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This is the 2nd edition with a publication date of 10/31/2011.
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This revised edition incorporates new examples, research, and theory along with added discussion of digital and online folklore. Living Folkloreis a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation-from the field's history and major terms to theories and interpretive approaches. Living Folkloremoves beyond genres and classifications, and encourages students who are new to the field to see the study of folklore as a unique approach to understanding people, communities, and day-to-day artistic communication.
Table of Contents
|What is Folklore?||p. 1|
|A Working Definition||p. 1|
|Scholarly Definitions of Folklore||p. 8|
|Genres of Folklore||p. 12|
|Defining Folklore Beyond Genre Labels: Texts and Contexts||p. 18|
|A Brief History of Folklore Study||p. 21|
|What is a Folk Group?||p. 31|
|How Folk Groups Form||p. 38|
|Self-Identification and Group Membership||p. 42|
|Family, School, and Occupational Groups||p. 46|
|School Groups||p. 49|
|Occupational Groups||p. 52|
|Example: Folklore in Bounded Spaces||p. 55|
|Groups and Belief||p. 61|
|Example: Belief and Contemporary Legends||p. 66|
|What is Tradition?||p. 69|
|Tradition is Both Lore and Process||p. 70|
|Tradition Helps to Create and Confirm a Sense of Identity||p. 71|
|Tradition is Identified as Tradition by the Community||p. 72|
|How do People Learn and Share Traditions?||p. 73|
|Do Traditions Disappear?||p. 79|
|Dynamic and Conservative Elements of Tradition||p. 81|
|Inventing Tradition||p. 87|
|The Question of Authenticity||p. 89|
|Example: Traditions in Folk Art||p. 98|
|What is Ritual?||p. 99|
|Low-Context and High-Context Rituals102|
|Invented Ritual||p. 104|
|The Question of Belief in Sacred and Secular Rituals||p. 106|
|Liminality and Ritual Space||p. 109|
|Types of Rituals||p. 113|
|Rites of Passage||p. 114|
|Coming-of-Age Rituals||p. 117|
|Initiation Rituals||p. 122|
|Naming Rituals||p. 124|
|Example: Rituals and Private and Public Identity||p. 124|
|What is Performance?||p. 131|
|Example: A Proverbial Performance||p. 132|
|The Study of Performance||p. 136|
|Performance Texts||p. 137|
|Physical Context||p. 141|
|Social Context||p. 142|
|Recognizing Texts in Context: Performance Markers and Framing||p. 144|
|Folklore That Pushes the Boundaries||p. 153|
|Critic versus Group Consensus||p. 163|
|The Nature of Aesthetic Response||p. 169|
|Personal Narrative in Performance||p. 173|
|Example: A Personal Narrative Emerges||p. 175|
|Approaches to Interpreting Folklore||p. 180|
|Functions: Purposes, Roles, and Meanings||p. 181|
|Example: Multiple Meanings in Context||p. 183|
|Structure: Patterns, Themes, and Formal Relationships||p. 184|
|Psychoanalytic Interpretations: Symbols and Metaphors||p. 192|
|Social Dimensions: Texts and Performances in Complex Contexts||p. 198|
|Fieldwork and Ethnography||p. 206|
|Collecting Data: The Nuts and Bolts of Fieldwork||p. 207|
|Finding Ideas||p. 207|
|Getting Started on Fieldwork||p. 209|
|Developing and Asking Good Questions||p. 212|
|Field Notes||p. 215|
|Transcribing and Transcripts||p. 220|
|Returning from the Field: Follow-up Research||p. 222|
|The People Factor: Interpersonal and Ethical Concerns||p. 222|
|Insider and Outsider Roles||p. 223|
|Observation and Participant-Observer Roles||p. 224|
|Rapport: Creating and Understanding Researcher-Consultant Relationships||p. 225|
|Reciprocal Ethnography||p. 228|
|Example: Giving up the Last Word||p. 230|
|Examples of Folklore Projects||p. 232|
|One of the Guys||p. 233|
|Gay Rituals: Outing, Biking, and Sewing||p. 245|
|Roadside Memorials: Material Focus of Love, Devotion, and Remembrance||p. 255|
|"Down on Main Street": The 152nd Beilville Street Fair and Homecoming||p. 270|
|Food for Thought: Power and Food in Hurston's Their Eyes Were Watching God||p. 276|
|The Hookah Folk: Understanding Hookah Smokers as a Folk Group||p. 285|
|Suggestions for Activities and Projects||p. 300|
|Group and Classroom Activities||p. 301|
|Personal Reflection||p. 302|
|Library Research||p. 303|
|Fieldwork Projects||p. 304|
|Integrated Projects-Bringing It All Together||p. 305|
|Traditional Behavior||p. 305|
|Changes in Groups and Traditions||p. 305|
|Verbal Expressions||p. 306|
|Legend Trips||p. 306|
|Table of Contents provided by Ingram. All Rights Reserved.|