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| Acknowledgments | |
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| Preface | |
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| Folklore | |
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| What is Folklore? | |
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| A Working Definition | |
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| Scholarly Definitions of Folklore | |
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| Genres of Folklore | |
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| Defining Folklore Beyond Genre Labels: Texts and Contexts | |
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| A Brief History of Folklore Study | |
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| Conclusion | |
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| Groups | |
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| What is a Folk Group? | |
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| Definitions | |
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| How Folk Groups Form | |
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| Self-Identification and Group Membership | |
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| Family, School, and Occupational Groups | |
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| Family | |
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| School Groups | |
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| Occupational Groups | |
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| Example: Folklore in Bounded Spaces | |
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| Groups and Belief | |
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| Example: Belief and Contemporary Legends | |
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| Conclusion | |
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| Tradition | |
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| What is Tradition? | |
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| Tradition is Both Lore and Process | |
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| Tradition Helps to Create and Confirm a Sense of Identity | |
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| Tradition is Identified as Tradition by the Community | |
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| How do People Learn and Share Traditions? | |
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| Do Traditions Disappear? | |
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| Dynamic and Conservative Elements of Tradition | |
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| Inventing Tradition | |
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| The Question of Authenticity | |
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| Example: Traditions in Folk Art | |
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| Conclusion | |
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| Ritual | |
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| What is Ritual? | |
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| Low-Context and High-Context Rituals102 | |
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| Invented Ritual | |
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| The Question of Belief in Sacred and Secular Rituals | |
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| Liminality and Ritual Space | |
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| Types of Rituals | |
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| Rites of Passage | |
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| Coming-of-Age Rituals | |
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| Initiation Rituals | |
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| Naming Rituals | |
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| Example: Rituals and Private and Public Identity | |
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| Conclusion | |
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| Performance | |
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| What is Performance? | |
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| Example: A Proverbial Performance | |
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| The Study of Performance | |
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| Performance Texts | |
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| Texture | |
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| Context | |
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| Physical Context | |
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| Social Context | |
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| Recognizing Texts in Context: Performance Markers and Framing | |
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| Reflexivity | |
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| Emergence | |
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| Folklore That Pushes the Boundaries | |
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| Aesthetics | |
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| Critic versus Group Consensus | |
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| Traditionality | |
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| Skill | |
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| Practicality | |
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| The Nature of Aesthetic Response | |
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| Personal Narrative in Performance | |
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| Example: A Personal Narrative Emerges | |
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| Conclusion | |
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| Approaches to Interpreting Folklore | |
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| Functions: Purposes, Roles, and Meanings | |
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| Example: Multiple Meanings in Context | |
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| Structure: Patterns, Themes, and Formal Relationships | |
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| Psychoanalytic Interpretations: Symbols and Metaphors | |
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| Social Dimensions: Texts and Performances in Complex Contexts | |
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| Conclusion | |
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| Fieldwork and Ethnography | |
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| Collecting Data: The Nuts and Bolts of Fieldwork | |
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| Finding Ideas | |
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| Getting Started on Fieldwork | |
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| Developing and Asking Good Questions | |
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| Field Notes | |
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| Transcribing and Transcripts | |
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| Returning from the Field: Follow-up Research | |
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| The People Factor: Interpersonal and Ethical Concerns | |
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| Insider and Outsider Roles | |
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| Observation and Participant-Observer Roles | |
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| Rapport: Creating and Understanding Researcher-Consultant Relationships | |
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| Ethics | |
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| Reciprocal Ethnography | |
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| Example: Giving up the Last Word | |
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| Conclusion | |
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| Examples of Folklore Projects | |
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| One of the Guys | |
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| Gay Rituals: Outing, Biking, and Sewing | |
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| Roadside Memorials: Material Focus of Love, Devotion, and Remembrance | |
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| "Down on Main Street": The 152nd Beilville Street Fair and Homecoming | |
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| Food for Thought: Power and Food in Hurston's Their Eyes Were Watching God | |
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| The Hookah Folk: Understanding Hookah Smokers as a Folk Group | |
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| Suggestions for Activities and Projects | |
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| Group and Classroom Activities | |
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| Personal Reflection | |
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| Library Research | |
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| Fieldwork Projects | |
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| Integrated Projects-Bringing It All Together | |
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| Traditional Behavior | |
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| Changes in Groups and Traditions | |
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| Verbal Expressions | |
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| Legend Trips | |
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| Foodways | |
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| Notes | |
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| References | |
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| Index | |