Photo by Kristin Giordano
Spicer Winner 2003
Andrew Gardner is a PhD candidate in cultural anthropology at the University of Arizona. He completed an MA in anthropology at the same institution, and took a degree in Philosophy from the George Washington University in 1991. A portion of his thesis, concerning the historical role of social capital in the trucking sector of the Louisiana oilpatch, won the Peter K. New Student Paper Award from the SfAA, and has subsequently been published in Human Organization. He has forthcoming articles based on his work in Saudi Arabia, and has conducted fieldwork and published a number of reports for the Bureau of Applied Research in Anthropology and for TANGO (Technical Assistance to Non-Governmental Organizations). His research interests include political ecology, social capital, transnationalism and migration, international development, and, in a general sense, cultural theory. To support these varied research interests, he has worked with a number of mentors and advisors at the University of Arizona, including Dr. Timothy Finan, Dr. Diane Austin, Dr. Tom McGuire, Dr. Tom Weaver, Dr. Michael Bonine, and Dr. Linda Green.
Mr. Gardner is currently conducting his dissertation fieldwork in Bahrain. Under a Fulbright Grant, and with additional support from the Wenner-Gren Foundation, he is exploring the complex and historical relationship between the Indian diaspora and the native Arab and Persian populations of the island. With a foreign population nearly equal to that of its citizenry, Bahrain has configured a particular suite of policies to manage and structure this diaspora. Seemingly subtle nuances in this policy configuration, however, have had great influence upon the social and cultural topography of the island, and despite the many difficulties of transnational life, it remains the most desirable endpoint for Gulf migrants.
The 2003 Spicer Award will assist Mr. Gardner’s return from Iraqi SCUD range for the annual conference, where he will present a paper entitled Pioneers of the Oilpatch: Portraits of Life and Work in the Oilfields of Southern Louisiana. Drawing upon several periods of fieldwork in southern Louisiana, the paper explores the potential for incorporating traditional ethnographic materials recordings and photographs into documentary film by utilizing user-friendly software packages.
Dana Tottenham Warren
Spicer Winner 2003
I graduated from Emory University in 1998 with a B.A. in English and Spanish. Upon graduation, I worked in several positions in the field of international education and study abroad. I served as a study abroad advisor at Emory while working closely with other colleagues to promote international exchange and area studies. I advised both U.S. study abroad students as well as international exchange students coming to the U.S for short-term study opportunities. As my interest in the field continued to grow, I decided to pursue my M.A. in Anthropology at Georgia State University. I am currently a graduate research assistant to the Proyecto Juventud, an ongoing longitudinal research project that focuses on the school adju! stment, filial responsibility and identity development of Latino immigrant youth in metropolitan Atlanta. The research project involves an interdisciplinary team of faculty and graduate students in Community and Clinical Psychology, Anthropology, Education, and Social Work. Within the context of this project, my M.A. thesis research focuses on English for Speakers of Other Languages (ESOL) Latino students and their adaptation to the American school system.
School Performance: A Case Study of ESOL Latino Adolescents
This paper focuses on ESOL (English for Speakers of Other Languages) Latino adolescents in a metropolitan Atlanta middle school. The ESOL students represent an important cultural unit of analysis since they are recent immigrants trying to learn English while adapting to the American school system. The study incorporates ethnographic analysis to address the local school culture, America's Choice and other curricular mandates, barriers and obstacles that the students face, and the students' perspectives on school. Based on on-going participant observation, conversations with teachers and administrators, and interviews with students, this paper discusses common stereotypes and demonstrates how the insights of the ESOL Latino adolescents enlighten their own beliefs and experiences.