D M Hoffman
Dados Biográficos
| ID | 16000 |
|---|---|
| NOME | D M Hoffman |
| PRENOMES | D M |
| SOBRENOME | Hoffman |
| ASSINATURA | HOFFMAN D M |
| AFILIAÇÕES | University of Virginia |
| ORCID | 0000-0001-6669-2415 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAÇÕES | 96 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1989 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
Power, Representation, and Learning
This article offers an ethnographic analysis of a short-term study abroad program partnering US and Haitian university students in Haiti. It draws upon study abroad literature critical of shallow views of cultural difference as well as anthropology of learning literature emphasizing process and context in the learning endeavor. The article considers underlying processes shaping student cross-cultural learning. The authors find that such learning …
Poverty and the Brain
In this essay, we consider recent narratives in the science of brain development under poverty in relation to the older idea of the culture of poverty. We argue that in theorizing poor parenting and deficient linguistic stimulation as the primary pathways of influence through which poverty exerts its damaging effects on the brain, brain science builds on and offers new evidence for the supposed cultural deficits of those in poverty even as anthro…
Learning to Think Like an Anthropologist? Toward Understanding Student Acquisition of Anthropological Perspectives in Online vs. Face-to-Face Anthropology of Education Courses
In recent years, online approaches to teaching anthropology have become popular in higher education. In this exploratory account, we consider how student understanding of anthropological ideas differed in online vs. face-to-face modalities of an anthropology of education course. Through content analysis of student essays and discussion posts over 8 semesters of the course as it was delivered in both formats, we considered patterns in students’ co…
The Haitian orphanage crisis
In light of recent global debates over the dangers of institutionalised orphan care, a new model of family care premised on the trope of family reunification has emerged among Haitian and US faith‐based actors as the best alternative for ensuring vulnerable children's well‐being. This article offers a critical cultural reading of narratives on family reunification in Haiti in social media and advocacy discourse, revealing how this approach privil…
Multimodality in children's socially situated learning in Haiti
Using perspectives drawn from recent work in the anthropology of learning as socially situated practice, alongside attention to multimodality as a lens for exploring learning, this article analyzes patterns of meaning-making among children engaged in small group learning during an after-school Creole literacy program in Haiti. Ethnographic analysis of an extensive corpus of video data reveals a powerful role for embodiment, wide attention, and di…
From Freire to Levinas
Much attention has been given to the theory and practice of global citizenship education (GCE). In this article, drawing from an emerging body of literature that examines GCE through a postcolonial lens, we offer a Freirean critical reading of how GCE intersects with ideologies of globalization. We argue that GCE discourse privileges certain understandings of globalization that work to socialize students into the current global system, rather tha…
Mindfulness and the cultural psychology of personhood
The global spread of mindfulness-based interventions raises some interesting questions regarding the universality and translatibility of key ideas and practices of mindfulness. Based on ethnographic research, this article reflects on one effort to bring ideas and practices of mindfulness-based stress reduction to Haitian mental health practitioners and educators in Haiti. While core concepts of mindfulness-based stress reduction are often assumed…
Learning to See
This article describes subjective transformations in perception that the author has experienced over years of field visits to Haiti. These changes suspend the usual rationalist assumptions about the separation between mind and material environment, animate and inanimate, temporal cause and effect. Instead, the article suggests an attunement between ethnographer and the field, where the field itself speaks and forces different modalities of percep…
Slaves and angels
Power Struggles
In the discourse on contemporary parenting in the United States, the parent-child "power struggle" is often spoken of as a common event in the everyday lives of parents and children. On the basis of ethnographic interviews with economically privileged white mothers of preschool and elementary-age children, I analyze the power struggle as a cultural trope. Despite refusal to be considered "mainstream" and outright denigration of what they consider…
Saving children, saving Haiti? Child vulnerability and narratives of the nation
Long before the earthquake in Haiti on 12 January 2010, but particularly since, international media and humanitarian groups have drawn attention to the 'vulnerable child' in Haiti, a child often portrayed as needing 'saving'. Focusing in particular on the restavèk (child domestic laborer), this article first explores the ways in which such children are represented as vulnerable and victimized, despite emerging ethnographic evidence on children's …
