Skip to main content

An Ethnomodel of Teaching and Learning

Apprenticeship of Zinacantec Maya Women’s Tasks

  • Chapter
Learning in Cultural Context

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Beach, K. (1992). Becoming a bartender: The role of external memory cues in a work-directed educational activity. Applied Cognitive Psychology 7:191–204.

    Google Scholar 

  • Cancian, F. (1992). The decline of community in Zinacantan: Economy, public life, and social stratification, 1960–1987. Stanford University Press, Stanford, California.

    Google Scholar 

  • Carothers, J. C. (1953). The African mind in health and disease: A study in ethnopsychiatry. Geneva: World Health Organization.

    Google Scholar 

  • Chaiklin, S. and Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge University Press, New York, NY.

    Google Scholar 

  • Childs, C. P. and Greenfield, P. M. (1980). Informal modes of teaching and learning: The case of Zinacanteco weaving. In: Warren, N. (ed.), Studies in cross-cultural psychology, Volume 2. Academic Press, London, pp. 269–316.

    Google Scholar 

  • D’Andrade, R. G. (1992). Schemas and motivation. In: D’Andrade, R. G. and Strauss, C. (eds.), Human motives and cultural models. Cambridge University Press, New York, NY, pp. 23–44.

    Google Scholar 

  • D’Andrade, R. G. (1995). The development of cognitive anthropology. Cambridge University Press, New York, NY.

    Google Scholar 

  • D’Andrade, R. G. and Strauss, C. (1992). Human motives and cultural models. Cambridge University Press, New York, NY.

    Google Scholar 

  • Fortes, M. (1937). Social and psychological aspects of education in Taleland. International Aafrican Institrute Memorandum, No. 17.

    Google Scholar 

  • Gaskins, S. (2003). From corn to cash: Change and continuity within Mayan families. Ethos 31(2):248–273.

    Article  Google Scholar 

  • Geertz, C. (1973). The interpretation of cultures. Harper Collins, USA.

    Google Scholar 

  • Goodwin, C. (1994). Professional vision. American Anthropologist 96:606–633.

    Article  Google Scholar 

  • Greenfield, P. M. (1973). Comparing categorization in natural and artificial contexts: A developmental study among the Zinacantecos of Mexico. Journal of Social Psychology 93:157–171.

    Google Scholar 

  • Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In: Rogoff, B. and Lave, J. (eds.), Everyday cognition: Its development in social context Harvard University Press, Cambridge, MA, pp. 117–138.

    Google Scholar 

  • Greenfield, P. M. (1994). Independence and interdependence as developmental scripts. In: Greenfield, P. M. and Cocking, R. R. (eds.), Cross-cultural roots of minority child development. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Greenfield, P. M. (1997a). Culture as process: empirical methodology for cultural psychology. In: Berry, J. W., Poortinga, Y., and Pandey, J. (eds.), Handbook of cross-cultural psychology, Volume 1: Theory and method. Allyn & Bacon, Boston, MA, pp. 301–346.

    Google Scholar 

  • Greenfield, P. M. (1997b). You can’t take it with you: Why ability assessments don’t cross cultures. American Psychologist 52:1115–1124.

    Article  Google Scholar 

  • Greenfield, P. M. (1998). The cultural evolution of IQ. In: Neisser, U. (ed.), The rising curve: Long-term gains in IQ and related measures. American Psychological Association, Washington, DC, pp. 81–123.

    Google Scholar 

  • Greenfield, P. M. (2000). Culture and universals: Integrating social and cognitive development. In: Nucci, L. P., Saxe, G. B., and Turiel, E. (eds.), Culture, thought, and development, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 231–277.

    Google Scholar 

  • Greenfield, P. M. (2004). Weaving generations together: Evolving creativity in the Maya of Chiapas. SAR Press, Santa Fe, NM.

    Google Scholar 

  • Greenfield, P. M., Brazelton, T. B., and Childs, C. P. (1989). From birth to maturity in Zinacantán: Ontogenesis in cultural context. In: Bricker, V. and Gossen, G. (eds.), Ethnographic encounters in southern mesoamerica: Celebratory essays in honor of Evon Z. Vogt. Institute of Mesoamerican Studies, State University of New York, Albany, pp. 177–216.

    Google Scholar 

  • Greenfield, P. M. and Childs, C. P. (1977). Weaving, color terms and pattern representation: Cultural influences and cognitive development among the Zinacantecos of Southern Mexico. Inter-American Journal of Psychology 11:23–48.

