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Brief Contents
••
VII
Contents
Letter from the Authors xxi
About the Authors xxiii
Preface xxv
Acknowledgments xxxi
~
Culture: Giving Meaning to Human Lives 31
What Is Culture? 33
Elements of Culture 33
Defining Culture in This Book 39
•
IX
X CONTENTS
;;; CLASSIC CONTRIBUTIONS: Eric Wolf, Culture, and the World System 141
;;; THINKING LIKE AN ANTHROPOLOGIST: Understanding Global
Integration Through Commodities 139
;;; DOING FIELDWORK: Studying Chernobyl's Aftermath with Adriana
Petryna 151
•••
••• CLASSIC CONTRIBUTIONS: Margaret Mead and the Sex/Gender
Distinction 294
•••
••• THINKING LIKE AN ANTHROPOLOGIST: The Ethics of Research
and Advocacy With Transgender People 307
•••
••• DOING FIELDWORK: Don Kulick and "Coming Out"
in the Field 310
••
CONTENTS XVII
Why and How Do the Meanings of Things Change Over Time? 402
The Social Life of Things 402
Three Ways Objects Change Over Time 403
Glossary 421
References 427
Credits 439
List of Boxes 444
Index 445
Letter from the Authors
Dear Reader,
Imagine how people would react to you if the next time you went to the university
bookstore you tried to haggle at the cash register for your textbooks. Or if the next
time you caught a cold you explained to your friends that you were sick because a
jealous person had hired a witch to cast a spell on you. In both cases, a lot of people
would think you are crazy. But in many societies throughout the world, a lot of ordin-
ary people would consider you crazy for not haggling or for not explaining your mis-
fortunes as the workings of a witch.
Issues such as these raise some interesting questions. How do people come to believe
such things? How are such beliefs reflected in and bolstered by individual behavior
and social institutions in a society? Why do we believe and act in the ways we do?
Such questions are at the core of the study of culture. The idea of culture is one of
anthropology's most important contributions to knowledge.
The goal of our textbook is to help students develop the ability to pose good an-
thropological questions and begin answering them, our inspiration coming from the
expression ((99°/o of a good answer is a good question." We present problems and ques-
tions that students will find provocative and contemporary, and then use theories,
ethnographic case studies, and applied perspectives as ways of explaining how anthro-
pologists have looked at these topics over time. Our approach emphasizes what is
currently known within the study of cultural anthropology and issues that continue
to challenge.
Central to the plan of this book are three underlying principles that guide our ap-
proach to cultural anthropology:
Every chapter, every feature of the book has been written with these principles in mind.
We have written a book about anthropology that draws on insights anthropologists
have learned during the twentieth century. At the same time, with its cutting-edge
content and pedagogy, this is a textbook that provides what students need for the
twenty-first century.
For most students, an introductory course in cultural anthropology is the only edu-
cational exposure they will have to anthropological thinking. Most readers are un-
likely to see anthropological thinking as relevant to their own lives unless we find a
way to make it so. This book represents our endeavor to do just that.
Here's wishing you greater appreciation of cultural anthropology and a lifetime of
cultural revelations to come.
Sincerely,
Robert L. Welsch
Luis A. Vivanco
•
XXI
About the Authors
Robert L. Welsch currently teaches cultural anthropology at Franklin Pierce Univer-
sity and previously taught for many years at Dartmouth College. He was affiliated
with The Field Museum in Chicago for more than two decades. Trained in the 1970s,
at a time when anthropologists still focused mainly on non-Western village-level soci-
eties, and when cultural materialist, Marxist, structuralist, and interpretive theories
dominated the discipline, Welsch's research has focused on medical anthropology, re-
ligion, exchange, art, and museum studies in the classic anthropological settings of
Papua New Guinea and Indonesia.
Luis A. Vivanco teaches cultural anthropology and global studies at the University
of Vermont, where he has won several of the university's top teaching awards.
He was trained in the 1990s when post-structuralist perspectives and "studying up"
(studying powerful institutions and bureaucracies, often in Western contexts) was
becoming commonplace. Vivanco has worked in Costa Rica, Mexico, Colombia,
and the United States, studying the culture and politics of environmentalist social
movements, the media, science, ecotourism, and urban mobility with bicycles.
In addition to this book, he is author of two ethnographic monographs, co-editor
of two others, as well as numerous articles and book chapters.
• ••
XXII I
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