Risky investments
In recent years, consciousness of high levels of societal and familial risk have made raising a ‘resilient child’ a key theme in parenting culture. Using evidence from the popular literature on parenting resilient children, this interpretive discourse-based critique explores the ways resilience has been conceptualised in the parenting advice literature. It suggests that this literature advocates a ‘resilience pedagogy’ that reflects social class …
Reflecting on Social Emotional Learning
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals b…
How (not) to feel
This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how to handle negative emotions through explici…
You've GotChong
The outstanding characteristic of anthropological fieldwork as a form of conduct is that it does not permit any significant separation of the occupational and extra-occupational spheres of one's life. On the contrary, it forces this fusion.... Everything anyone says, everything anyone does, even the mere physical setting, has both to form the substance of one's personal experience and to be taken as grist for one's analytical mill.... In the fiel…
Childhood Ideology in the United States
Individualism and Individuality in American and Japanese Early Education
Comparisons of Japanese and American early education frequently rely on a contrast between so-called Japanese groupism and American individualism. This article suggests that this simplistic contrast leaves unexamined the different cultural understandings of the individual that underlie Japanese and American educational practices. Drawing on and integrating existing literature on early education and the self in Japan, this article suggests that a …
Turning power inside out
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that the concept is often sanitized and overextended in educational analysis. More nuanced and useful approaches to the idea of resistance in cultural contexts must take into account the ways in which cultural views of self inform the practices of power/resistance. On the one hand, certain individualist ideologies of self implicitly privilege views of age…
A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education
Identity is a key area for consideration in contemporary educational analysis and in the anthropology of education in particular. This article considers the need for critical inquiry into the notion of identity, suggesting that the field might reconsider the need and value of an approach that moves beyond identity toward consideration of cultural models of self and their implications. The discussion outlines three areas where self appears to be a…
Culture and Self in Multicultural Education
Drawing principally from anthropological critiques of contemporary American multiculturalism, this interpretive analysis of multicultural education in the United States suggests that discourse, text, and practice in the multicultural domain are imbued with unexamined assumptions concerning such basic concepts as culture, self, and individual identity. The article provides a critical analysis of these ideas and their presentation in multicultural …
Using daily ratings to confirm premenstrual syndrome/late luteal phase dysphoric disorder. Part II. What makes a “real” difference
Five degree of change criteria used in previous research to confirm premenstrual syndrome/late luteal phase dysphoric disorder (PMS/LLPDD) based on daily ratings were examined to determine how well each differentiated between women claiming to experience severe symptoms and women with normal menstrual experience. Frequency and nature of stressful events and subjective perceptions of impairment were also examined. Ratings were evaluated in 31 wome…
Using daily ratings to confirm premenstrual syndrome/late luteal phase dysphoric disorder. Part I. Effects of demand characteristics and expectations
Daily symptom ratings were evaluated in 31 women who met DSM III-R criteria for a diagnosis of Late Luteal Phase Dysphoric Disorder (LLPDD), and 34 women who reported no premenstrual symptomatology. Women in both groups were randomly assigned to be aware or unaware of the menstrual cycle focus of the study. Results revealed a consistent pattern of cyclic effects, with higher ratings in the mid-luteal, premenstrual and menstrual phases for many sy…
Beyond conflict
Self and Culture Revisited
Language and Culture Acquisition among Iranians in the United States
This interpretive analysis of Farsi and English language use among first-generation Iranian immigrants and exiles in the United States examines the relationship between language use and second culture acquisition. Based on samples of language data collected during fieldwork among Iranian professionals and high school students, the analysis focuses on the symbolic role of language in the cross-culture acquisition process. It suggests that although…
Culture and Self in Multicultural Education
