Our study examines schooling cross‐culturally by looking at two examples of school culture. We suggest that the recent movement in educational anthropology and ethnography away from cross‐cultural or comparative focus to concerns with classrooms, schools, and schooling in our own society may have contributed to a blurring of focus on culture itself. We define what is meant by the study of culture and then discuss our current research in Schoenhausen, Germany and Roseville, United States (these place names are pseudonyms). Because we see education as cultural transmission, we want to look at the learning that takes place in classrooms as the result of calculated intervention. We use ethnography, the instrumental activities model, and films as evocative stimuli in reflective cross‐cultural interviews.
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Spindler et al. (1987) studied this question.