复旦大学：《文化人类学 Cultural Anthropology》阅读资料_The Named and the Nameless

复旦大学：《文化人类学 Cultural Anthropology》阅读资料_Politics, Law, and Power

复旦大学：《文化人类学 Cultural Anthropology》阅读资料_Religion

复旦大学：《文化人类学 Cultural Anthropology》阅读资料_China’s One-Child Policy and the Empowerment of Urban Daughters

《民族教育研究》：回到原点——教育人类学的本体性问题初探（华东师范大学：李政涛）

南京农业大学：《人类学概论》课程教学大纲

山西师范大学：《教育人类学》课程教学大纲（学前教育专业）

Race and Anthropology Huge topic-only going to cover a small portion of the discussion Two notions about race: Race has a biological meaning, but not a social meaning *Race has a social meaning but not biological meaning

按照传统的观点，实地研究是与人类学联系在一起的，已经出现了很长一段时间。最近三四十年，实地研究日益受到教育研究者的重视。这种重视源于教育界对定性研究不断增长的兴趣。本章主要论述教育调查中的实地研究——实地调查，包括实地调查的涵义，实地调查的过程，实地调查中收集资料的方法，实地调查的注意事项以及实地调查案例。 第一节 什么是实地调查法 第二节 怎样进行实地调查 第三节 实地调查怎样收集资料 第四节 实地调查法要注意什么 第五节 实地调查法应用举例

Symbolism and Ritual It's a huge topic, it could cover a whole course 1. Two examples: a. Mariage ritual from the Kuna called\the dragging' i. Bride and groom would not choose each other, but their parents would arrange the marriage secretly. The groom's friends would traditionally surprise him and drag him down the street. (Now a days, they don't fight back so hard and they know ahead of time)