Drawing principally from anthropological critiques of contemporary American multiculturalism, this interpretive analysis of multicultural education in the United States suggests that discourse, text, and practice in the multicultural domain are imbued with unexamined assumptions concerning such basic concepts as culture, self, and individual identity. The article provides a critical analysis of these ideas and their presentation in multicultural …
Turning power inside out
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that the concept is often sanitized and overextended in educational analysis. More nuanced and useful approaches to the idea of resistance in cultural contexts must take into account the ways in which cultural views of self inform the practices of power/resistance. On the one hand, certain individualist ideologies of self implicitly privilege views of age…
Power Struggles
In the discourse on contemporary parenting in the United States, the parent-child "power struggle" is often spoken of as a common event in the everyday lives of parents and children. On the basis of ethnographic interviews with economically privileged white mothers of preschool and elementary-age children, I analyze the power struggle as a cultural trope. Despite refusal to be considered "mainstream" and outright denigration of what they consider…
Language and Culture Acquisition among Iranians in the United States
This interpretive analysis of Farsi and English language use among first-generation Iranian immigrants and exiles in the United States examines the relationship between language use and second culture acquisition. Based on samples of language data collected during fieldwork among Iranian professionals and high school students, the analysis focuses on the symbolic role of language in the cross-culture acquisition process. It suggests that although…
Childhood Ideology in the United States
A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education
Identity is a key area for consideration in contemporary educational analysis and in the anthropology of education in particular. This article considers the need for critical inquiry into the notion of identity, suggesting that the field might reconsider the need and value of an approach that moves beyond identity toward consideration of cultural models of self and their implications. The discussion outlines three areas where self appears to be a…
Self and Culture Revisited
How (not) to feel
This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how to handle negative emotions through explici…
Saving children, saving Haiti? Child vulnerability and narratives of the nation
Long before the earthquake in Haiti on 12 January 2010, but particularly since, international media and humanitarian groups have drawn attention to the 'vulnerable child' in Haiti, a child often portrayed as needing 'saving'. Focusing in particular on the restavèk (child domestic laborer), this article first explores the ways in which such children are represented as vulnerable and victimized, despite emerging ethnographic evidence on children's …
Beyond conflict
From Freire to Levinas
Much attention has been given to the theory and practice of global citizenship education (GCE). In this article, drawing from an emerging body of literature that examines GCE through a postcolonial lens, we offer a Freirean critical reading of how GCE intersects with ideologies of globalization. We argue that GCE discourse privileges certain understandings of globalization that work to socialize students into the current global system, rather tha…
Poverty and the Brain
In this essay, we consider recent narratives in the science of brain development under poverty in relation to the older idea of the culture of poverty. We argue that in theorizing poor parenting and deficient linguistic stimulation as the primary pathways of influence through which poverty exerts its damaging effects on the brain, brain science builds on and offers new evidence for the supposed cultural deficits of those in poverty even as anthro…
You've GotChong
The outstanding characteristic of anthropological fieldwork as a form of conduct is that it does not permit any significant separation of the occupational and extra-occupational spheres of one's life. On the contrary, it forces this fusion.... Everything anyone says, everything anyone does, even the mere physical setting, has both to form the substance of one's personal experience and to be taken as grist for one's analytical mill.... In the fiel…
Multimodality in children's socially situated learning in Haiti
Using perspectives drawn from recent work in the anthropology of learning as socially situated practice, alongside attention to multimodality as a lens for exploring learning, this article analyzes patterns of meaning-making among children engaged in small group learning during an after-school Creole literacy program in Haiti. Ethnographic analysis of an extensive corpus of video data reveals a powerful role for embodiment, wide attention, and di…
Learning to See
