Ashéninka Stories of Change

List of Tables
List of Figures
List of Maps
Acknowledgments

1. Introduction

1.1 The problem
1.2 Perspectives on socialization
1.3 The need to go beyond dichotomies
1.4 Organization of the study

2. Voices of Historical and Cultural Change

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. Voices of Oral History

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. The Motivations for Learning

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. Teaching and Learning Strategies

5.1 Nonguided learning
5.2 Guided learning
5.3 Nontraditional learning
5.4 Conclusion

6. Spirits and a Little Magic

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. The Breadth of Socialization and Change

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

1. Participation in Ashéninka daily life
2. Observation
3. Documents
4. Traditional stories
5. Interviews
6. Field research
7. Shortcomings in the data

Glossary
References