Ziegler interviewed more than 250 people as she followed flowers along the full length of the commodity chain, from cuttings in Europe and Latin America to vases in and around New York. She examines the daily experiences of flower growers in the Netherlands and Ecuador, two leading exporters of flowers to the United States. Primary focus, though, is on others in the commodity chain: exporters, importers, wholesalers, and retailers. She follows their activities as they respond to changing competition, supply, and consumer behavior in a market characterized by risk, volatility, and imperfect knowledge. By tracing changes in the wholesale and retail systems, she shows the recent development of two complementary commodity chains in New York and the United States generally. One leads to a high-end luxury market served by specialty florists and designers, and the other to a lower-priced mass market served by chain groceries, corner delis, and retail superstores.
Although feminist ethnography is an emerging genre, the question of what the term means remains open. Recent texts that fall under this rubric rely on unexamined notions of "sisterhood" and the recovery of "lost" voices. Writing about her work with women in Southern India, Kamala Visweswaran addresses such troubled questions in the essays that make up Fictions of Feminist Ethnography. Blurring distinctions between ethnographic and literary genres, the author employs the narrative strategies of history, fiction, autobiography and biography, deconstruction, and postcolonial discourse to reveal the fictions of ethnography and the ethnography in fiction. In the process of reflecting on the nature of anthropology itself Visweswaran devises an experimental approach to writing feminist ethnography.
What sets this work apart from other self-reflexive feminist ethnographies is its rigorous engagement with the concrete inequalities, refusals, and misunderstandings between the author and the women she worked with in India. In each essay, she takes up the specific ellipses of power differentials in her field research and works out their epistemological consequences. The result is a series of contextualizations of the politics of identity in the field, at "home," and within the lives of women who particpated in the Indian nationalist movement. We learn in lucid detail about the partiality of knowledge and the inevitable difficulties and violations involved in representing the lives of women, both inside and outside the United States. Clearly and forcefully written, this book should be of interest not only to anthropologists but also to cultural theorists and critics, feminist scholars and writers, and other social scientists who grapple with epistemological and political issues in their fields.Can a good school help its students overcome the adverse effects of economic disadvantage and family adversity? Recent educational assessment suggests that the answer may be a painful no. Here, however, is a book that contradicts the prevailing pessimism about the possibilities of education. In Fifteen Thousand Hours, Michael Rutter and his colleagues show conclusively that schools can make a difference.
In a three-year study of a dozen secondary schools in a large urban area, Rutter's team found that some schools were demonstrably better than others at promoting the academic and social success of their students. Moreover, there were clear and interesting differences between the schools that promote success and the schools that promote failure. As Rutter shows, these differences provide important clues to the kind of educational reform that might allow inner-city schools to act more uniformly as a positive and protective influence on students who must grow up in an otherwise disordered and difficult world.
For a dozen years during their formative period of development, children spend as many of their working hours at school as at home—some 15,000 hours in all. To suggest that this tremendous amount of time has no effect on development seems irrational. To settle for schools that simply act as institutions of containment for disadvantaged children seems a strategy of despair. The importance of this major book in education is its clear demonstration that these are not the only alternatives.
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