    Google Scholar 

  • Greenfield, P. M. and Childs, C. P. (1991). Developmental continuity in biocultural context. In: Cohen, R., and Siegel, A. W. (eds.), Context and development. Hillsdale, NJ: Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 135–159.

    Google Scholar 

  • Greenfield, P. M. and Cocking, R. R. (1994). Effects of interactive entertainment technologies on development. Special issue of Journal of Applied Developmental Psychology, 15(1).

    Google Scholar 

  • Greenfield, P. M., Keller, H., Fuligni, A., and Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology 54:461–90.

    Article  PubMed  Google Scholar 

  • Greenfield, P. M. and Lave, J. (1982). Cognitive aspects of informal education. In: Wagner, D., and Stevenson, H. (eds.), Cultural perspectives on child development. Freeman, San Francisco, pp. 180–207.

    Google Scholar 

  • First published in French in 1979: Aspets cognitifs de l’education informelle. Recherche Pedagogie et Culture 8:16–25.

    Google Scholar 

  • Greenfield, P. M., Maynard, A. E., and Childs, C. P. (2000) History, culture, learning, anddevelopment. Cross-Cultural Research 34:351–374.

    Google Scholar 

  • Greenfield, P. M., Maynard, A. E., and Childs, C. P. (2003). Historical change, cultural apprenticeship, and cognitive representation in Zinacantec Maya children. Cognitive Development 18:455–487.

    Article  Google Scholar 

  • Greenfield, P. M., Quiroz, B., and Raeff (2000). Cross-Cultural conflict and harmony in the social construction of the child. New Directions in Child and Adolescent Development, Jossey-Bass, San Francisco, pp. 93–108.

    Google Scholar 

  • Guberman, S. (1996). The development of everyday mathematics in Brazilian children with limited formal education. Child Development 67:109–1623.

    Google Scholar 

  • Guberman, S. (1992). Math and money: A comparative study of the arithmetical achievements and out-of-school activities of Latino and Korean American children. Unpublished doctoral dissertation, University of California, Los Angeles.

    Google Scholar 

  • Guberman, S. and Greenfield, P. M. (1991). Learning and transfer in everyday cognition. Cognnitive Development 6:233–260.

    Article  Google Scholar 

  • Hatano, G. and Inagaki, K. (1986). Two courses of expertise. In: Stevenson, H., Azuma, H., and Hakuta, K. (eds.), Child development and education in Japan. W. H. Freeman/Times Books/Henry Holt and Co., New York, NY, pp. 262–272.

    Google Scholar 

  • Haviland, L. K. M. (1978). The social relations of work in a peasant community. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

    Google Scholar 

  • Holland, D. and Quinn, N. (1987). Cultural models in language and thought. Cambridge University Press, New York, NY.

    Google Scholar 

  • Hutchins, E. (1996). Learning to navigate. In: Chaiklin, S., and Lave, J. (eds.), Understanding practice: Perspectives on activity and context, Cambridge University Press, Cambridge, pp. 35–63.

    Google Scholar 

  • Knapen, M.-T. (1962). L’enfant Mukongo: Orientations de base du system educatif et developpement de la personality. Louvain: Publications Universitaires.

    Google Scholar 

  • Laughlin, R. M. (1975). The great Tzotzil dictionary of San Lorenzo Zinacantán. Smithsonian Institution Press, Washington, DC.

    Google Scholar 

  • Lave, J. (1980). Tailored learning: Education and cognitive skills among tribal craftsmen in West Africa. Unpublished manuscript, University of California, Irvine.

    Google Scholar 

  • Lave, J. (1988a). Cognition in practice. Cambridge University Press, New York.

    Google Scholar 

  • Lave, J. (1988b). The culture of acquisition and the practice of understanding. Institute for Research on Learning, Report No. IRL88-007.

    Google Scholar 

  • Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press, New York, NY.

    Google Scholar 

  • Maynard, A. E. and Greenfield, P. M. (2003). Implicit cognitive development in cultural tools and children: Lessons from Mayan Mexico. Cognitive Development 18: 489–510.

    Article  Google Scholar 

  • Maynard, A. E., Greenfield, P. M., and Childs, C. P. (1999). Culture, history, biology, and body: Native and non-native acquisition of technological skill. Ethos 27(3):379–402.

    Article  Google Scholar 

  • Modiano, N. (1973). Indian education in the Chiapas highlands. Holt, Rinehart and Winston, Inc., New York, NY.