This article describes subjective transformations in perception that the author has experienced over years of field visits to Haiti. These changes suspend the usual rationalist assumptions about the separation between mind and material environment, animate and inanimate, temporal cause and effect. Instead, the article suggests an attunement between ethnographer and the field, where the field itself speaks and forces different modalities of percep…
Self and Culture Revisited
Language and Culture Acquisition among Iranians in the United States
This interpretive analysis of Farsi and English language use among first-generation Iranian immigrants and exiles in the United States examines the relationship between language use and second culture acquisition. Based on samples of language data collected during fieldwork among Iranian professionals and high school students, the analysis focuses on the symbolic role of language in the cross-culture acquisition process. It suggests that although…
Beyond conflict
Using daily ratings to confirm premenstrual syndrome/late luteal phase dysphoric disorder. Part II. What makes a “real” difference
Five degree of change criteria used in previous research to confirm premenstrual syndrome/late luteal phase dysphoric disorder (PMS/LLPDD) based on daily ratings were examined to determine how well each differentiated between women claiming to experience severe symptoms and women with normal menstrual experience. Frequency and nature of stressful events and subjective perceptions of impairment were also examined. Ratings were evaluated in 31 wome…
Using daily ratings to confirm premenstrual syndrome/late luteal phase dysphoric disorder. Part I. Effects of demand characteristics and expectations
Daily symptom ratings were evaluated in 31 women who met DSM III-R criteria for a diagnosis of Late Luteal Phase Dysphoric Disorder (LLPDD), and 34 women who reported no premenstrual symptomatology. Women in both groups were randomly assigned to be aware or unaware of the menstrual cycle focus of the study. Results revealed a consistent pattern of cyclic effects, with higher ratings in the mid-luteal, premenstrual and menstrual phases for many sy…
Culture and Self in Multicultural Education
Drawing principally from anthropological critiques of contemporary American multiculturalism, this interpretive analysis of multicultural education in the United States suggests that discourse, text, and practice in the multicultural domain are imbued with unexamined assumptions concerning such basic concepts as culture, self, and individual identity. The article provides a critical analysis of these ideas and their presentation in multicultural …
A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education
Identity is a key area for consideration in contemporary educational analysis and in the anthropology of education in particular. This article considers the need for critical inquiry into the notion of identity, suggesting that the field might reconsider the need and value of an approach that moves beyond identity toward consideration of cultural models of self and their implications. The discussion outlines three areas where self appears to be a…
Turning power inside out
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that the concept is often sanitized and overextended in educational analysis. More nuanced and useful approaches to the idea of resistance in cultural contexts must take into account the ways in which cultural views of self inform the practices of power/resistance. On the one hand, certain individualist ideologies of self implicitly privilege views of age…
Individualism and Individuality in American and Japanese Early Education
Comparisons of Japanese and American early education frequently rely on a contrast between so-called Japanese groupism and American individualism. This article suggests that this simplistic contrast leaves unexamined the different cultural understandings of the individual that underlie Japanese and American educational practices. Drawing on and integrating existing literature on early education and the self in Japan, this article suggests that a …
Childhood Ideology in the United States
You've GotChong
The outstanding characteristic of anthropological fieldwork as a form of conduct is that it does not permit any significant separation of the occupational and extra-occupational spheres of one's life. On the contrary, it forces this fusion.... Everything anyone says, everything anyone does, even the mere physical setting, has both to form the substance of one's personal experience and to be taken as grist for one's analytical mill.... In the fiel…
Reflecting on Social Emotional Learning
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals b…
How (not) to feel
This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how to handle negative emotions through explici…
Risky investments
In recent years, consciousness of high levels of societal and familial risk have made raising a ‘resilient child’ a key theme in parenting culture. Using evidence from the popular literature on parenting resilient children, this interpretive discourse-based critique explores the ways resilience has been conceptualised in the parenting advice literature. It suggests that this literature advocates a ‘resilience pedagogy’ that reflects social class …
Saving children, saving Haiti? Child vulnerability and narratives of the nation
