Rosaldo's work performs the complexities of this ethnographic positioning, as can be seen in the remarkable proliferation of personal anecdotes in his book. A couple of examples might suffice. He speaks fondly of his five year-old son, Manny, who had been told in school to be wary of "strangers" and to distrust their solicitations. "Shortly thereafter, at a movie theatre, he surveyed the audience around him and said, 'It's good luck. There are no strangers here"(29). Rosaldo interprets his son's remarks to reflect the arbitrariness-hence, the cultural constructedness-of the notion of "strangers." As it moves across the border that separates teacher from student, the concept goes through considerable changes. The humor of this anecdote underlines a more fundamental point: the transport of meaning opens it up to contestation and ambiguity.