The collection of papers focuses on the future of research in anthropology and education. Intended as an exploration of the relationship between funding agencies and the individual anthropological researcher, the articles generally question the degree of control which the anthropologist can exert on research. The basic premise of the papers is that anthropology possesses a methodology and a conceptual framework which can contribute to a better understanding of the cultural process of education within a society. The first two papers explore the political considerations of research by investigating federal-agency programs and by measuring the involvement of anthropologists in federally contracted evaluation. The third paper discusses the relationship between educational policy and anthropological fieldwork and concludes that policy makers might be more receptive to research if it is related directly to the premises of a particular policy. The research methodology that has developed in the field is discussed in the last paper. Its author relates that the conceptual framework of educational anthropology possesses a comparative orientation, places a high value on situational variables, and values intensive field study. Professional news, college teaching information, and a bibliography of recent works are included. (Author/DB)