    Google Scholar 

  • Nunes, T., Schliemann, A. D., and Carraher, D. W. (1993). Street mathematics and school mathematics. Cambridge University Press: Cambridge, England.

    Google Scholar 

  • Ochs, E. and Jacoby, S. (1997.) Down to the wire: The cultural clock of physicists and the discourse of consensus. Language in Society 26(4):479–505.

    Google Scholar 

  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press, New York, NY.

    Google Scholar 

  • Rogoff, B., and Lave, J. (1984). Everyday cognition. Harvard University Press, Cambridge, MA.

    Google Scholar 

  • Ruddle, K. and Chesterfield, R. (1978). Traditional skill training and labor in rural societies. Journal of Developing Areas 12:389–398.

    Google Scholar 

  • Scribner, S. (1984). Product assembly: Optimizing strategies and their acquisition. Quarterly Newsletter of the Laboratory of Comparative Human Cognition 6:11–19.

    Google Scholar 

  • Scribner, S. and Cole, M. (1973). Cognitive consequences of formal and informal education. Science 182:553–559.

    Google Scholar 

  • Scribner, S. and Cole, M. (1981). The psychology of literacy. Harvard University Press, Cambridge, MA.

    Google Scholar 

  • Shweder, R. A. (1990). Cultural psychology—what is it? In: Stigler, J. S., Shweder, R. A., and Herdt, G., (eds.), Cultural psychology: Essays on comparative human development. Cambridge University Press, New York, NY, pp. 1–46.

    Google Scholar 

  • Shweder, R. A. and LeVine, R. A. (1984). Culture theory: Essays on mind, self, and emotion. Cambridge University Press, New York, NY.

    Google Scholar 

  • Sternberg, R. J. and Grigorenko, E. L. (eds.) (2004). Culture and competence: Contexts of life success. American Psychological Association, Washington, D.C.

    Google Scholar 

  • Stigler, J. S., Shweder, R. A., and Herdt, G. (1990). Cultural psychology: Essays on comparative human development. Cambridge University Press, New York, NY.

    Google Scholar 

  • Strauss, C. (1992). Models and motives. In: D’Andrade, R. G., and Strauss, C. (eds.), Human motives and cultural models. Cambridge University Press, New York, NY, pp. 23–44.

    Google Scholar 

  • Suchman, L. A. and Trigg, R. H. (1996). Artificial intelligence as craftwork. In: Chaiklin, S. and Lave, J. (eds.), Understanding practice: Perspectives on activity and context, Cambridge, University Press, Cambridge, England, pp. 144–178.

    Google Scholar 

  • Tobin, J., Wu, D., and Davidson, D. (1989). Preschool in three cultures: Japan, China, and the United States. Yale Press, New Haven.

    Google Scholar 

  • Turok, M. (1972). Handicrafts: A case study on weaving in the highlands. Manuscript on file, Harvard Chiapas Project, Department of Anthropology, Harvard University, Cambridge, MA.

    Google Scholar 

  • Weisner, T. S. (1984). Ecocultural niches of middle childhood: A cross-cultural perspective. In: Collins, W. A. (ed.), Development during middle childhood: The years from six to twelve. National Academy of Sciences Press, Washington, DC, pp. 334–369.

    Google Scholar 

  • Weisner, T. S. (1996). Why ethnography should be the most important method in the study of human development. In: Colby, A., Jessor, R., and Shweder, R., (eds.), Ethnography and human development. University of Chicago Press, Chicago, IL, pp. 305–324.

    Google Scholar 

  • Weisner, T. S. and Gallimore, R. (1985). The convergence of ecocultural and activity theory. Revised version of paper presented at the annual meetings of the American Anthropological Association, Washington, DC.

    Google Scholar 

  • Vogt, E. Z. (1970). The Zinacantecos of Mexico: A modern Maya way of life. Holt, Rinehart, and Wilson, New York, NY.

    Google Scholar 

  • Zambrano, I. and Greenfield, P. M. (2004). Ethnoepistemologies at home and at school. In: Sternberg, R. J., and.Grigorenko, E. L. (eds.), Culture and competence: Contexts of life success, American Psychological Association, Washington, D. C., pp. 251–272.

    Google Scholar 

Download references

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Kluwer Academic/Plenum Publishers

About this chapter

Cite this chapter

Maynard, A.E., Greenfield, P.M. (2005). An Ethnomodel of Teaching and Learning. In: Learning in Cultural Context. International and Cultural Psychology Series. Springer, Boston, MA. https://doi.org/10.1007/0-387-27550-9_4

Download citation

Publish with us

Policies and ethics