By Janise Hurtig (auth.)
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Additional info for Coming of Age in Times of Crisis: Youth, Schooling, and Patriarchy in a Venezuelan Town
As the students frequently noted, most of the Liceo Parra English teachers did not know how to speak English. ” This situation set up a conundrum for me. I obviously couldn’t teach English at the last minute; that is, I couldn’t teach my visitors what they needed to know in order to solve the problems their textbooks presented. In any case, I knew from my regular classroom observations that they were disposed to learn English in a rote fashion that emphasized memorization and discouraged problem-solving or analytic thinking.
As the feminist philosopher Sandra Harding proposed, “feminist analytical categories should be unstable— consistent and coherent theories in an unstable and incoherent world are obstacles to both our understanding and our social practices” (1987, 649; emphasis in original). Questioning the effort of some scholars to engage in feminist critique by transcending the dichotomous concepts and categories that organize patriarchal thought and social life, Harding further argued that “until our dualistic practices are changed (division of social experience into mental vs.
Yet how can we measure the value of the ethnographer’s role as legitimizing Other to her subjects’ self-imagining, relative to their role as Others in that ethnographer’s quest to forge a career with which to defend and define herself? And so, while this book is primarily about the role of secondary schooling in youth’s coming of age in Santa Lucía, it is also, necessarily and uncomfortably, about, indeed a material instantiation of, the role of ethnographic fieldwork and ethnographic writing in the anthropologist’s coming of age.