158 pages | 30 B/W Illus.
The baseball glove is a ubiquitous item, a crucial piece of equipment in the game of baseball, and it offers the opportunity to examine the production of material culture and social practice at numerous levels. Where and how is a glove made, and how does its manufacture square with the narratives surrounding its place in American cultural life? What are the myths, superstitions, and beliefs surrounding its acquisition, care, use, and significance? How does a glove function as the center of a web of cultural practices that illustrate how individuals relate to a consumer good as a symbol of memory, personal narrative, and national identity? How do the manufacturers of baseball gloves draw upon, promote, and in some sense create these practices? How do these practices and meanings change in other national and cultural contexts?
The Baseball Glove offers students the opportunity to examine these questions in an engagingly written and illustrated book that promotes hands-on interaction with a quintessential item of material culture. At the same time, the book gives students the space for critical self-reflection about the place of material goods like sporting equipment in their lives, and it provides the chance to learn different methodological approaches to studying everyday objects.
Series Foreword; Foreword, by Bill "Spaceman" Lee; Acknowledgements; Introduction ¿Segunda Base?: Asking Questions about Baseball Glove ; Chapter 1: Histories; Chapter 2: Material: Making and Shaping; Chapter 3: Meaning; Works Cited
Editors: Richard H. Robbins, SUNY at Plattsburgh and Luis A. Vivanco, University of Vermont
This series is dedicated to innovative, unconventional ways to connect undergraduate students and their lived concerns about our social world to the power of social science ideas and evidence. We seek to publish titles that use anthropology to help students understand how they benefit from exposing their own lives and activities to the power of anthropological thought and analysis. Our goal is to help spark social science imaginations and, in doing so, open new avenues for meaningful thought and action.
Books proposed for this series should pose questions and problems that speak to the complexities and dynamism of modern life, connecting cutting edge research in exciting and relevant topical areas with creative pedagogy. We seek writing that is clear and accessible, yet not simplistic. The series has three primary projects:
The Anthropology of Stuff
This project invites proposals for 100 to 120 page books devoted to tracing the biographies and social lives of commodities that illuminate for students the network of people, institutions, and activities that create their material world. The series already has successful titles on milk, coffee, lycra, counterfeit goods, bicycles, Wal-Mart, and alcohol, as well as a forthcoming title on seafood. We seek books that:
Anthropology and Civic Engagement
This project invites proposals for 100 to 120 page books that examine anthropology’s historical, contemporary, or potential involvement in civic affairs, contributions to key public debates, and/or engagement with diverse notions of citizenship and civic participation. Its goal is to illuminate for students how anthropological concepts, methods, and approaches can create powerful insights about critical social issues, while at the same time providing useful models for civic engagement for the construction of a more equitable society. We seek books that:
This project invites proposals for 150-350 page introductory texts that integrate high impact teaching and learning practices with treatment of specific topical areas that are the focus on undergraduate courses in anthropology. These specific topical areas could include Anthropology of Religion, Economic Anthropology, Political Anthropology, Anthropology of Food, Environmental Anthropology, Medical Anthropology, Anthropology of Gender and Sexuality, etc. The texts should examine the development of the field and provide coverage of key concepts and theories. At the same time, they should integrate high-impact educational practices into the structure of the text and its features. These practices could include:
If you have a proposal that you believe would fit into the series in one of its three project areas, or if you have any questions about the series, please contact Richard Robbins at email@example.com, or Luis Vivanco at firstname.lastname@example.org.