In mama lola: a vodou priestess in brooklyn, karen mccarthy brown studied practitioners of the vodou religion living in the united states. however, she went far beyond the usual role of scientific observer and became a member of the religious group she was studying. she also gave her key informant, mama lola, veto power over certain elements of her work. why would this be ? a. it would not be ; without doubt, it crippled her ability to make objective judgments. b. it her set aside her preconceived notions about vodou in order to understand it on its own terms. c. it her learn all the secrets that practitioners of vodou would not tell outsiders. d. it gave her better insight into how to convert practitioners away from vodou.

Study the following facts: 1915—state education committee banned the french language in public schools (corporal punishment was allowable to deter the act of speaking french). 1916—compulsory attendance: all louisiana children must attend school until the age of 16 years. 1918—louisiana legislative act 114 stated that german could not be spoken on streets, taught in schools, or printed in newspapers (reaction to german aggression in world war i). 1921—repeal of act 114 . 1921—constitutional amendment stated languages other than english were prohibited in public schools. from the information above, answer the following questions to yourself. how did the above legislative laws affect the ethnic cultures generations later? describe the opportunity cost in economic and cultural terms of these legislative decisions. should efforts be made to preserve or revive the cultural traits of unique ethnic cultures in louisiana? assignment research current efforts and organizations that are actively engaged in cultural preservation. create a poster or powerpoint® describing the methods and strategies being employed in the preservation efforts (e. g., french immersion, german fest, codofil, cafa).