Ashéninka Stories of Change
List of Tables
List of Figures
List of Maps
Acknowledgments
Introduction
Voices of Historical and Cultural Change
Voices of Oral History
The Motivations for Learning
Teaching and Learning Strategies
Spirits and a Little Magic
The Breadth of Socialization and Change
1.1 The problem
1.2 Perspectives on socialization
1.3 The need to go beyond dichotomies
1.4 Organization of the study
2.1 The pre-colonial period: Ashéninka self-sufficiency
2.2 The colonial period: Franciscan missionaries introduce metal tools
2.3 Rebellion and isolation
2.4 Economic exploitation: The Peruvian Corporation and the rubber boom
2.5 The Seventh-Day Adventist missions: Villages, education, and an adaptive ideology
2.6 The contemporary period
2.7 Traditional Ashéninka life
2.8 The present situation
2.9 Conclusion
3.1 The storytelling event
3.2 The jaguar stories and social control
3.3 Ashéninka values expressed in traditional stories
3.4 Conclusion
4.1 Anticipation of future physical need
4.2 Social acceptance
4.3 Identity formation
4.4 New technologies as a change factor in learning traditional skills
4.5 Social stigma as a change factor in learning traditional practices
4.6 Socioeconomic changes promote learning reading and math skills
4.7 Conclusion
5.1 Nonguided learning
5.2 Guided learning
5.3 Nontraditional learning
5.4 Conclusion
6.1 Ashéninka belief in spirits
6.2 Witches and social alignment
6.3 Shamans and special insight
6.4 Magic in daily life
6.5 Conclusion
7.1 The multi-situated character of socialization
7.2 The comprehensive character of socialization
7.3 The persistent character of socialization
7.4 Conclusion
Appendix: Methodology
- Participation in Ashéninka daily life
- Observation
- Documents
- Traditional stories
- Interviews
- Field research
- Shortcomings in the data
Glossary
References