Long before the earthquake in Haiti on 12 January 2010, but particularly since, international media and humanitarian groups have drawn attention to the 'vulnerable child' in Haiti, a child often portrayed as needing 'saving'. Focusing in particular on the restavèk (child domestic laborer), this article first explores the ways in which such children are represented as vulnerable and victimized, despite emerging ethnographic evidence on children's …
Power Struggles
In the discourse on contemporary parenting in the United States, the parent-child "power struggle" is often spoken of as a common event in the everyday lives of parents and children. On the basis of ethnographic interviews with economically privileged white mothers of preschool and elementary-age children, I analyze the power struggle as a cultural trope. Despite refusal to be considered "mainstream" and outright denigration of what they consider…
Slaves and angels
Learning to See
This article describes subjective transformations in perception that the author has experienced over years of field visits to Haiti. These changes suspend the usual rationalist assumptions about the separation between mind and material environment, animate and inanimate, temporal cause and effect. Instead, the article suggests an attunement between ethnographer and the field, where the field itself speaks and forces different modalities of percep…
Mindfulness and the cultural psychology of personhood
The global spread of mindfulness-based interventions raises some interesting questions regarding the universality and translatibility of key ideas and practices of mindfulness. Based on ethnographic research, this article reflects on one effort to bring ideas and practices of mindfulness-based stress reduction to Haitian mental health practitioners and educators in Haiti. While core concepts of mindfulness-based stress reduction are often assumed…
From Freire to Levinas
Much attention has been given to the theory and practice of global citizenship education (GCE). In this article, drawing from an emerging body of literature that examines GCE through a postcolonial lens, we offer a Freirean critical reading of how GCE intersects with ideologies of globalization. We argue that GCE discourse privileges certain understandings of globalization that work to socialize students into the current global system, rather tha…
The Haitian orphanage crisis
In light of recent global debates over the dangers of institutionalised orphan care, a new model of family care premised on the trope of family reunification has emerged among Haitian and US faith‐based actors as the best alternative for ensuring vulnerable children's well‐being. This article offers a critical cultural reading of narratives on family reunification in Haiti in social media and advocacy discourse, revealing how this approach privil…
Multimodality in children's socially situated learning in Haiti
Using perspectives drawn from recent work in the anthropology of learning as socially situated practice, alongside attention to multimodality as a lens for exploring learning, this article analyzes patterns of meaning-making among children engaged in small group learning during an after-school Creole literacy program in Haiti. Ethnographic analysis of an extensive corpus of video data reveals a powerful role for embodiment, wide attention, and di…
Learning to Think Like an Anthropologist? Toward Understanding Student Acquisition of Anthropological Perspectives in Online vs. Face-to-Face Anthropology of Education Courses
In recent years, online approaches to teaching anthropology have become popular in higher education. In this exploratory account, we consider how student understanding of anthropological ideas differed in online vs. face-to-face modalities of an anthropology of education course. Through content analysis of student essays and discussion posts over 8 semesters of the course as it was delivered in both formats, we considered patterns in students’ co…
Poverty and the Brain
In this essay, we consider recent narratives in the science of brain development under poverty in relation to the older idea of the culture of poverty. We argue that in theorizing poor parenting and deficient linguistic stimulation as the primary pathways of influence through which poverty exerts its damaging effects on the brain, brain science builds on and offers new evidence for the supposed cultural deficits of those in poverty even as anthro…
Power, Representation, and Learning
This article offers an ethnographic analysis of a short-term study abroad program partnering US and Haitian university students in Haiti. It draws upon study abroad literature critical of shallow views of cultural difference as well as anthropology of learning literature emphasizing process and context in the learning endeavor. The article considers underlying processes shaping student cross-cultural learning. The authors find that such learning …
Sociology (21 obras) · Psychology (19 obras) · Political science (14 obras) · Anthropology (9 obras) · Epistemology (8 obras) · Pedagogy (8 obras) · Social Psychology (8 obras) · Politics (7 obras) · Ethnography (6 obras) · Global Education and Multiculturalism (6 obras)