children from three to five years of age. The probability of attending care is related to a child's age, mother's education, race, family type, number and age of siblings, type of adults living in the household, income, poverty status, and region and size of the community in which a family resides. For children from three to five years of age, hours in care are associated with child's age, mother's education, race, family type, siblings, income, poverty status, and region. For children under three years of age, relatively few factors (mother's education, race, siblings, and region) predict the number of hours spent in child care.     

An “amorphous mist”? The problem of measurement in the study of culture

Sociological studies of culture have made significant progress on conceptual clarification of the concept, while remaining comparatively quiescent on questions of measurement. This study empirically examines internal conflicts (or “infighting”), a ubiquitous phenomenon in political organizing, to propose a “resinous culture framework” that holds promise for redirection. The data comprise 674 newspaper articles and more than 100 archival documents that compare internal dissent across two previously unstudied lesbian and gay Marches on Washington. Analyses reveal that activists use infighting as a vehicle to engage in otherwise abstract definitional debates that provide concrete answers to questions such as who are we and what do we want. The mechanism that enables infighting to concretize these cultural concerns is its coupling with fairly mundane and routine organizational tasks. This mechanism affords one way to release the culture concept, understood here as collective self-definitions, from being “an amorphous, indescribable mist which swirls around society members,” as it was once provocatively described.     

The Dark Side of “The Nose”: The Paradigms of Olfactory Perception in Gogol'’s “The Nose”

The article focuses on the ways in which Nikolai Gogol'’s famous story “The Nose” can be viewed meaningfully after being designated as the token of nonsense and illogicality by representatives of structuralism and hermeneutics in Slavic studies. Instead of interpreting the story’s symbolic significance or establishing its connections to other texts, the present article examines the story literally and asks what it means to lose one’s olfactory capacity in the Russian capital in the first third of the nineteenth century. The article’s answer is that Gogol'’s story can be seen as marking the moment during which the traditional olfactory-rich values of Russian culture gave way to a more vision-oriented Western sensory paradigm that tended to denigrate the sense of smell and its cognitive potential.     

What's in a Name? The Implications of Diagnosis for People with Learning Difficulties and their Family Carers

Diagnosis plays a significant role in the shaping of individual identities and the quality of life for people with learning difficulties and their family carers. Diagnostic labels are constitutive of peoples' lives, in that they bring forth pathology, create problemsaturated stories and construct careers as patients and cases. Disabled identities of people with learning difficulties remain largely 'embodied' and within the definitional control of professionals. Whilst the acquisition of a learning difficulty label can open doors to resources, it can also lead to disrespectful and dehumanising treatment, and the severe restriction of opportunities. This paper argues that a social constructionist perspective can offer a way of thinking about diagnosis that challenges the so called 'facts' and 'truths' that underpin and support it. Working in partnership with people with learning difficulties in relation to diagnosis requires professionals to relinquish power by resisting the 'temptations of certainty' associated with diagnostic practices.     

Intergenerational Continuity and Change in Conceptualization of the “Child” Among Guji People of Ethiopia

The rapidly growing globalization that embodies new technologies has greatly characterized intergenerational difference by fostering change and hindering continuity of values and traditions. However, the effects of cultural change on intergenerational continuity and change in less technologically developed societies have not been documented adequately. This article presents change and continuity between adults and children in conceptualization of the “child” in the context of the Guji people of Ethiopia. It discusses how the meaning of “child” is variable across synchronic generations among the Guji people and how this variability reflects discontinuities and continuities in intergenerational transmission of local knowledge. The difference between adults and children in their knowledge of generational structure is observed as a ground for their divergence in conceptualization of the “child.” Accordingly, for adults, one’s position in generational structure is a basis for identifying somebody as a child. However, for children, one’s level of physical maturity is a basis for defining somebody as a child. The data on which this article is based are drawn from 10 months of ethnographic fieldwork among the Guji people.