Bradley A. U. Levinson is assistant professor of education and adjunct assistant professor of anthropology at Indiana University.

• Chapter 1 AcknowledgementsChapter 2 IntroductionPart 3 The Symbolic Animal: Foundations of Cultural Transmission and AcquisitionChapter 4 The Impact of the Concept of Culture on the Concept of ManChapter 5 Culture is OrdinaryChapter 6 The Education of the Samoan ChildChapter 7 Stalking StoriesChapter 8 Education and the Human ConditionChapter 9 The Nature of EducationChapter 10 Why Do Frenchmen?Chapter 11 Becoming a Marihuana UserPart 12 Culture, Modernization, and Formal EducationChapter 13 The Shaping of Men's Minds: Adaptations to Imperatives of CultureChapter 14 Formal Schooling and the Production of Modern Citizens in the Ecuadorian AmazonChapter 15 Transmitting Traditional Values in New Schools: Elementary Education of Pulap AtollChapter 16 The Cultural Transformation of Western Education in Sierra LeonePart 17 School Practice and Community Life: Cultural Congruence, Conflict, and DiscontinuityChapter 18 What No Bedtime Story Means: Narrative Skills at Home and SchoolChapter 19 Understanding Cultural Diversity and LearningChapter 20 Formation and Transformation of Funds of Knowledge Among US-Mexican HouseholdsChapter 21 Habitus and Cultural Identity: Home/School Relationships in Rural FrancePart 22 Cultural Production and Reproduction in Contemporary SchoolsChapter 23 Ability Grouping as a Self-Fulfilling Prophecy: A Microanalysis of Teacher-Student InteractionChapter 24 Beneath the Skin and Between the Ears: A Case Study in the Politics of RepresentationChapter 25 Moments of Discontent: University Women and the Gender Status QuoChapter 26 Class and Gender Dynamics in a Ruling Class SchoolPart 27 New Directions and Approaches to Culture, Learning, and EducationChapter 28 Those Loud Black Girls: (Black) Women, Silence, and Gender Passing in the Academy Chapter 29 Tying Things Together (and Stretching Them Out) With Popular CultureChapter 30 Fieldwork in the PostcommunityChapter 31 The Fax, the Jazz Player, and the Self-History Teller: How Do People Organize Culture?Chapter 32 Afterword: Implications for Policy and Practice

Beginning and advanced students alike will find much to learn from this rich and stimulating collection of essays. Written by many of the most articulate and visible scholars in the field, the twenty-four essays and five thematic chapters in Schooling the Symbolic Animal are testament to the vigor, diversity, and critical thinking of anthropological and sociological thought on education.